Chi-Lin Yu
Biographic Data
| ID | 4597245 |
|---|---|
| NAME | Chi-Lin Yu |
| GIVEN NAMES | Chi-Lin |
| FAMILY NAME | Yu |
| SIGNATURE | YU C |
| AFFILIATIONS | University of Michigan |
| ORCID | 0000-0002-4381-7163 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Children’s communication repairs with AI versus human partners
Cross-linguistic transfer in bilingual children's phonological and morphological awareness skills: A Longitudinal Perspective
Cross-linguistic interactions are the hallmark of bilingual development. Theoretical perspectives highlight the key role of cross-linguistic distances and language structure in literacy development. Despite the strong theoretical assumptions, the impact of such bilingualism factors in heritage-language speakers remains elusive given high variability in children's heritage-language experiences. A longitudinal inquiry of heritage-language learners …
A meta-analysis of sequences in theory-of-mind understandings: Theory of mind scale findings across different cultural contexts
Morphological awareness and its role in early word reading in English monolinguals, Spanish–English, and Chinese–English simultaneous bilinguals
Words’ morphemic structure and their orthographic representations vary across languages. How do bilingual experiences with structurally distinct languages influence children's morphological processes for word reading? Focusing on English literacy in monolinguals and bilinguals ( N = 350, ages 5–9), we first revealed unique contributions of derivational ( friend-li-est ) and compound ( girl-friend ) morphology to early word reading. We then examin…
What’s in a word? Cross-linguistic influences on Spanish–English and Chinese–English bilingual children’s word reading development
This study investigates the cross-linguistic transfer of literacy skills in Spanish–English, Chinese–English bilingual, and English monolingual children (N = 283, 5–10 years). Research question 1 examines English literacy and asks how phonological and morpho-semantic skills contribute to word reading as a function of children's language background. Structural equation modeling revealed contrasting bilingual effects: compared to English monolingua…
The neurocognitive basis of morphological processing in typical and impaired readers
Cross-linguistic transfer in bilingual children's phonological and morphological awareness skills: A Longitudinal Perspective
Cross-linguistic interactions are the hallmark of bilingual development. Theoretical perspectives highlight the key role of cross-linguistic distances and language structure in literacy development. Despite the strong theoretical assumptions, the impact of such bilingualism factors in heritage-language speakers remains elusive given high variability in children's heritage-language experiences. A longitudinal inquiry of heritage-language learners …
What’s in a word? Cross-linguistic influences on Spanish–English and Chinese–English bilingual children’s word reading development
This study investigates the cross-linguistic transfer of literacy skills in Spanish–English, Chinese–English bilingual, and English monolingual children (N = 283, 5–10 years). Research question 1 examines English literacy and asks how phonological and morpho-semantic skills contribute to word reading as a function of children's language background. Structural equation modeling revealed contrasting bilingual effects: compared to English monolingua…
The neurocognitive basis of morphological processing in typical and impaired readers
Morphological awareness and its role in early word reading in English monolinguals, Spanish–English, and Chinese–English simultaneous bilinguals
Words’ morphemic structure and their orthographic representations vary across languages. How do bilingual experiences with structurally distinct languages influence children's morphological processes for word reading? Focusing on English literacy in monolinguals and bilinguals ( N = 350, ages 5–9), we first revealed unique contributions of derivational ( friend-li-est ) and compound ( girl-friend ) morphology to early word reading. We then examin…
A meta-analysis of sequences in theory-of-mind understandings: Theory of mind scale findings across different cultural contexts
Cross-linguistic transfer in bilingual children's phonological and morphological awareness skills: A Longitudinal Perspective
Cross-linguistic interactions are the hallmark of bilingual development. Theoretical perspectives highlight the key role of cross-linguistic distances and language structure in literacy development. Despite the strong theoretical assumptions, the impact of such bilingualism factors in heritage-language speakers remains elusive given high variability in children's heritage-language experiences. A longitudinal inquiry of heritage-language learners …
Children’s communication repairs with AI versus human partners
Psychology (5 works) · Linguistics (4 works) · Literacy (4 works) · Reading and Literacy Development (4 works) · Cognitive psychology (3 works) · Language Development and Disorders (3 works) · Neuroscience of multilingualism (3 works) · Pedagogy (3 works) · Phonological awareness (3 works) · Child and Animal Learning Development (2 works)