Department of Psychology, CUHK
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Prof. Him CHEUNG
Professor
Ph.D., Kansas; LTCL

Address: Rm 353, Sino Building,
 hcheung
  Department of Psychology,
  The Chinese University of Hong Kong,
  Shatin, New Territories,
  Hong Kong
   
Phone: (852) 2609-6457
Fax: (852) 2603-5019
E-mail: hcheung at psy.cuhk.edu.hk
   

Research

Research Interests

Infants' and children's language and thinking development; theory of mind; learning to read; psychology of language.

Representative Publications

  • Cheung, H., Chen, H.-C., & Yeung, W. (in press). Relations between mental verb and false belief understanding in Cantonese-speaking children. Journal of Experimental Child Psychology.

  • Cheung, H., Chung, K. K. H., Wong, S. W. L., McBride-Chang, C., Penney, T. B., & Ho, C. S. H. (2009). Perception of tone and aspiration contrasts in Chinese children with dyslexia. Journal of Child Psychology and Psychiatry, 50(6), 726-733.

  • Chung, K. K. H., McBride-Chang, C., Wong, S. W. L., Cheung, H., Penney, T. B., & Ho, C. S. H. (in press). The importance of rapid temporal processing in the auditory and visual modalities in the recognition of Chinese characters by children with developmental dyslexia. Annals of Dyslexia.

  • Chow, B. W. –Y., McBride-Chang, C., Cheung, H., & Chow, C. S. –L. (2008). Dialogic reading and morphology training in Chinese children: Effects on language and literacy. Developmental Psychology, 44(1), 233-244.
  • Cheung, H. (2007). The role of phonological awareness in mediating between reading and listening to speech. Language and Cognitive Processes, 22(1), 130-154.
  • Cheung, H., Chan, M. M. N., & Chong, K. K.-Y. (2007). Use of orthographic knowledge in reading by Chinese-English bi-scriptal children. Language Learning, 57(3), 469-505.
  • Cheung, H. (2006). False belief and language comprehension in Cantonese-speaking children. Journal of Experimental child Psychology, 95, 79-98.

  • Cheung, H., Chen, H.-C., Creed, N., Ng, L., Wang, S. P., & Mo, L. (2004). Relative roles of general and complementation language in theory-of-mind development: Evidence from Cantonese and English. Child Development, 75(4), 1155-1170.

  • Cheung, H. (2003). Pinyin and phonotactics affect the development of phonemic awareness in English-Cantonese bilinguals. In C. McBride-Chang, & H.-C. Chen (eds.), Reading Development in Chinese Children. Westport, CT: Greenwood Press.

  • Cheung, H. (2001). The discrimination of phonological and grammatical categories by Cantonese-speaking children. Asia Pacific Journal of Speech, Language and Hearing, 6(3), 163-178.

  • Cheung, H., Chen, H.-C., Lai, C. Y., Wong, O. C., & Hills, M. (2001). The development of phonological awareness: Effects of spoken language experience and orthography. Cognition, 81(3), 227-241.

  • Cheung, H., Kemper, S., and Leung, E. (2000). A phonological account for the cross-language variation in working memory processing. The Psychological Record, 50(2), 373-386.

  • Cheung, H. (1999). Improving phonological awareness and word reading in a later learned alphabetic script. Cognition, 70, 1-26.

  • Cheung, H. (1996). Nonword span as a unique predictor of second-language vocabulary learning. Developmental Psychology, 32(5), 867-873.

  • Cheung, H., & Kemper, S. (1993). The recall and articulation of English and Chinese words by Chinese-English bilinguals. Memory and Cognition, 21(5), 666-670.

 

Teaching

Courses

Current Academic Year

  • PSY3300 Basic Learning Processes
  • PSY3550 Educational Psychology