Him Cheung
Biographic Data
| ID | 199542 |
|---|---|
| NAME | Him Cheung |
| GIVEN NAMES | Him |
| FAMILY NAME | Cheung |
| SIGNATURE | CHEUNG H |
| AFFILIATIONS | Chinese University of Hong Kong |
| ORCID | 0000-0002-1553-2339 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 76 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Cross-lagged relationship between interpersonal closeness, early language skills and emotion understanding among toddlers
This longitudinal study examined how parent–child closeness, teacher–child closeness and language skills predicted and were predicted by emotion understanding in early years. Participants were 128 Hong-Kong-Chinese toddlers (74 girls; M age = 33.03 months). Parents and teachers reported their closeness with each child, and children’s oral language and emotion understanding were tested at two timepoints 6 months apart. Hierarchical regression anal…
Visuospatial-based block-building training for improving emotion understanding and theory of mind in 4.5-year-olds
Most existing training programs designed to enhance children's sociocognitive abilities, such as emotion understanding and theory of mind, rely heavily on language-based approaches. This study investigated the effectiveness of a novel visuospatial-based block-building training protocol compared with traditional language-based training in improving children's understanding of emotions and minds. A total of 106 4.5-year-old children ( M age = 53.77…
The Longitudinal Pathways Linking SES to Reading Comprehension
Guided by the family investment model, family process model, and componential model of reading, this study examined underlying mechanisms linking family socioeconomic status (SES) to reading comprehension. Participants were 682 Chinese third graders (Wave1, M age = 9.31 years, 338 girls) randomly recruited, and they were followed up after 1 year. Structural equation modeling revealed that higher parents’ education was related to more books in the…
Socioeconomic Account of Reading Abilities in Learning Chinese as a First Language and English as a Second Language
The study examined the mediation model of socioeconomic status (SES) and executive function (EF) on reading abilities in Chinese (as first language, L1) and English (as second language, L2) in 260 native Cantonese-speaking students (146 boys) from Hong Kong local primary schools with the mean age at 111.3 months (range = 98-132 months). The results showed that EF was a significant mediator between SES and reading ability after controlling for age…
Disciplinary Practices and Perceptions of Disciplinary Situations Among Chinese Mothers
Research linking parental practices with children's social development yields inconsistent results, warranting culture-sensitive models to explain the various trajectories of child development. This study explores disciplinary practices and perceptions of disciplinary situations among nine Chinese mothers. Thematic analysis of interview data refined a model of parental practices that considers Chinese mothers' references to emotions and various s…
How parenting styles affect the development of language skills and reading comprehension in primary school students
Background and AimsThis study examined how parenting styles influence children's language skills and reading comprehension.Materials and MethodsSix hundred and eighty-five Chinese-speaking third graders (Mage = 9.23 years, SD = .66; 341 girls) were randomly recruited from eight primary schools. We measured students' primary caregivers' parenting styles, parental education, family income, migration status, number of children's extracurricular book…
Effect of music emotion on mu and beta oscillations
That music elicits motor signals has been suggested as the key to understanding how emotion may be experienced from it. While previous studies have demonstrated that music both induces movement and affects ongoing motor activities, little is known about the effect of its emotional content on neural-motor representation and how such an effect may be modified by concurrent movement. To fill this gap, we asked participants to tap their right index f…
Visuospatial perspective-taking in social-emotional development
In terms of theoretical implications, the potential causal relationship between visuospatial perspective-taking and ToM and emotion understanding may shed new insights on what underlies the development of mental state understanding. The findings of this study also have practical implications: researchers and educators may popularize visuospatial perspective-taking training in the form of block-building games if it is found to be effective in comp…
Longitudinal relations among teacher-student closeness, cognitive flexibility, intrinsic reading motivation, and reading achievement
This study examines the roles of cognitive flexibility and reading motivation in explaining the longitudinal link between teacher-student closeness and reading achievement. The investigation is motivated by the fact that cognitive flexibility and reading motivation have been shown to be correlates of teacher-student relationship and reading achievement, yet their mediating roles are less well understood. The current study uses a sample of 17,342 …
Spatial Ability and Theory of Mind
This research tests the role of visual perspective taking (VPT) in mediating the relation between spatial ability and theory of mind (ToM). Study 1 demonstrated such mediation correlationally in seventy 3.5- to 4-year olds. In Study 2, twenty-three 3.5- to 4-year-olds were trained on using play blocks to copy preassembled models as a way to promote spatial ability. Resultant increases in VPT and ToM were compared to those from a control group lea…
Effect of Twinning on Chinese and English Vocabulary Knowledge
Vocabulary knowledge was tested in a native (Cantonese-Chinese) and foreign (English) language in 150 twins and 150 singletons aged 6–11 years, matched on age, gender, grade level, nonverbal intelligence, parents’ education, family income, and number of siblings and household members. The singletons clearly outperformed the twins on the native vocabulary, but this “twinning effect” was much less noticeable for the foreign vocabulary. The effect o…
Two mentalizing capacities and the understanding of two types of lie telling in children
This study examined the interrelationships among second-order belief, interpretive theory of mind, inhibitory control, and the understanding of strategic versus white lies in 54 children approximately 5 years 7 months old. Results showed that second-order belief was associated with strategic-lie understanding, whereas interpretive theory of mind predicted white-lie understanding. The current findings suggest that different aspects of mentalizing …
The Development of Morphemic Processing in Reading Chinese Compound Words
The current study investigated the development of morphemic processing in reading Chinese compound words. A total of 14 grade 2 children and 17 grade 6 children were recruited. A word-naming task and a character- naming task were conducted. Significant boundedness effects were observed in both word and character-naming tasks in grade 2. In contrast, significant boundedness effect was only found in character naming but not in word naming in grade …
The role of visual and auditory temporal processing for Chinese children with developmental dyslexia
Dialogic reading and morphology training in Chinese children
This study investigates the effects of parent–child shared book reading and metalinguistic training on the language and literacy skills of 148 kindergartners in Hong Kong. Children were pretested on Chinese character recognition, vocabulary, morphological awareness, and reading interest and then assigned randomly to 1 of 4 conditions: the dialogic reading with morphology training (DRMT), dialogic reading (DR), typical reading, or control conditio…
Use of Orthographic Knowledge in Reading by Chinese-English Bi-scriptal Children
We tested Chinese-English bi-scriptal fourth-graders on reading aloud and comprehension in Chinese and English and their understanding of some structural principles underlying Chinese orthography. These principles concern phonological and semantic representation in written Chinese. Regressions showed that knowledge about phonological representation predicted reading aloud in both Chinese and English. Understanding of semantic representation predi…
The discrimination of phonological and grammatical categories by Cantonese-speaking children
Three large groups of Cantonese-speaking children were tested on their abilities to discriminate minimally contrastive syllables and comprehend certain grammatical structures in spoken sentences. Results from the younger (n = 130; mean age = 43.5 months), middle (n = 252; mean age = 53.2 months) and older children (n = 101; mean age = 63.3 months) converged in showing that: (1) the aspiration contrast was the most difficult to master, compared wi…
Nonword span as a unique predictor of second-language vocabulary language
This study attempts to extend the relationship between phonological memory and word acquisition to the experimental learning of second-language vocabulary. Nonword span was used to measure phonological memory and was found to be generally predictive of the number of trials needed for acquiring certain English (second-language) new words for a group of Hong Kong 7th graders. This relationship, however, was preserved only in those whose English voc…
Speech Adjustments to Aging During a Referential Communication Task
This study used a referential communication task to investigate the effectiveness of elderspeak, a speech register targeted at older listeners. The tasks required the listener to reproduce a route drawn on a map or array of dots, following the speaker's instructions. Dyads of young-young, old-old, and young-old adults were compared with regard to measures of fluency, prosody, grammatical complexity, semantic content, and speaker and listener styl…
Recall and Articulation of English and Chinese Words Under Memory Preload Conditions
Two groups of subjects were tested to investigate the effect of language on recall span under different memory preload conditions (two, four, or six digits). Native English-speaking monolinguals in Group 1 recalled 1-, 2-, and 3-syllable English words. Chinese-English bilinguals in Group 2 recalled both English words and 1-, 2-, and 3-syllable Chinese words. Word articulation rates for the English monolinguals and the Chinese-English bilinguals i…
Nonword span as a unique predictor of second-language vocabulary language
This study attempts to extend the relationship between phonological memory and word acquisition to the experimental learning of second-language vocabulary. Nonword span was used to measure phonological memory and was found to be generally predictive of the number of trials needed for acquiring certain English (second-language) new words for a group of Hong Kong 7th graders. This relationship, however, was preserved only in those whose English voc…
Dialogic reading and morphology training in Chinese children
This study investigates the effects of parent–child shared book reading and metalinguistic training on the language and literacy skills of 148 kindergartners in Hong Kong. Children were pretested on Chinese character recognition, vocabulary, morphological awareness, and reading interest and then assigned randomly to 1 of 4 conditions: the dialogic reading with morphology training (DRMT), dialogic reading (DR), typical reading, or control conditio…
Speech Adjustments to Aging During a Referential Communication Task
This study used a referential communication task to investigate the effectiveness of elderspeak, a speech register targeted at older listeners. The tasks required the listener to reproduce a route drawn on a map or array of dots, following the speaker's instructions. Dyads of young-young, old-old, and young-old adults were compared with regard to measures of fluency, prosody, grammatical complexity, semantic content, and speaker and listener styl…
Two mentalizing capacities and the understanding of two types of lie telling in children
This study examined the interrelationships among second-order belief, interpretive theory of mind, inhibitory control, and the understanding of strategic versus white lies in 54 children approximately 5 years 7 months old. Results showed that second-order belief was associated with strategic-lie understanding, whereas interpretive theory of mind predicted white-lie understanding. The current findings suggest that different aspects of mentalizing …
Longitudinal relations among teacher-student closeness, cognitive flexibility, intrinsic reading motivation, and reading achievement
This study examines the roles of cognitive flexibility and reading motivation in explaining the longitudinal link between teacher-student closeness and reading achievement. The investigation is motivated by the fact that cognitive flexibility and reading motivation have been shown to be correlates of teacher-student relationship and reading achievement, yet their mediating roles are less well understood. The current study uses a sample of 17,342 …
Use of Orthographic Knowledge in Reading by Chinese-English Bi-scriptal Children
We tested Chinese-English bi-scriptal fourth-graders on reading aloud and comprehension in Chinese and English and their understanding of some structural principles underlying Chinese orthography. These principles concern phonological and semantic representation in written Chinese. Regressions showed that knowledge about phonological representation predicted reading aloud in both Chinese and English. Understanding of semantic representation predi…
The Longitudinal Pathways Linking SES to Reading Comprehension
Guided by the family investment model, family process model, and componential model of reading, this study examined underlying mechanisms linking family socioeconomic status (SES) to reading comprehension. Participants were 682 Chinese third graders (Wave1, M age = 9.31 years, 338 girls) randomly recruited, and they were followed up after 1 year. Structural equation modeling revealed that higher parents’ education was related to more books in the…
How parenting styles affect the development of language skills and reading comprehension in primary school students
Background and AimsThis study examined how parenting styles influence children's language skills and reading comprehension.Materials and MethodsSix hundred and eighty-five Chinese-speaking third graders (Mage = 9.23 years, SD = .66; 341 girls) were randomly recruited from eight primary schools. We measured students' primary caregivers' parenting styles, parental education, family income, migration status, number of children's extracurricular book…
Recall and Articulation of English and Chinese Words Under Memory Preload Conditions
Two groups of subjects were tested to investigate the effect of language on recall span under different memory preload conditions (two, four, or six digits). Native English-speaking monolinguals in Group 1 recalled 1-, 2-, and 3-syllable English words. Chinese-English bilinguals in Group 2 recalled both English words and 1-, 2-, and 3-syllable Chinese words. Word articulation rates for the English monolinguals and the Chinese-English bilinguals i…
Speech Adjustments to Aging During a Referential Communication Task
This study used a referential communication task to investigate the effectiveness of elderspeak, a speech register targeted at older listeners. The tasks required the listener to reproduce a route drawn on a map or array of dots, following the speaker's instructions. Dyads of young-young, old-old, and young-old adults were compared with regard to measures of fluency, prosody, grammatical complexity, semantic content, and speaker and listener styl…
Nonword span as a unique predictor of second-language vocabulary language
This study attempts to extend the relationship between phonological memory and word acquisition to the experimental learning of second-language vocabulary. Nonword span was used to measure phonological memory and was found to be generally predictive of the number of trials needed for acquiring certain English (second-language) new words for a group of Hong Kong 7th graders. This relationship, however, was preserved only in those whose English voc…
The discrimination of phonological and grammatical categories by Cantonese-speaking children
Three large groups of Cantonese-speaking children were tested on their abilities to discriminate minimally contrastive syllables and comprehend certain grammatical structures in spoken sentences. Results from the younger (n = 130; mean age = 43.5 months), middle (n = 252; mean age = 53.2 months) and older children (n = 101; mean age = 63.3 months) converged in showing that: (1) the aspiration contrast was the most difficult to master, compared wi…
Use of Orthographic Knowledge in Reading by Chinese-English Bi-scriptal Children
We tested Chinese-English bi-scriptal fourth-graders on reading aloud and comprehension in Chinese and English and their understanding of some structural principles underlying Chinese orthography. These principles concern phonological and semantic representation in written Chinese. Regressions showed that knowledge about phonological representation predicted reading aloud in both Chinese and English. Understanding of semantic representation predi…
The role of visual and auditory temporal processing for Chinese children with developmental dyslexia
Dialogic reading and morphology training in Chinese children
This study investigates the effects of parent–child shared book reading and metalinguistic training on the language and literacy skills of 148 kindergartners in Hong Kong. Children were pretested on Chinese character recognition, vocabulary, morphological awareness, and reading interest and then assigned randomly to 1 of 4 conditions: the dialogic reading with morphology training (DRMT), dialogic reading (DR), typical reading, or control conditio…
The Development of Morphemic Processing in Reading Chinese Compound Words
The current study investigated the development of morphemic processing in reading Chinese compound words. A total of 14 grade 2 children and 17 grade 6 children were recruited. A word-naming task and a character- naming task were conducted. Significant boundedness effects were observed in both word and character-naming tasks in grade 2. In contrast, significant boundedness effect was only found in character naming but not in word naming in grade …
Two mentalizing capacities and the understanding of two types of lie telling in children
This study examined the interrelationships among second-order belief, interpretive theory of mind, inhibitory control, and the understanding of strategic versus white lies in 54 children approximately 5 years 7 months old. Results showed that second-order belief was associated with strategic-lie understanding, whereas interpretive theory of mind predicted white-lie understanding. The current findings suggest that different aspects of mentalizing …
Effect of Twinning on Chinese and English Vocabulary Knowledge
Vocabulary knowledge was tested in a native (Cantonese-Chinese) and foreign (English) language in 150 twins and 150 singletons aged 6–11 years, matched on age, gender, grade level, nonverbal intelligence, parents’ education, family income, and number of siblings and household members. The singletons clearly outperformed the twins on the native vocabulary, but this “twinning effect” was much less noticeable for the foreign vocabulary. The effect o…
Spatial Ability and Theory of Mind
This research tests the role of visual perspective taking (VPT) in mediating the relation between spatial ability and theory of mind (ToM). Study 1 demonstrated such mediation correlationally in seventy 3.5- to 4-year olds. In Study 2, twenty-three 3.5- to 4-year-olds were trained on using play blocks to copy preassembled models as a way to promote spatial ability. Resultant increases in VPT and ToM were compared to those from a control group lea…
Visuospatial perspective-taking in social-emotional development
In terms of theoretical implications, the potential causal relationship between visuospatial perspective-taking and ToM and emotion understanding may shed new insights on what underlies the development of mental state understanding. The findings of this study also have practical implications: researchers and educators may popularize visuospatial perspective-taking training in the form of block-building games if it is found to be effective in comp…
Longitudinal relations among teacher-student closeness, cognitive flexibility, intrinsic reading motivation, and reading achievement
This study examines the roles of cognitive flexibility and reading motivation in explaining the longitudinal link between teacher-student closeness and reading achievement. The investigation is motivated by the fact that cognitive flexibility and reading motivation have been shown to be correlates of teacher-student relationship and reading achievement, yet their mediating roles are less well understood. The current study uses a sample of 17,342 …
Effect of music emotion on mu and beta oscillations
That music elicits motor signals has been suggested as the key to understanding how emotion may be experienced from it. While previous studies have demonstrated that music both induces movement and affects ongoing motor activities, little is known about the effect of its emotional content on neural-motor representation and how such an effect may be modified by concurrent movement. To fill this gap, we asked participants to tap their right index f…
How parenting styles affect the development of language skills and reading comprehension in primary school students
Background and AimsThis study examined how parenting styles influence children's language skills and reading comprehension.Materials and MethodsSix hundred and eighty-five Chinese-speaking third graders (Mage = 9.23 years, SD = .66; 341 girls) were randomly recruited from eight primary schools. We measured students' primary caregivers' parenting styles, parental education, family income, migration status, number of children's extracurricular book…
Visuospatial-based block-building training for improving emotion understanding and theory of mind in 4.5-year-olds
Most existing training programs designed to enhance children's sociocognitive abilities, such as emotion understanding and theory of mind, rely heavily on language-based approaches. This study investigated the effectiveness of a novel visuospatial-based block-building training protocol compared with traditional language-based training in improving children's understanding of emotions and minds. A total of 106 4.5-year-old children ( M age = 53.77…
The Longitudinal Pathways Linking SES to Reading Comprehension
Guided by the family investment model, family process model, and componential model of reading, this study examined underlying mechanisms linking family socioeconomic status (SES) to reading comprehension. Participants were 682 Chinese third graders (Wave1, M age = 9.31 years, 338 girls) randomly recruited, and they were followed up after 1 year. Structural equation modeling revealed that higher parents’ education was related to more books in the…
Socioeconomic Account of Reading Abilities in Learning Chinese as a First Language and English as a Second Language
The study examined the mediation model of socioeconomic status (SES) and executive function (EF) on reading abilities in Chinese (as first language, L1) and English (as second language, L2) in 260 native Cantonese-speaking students (146 boys) from Hong Kong local primary schools with the mean age at 111.3 months (range = 98-132 months). The results showed that EF was a significant mediator between SES and reading ability after controlling for age…
Disciplinary Practices and Perceptions of Disciplinary Situations Among Chinese Mothers
Research linking parental practices with children's social development yields inconsistent results, warranting culture-sensitive models to explain the various trajectories of child development. This study explores disciplinary practices and perceptions of disciplinary situations among nine Chinese mothers. Thematic analysis of interview data refined a model of parental practices that considers Chinese mothers' references to emotions and various s…
Cross-lagged relationship between interpersonal closeness, early language skills and emotion understanding among toddlers
This longitudinal study examined how parent–child closeness, teacher–child closeness and language skills predicted and were predicted by emotion understanding in early years. Participants were 128 Hong-Kong-Chinese toddlers (74 girls; M age = 33.03 months). Parents and teachers reported their closeness with each child, and children’s oral language and emotion understanding were tested at two timepoints 6 months apart. Hierarchical regression anal…
Psychology (17 works) · Developmental psychology (12 works) · Linguistics (10 works) · Cognitive psychology (9 works) · Reading and Literacy Development (8 works) · Cognition (6 works) · Early Childhood Education and Development (5 works) · Child and Animal Learning Development (4 works) · Language Development and Disorders (4 works) · Mathematics education (4 works)