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MCBRIDE Catherine Alexandra
MCBRIDE Catherine Alexandra的相片
學歷:Ph.D., Southern California
職銜:教授
地址:信和樓333室
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電話:3943 6576
傳真:2603 5019

簡介

個人簡歷

 

McBride 教授現為香港中文大學心理學系教授,並擔任 Association for Reading and Writing in Asia 的主席。Catherine McBride 教授在1994年於美國南加州大學取得發展心理學博士學位,研究主要集中於跨文化的閱讀能力發展和缺損。McBride教授亦就發展心理學中的各項議題如育兒、創造力、虐待兒童、同伴關係和兒童讀寫能力發展發表不同論文。至今,她已發表了約200篇學術期刊文章,撰寫了4本書,以及20個章節。目前,她正為Reading and Writing 和 International Journal of Behavioral Development 這兩本學術期刊擔任副編輯。

 

請瀏覽以下網址了解更多McBride教授或她的研究:

 

McBride教授現正進行一項有關雙胞胎雙語發展的研究,目的為探討遺傳和環境因素對兒童的雙語認知和閱讀發展中的作用。計劃現正招募母語為廣東話的5至9歲雙胞胎小朋友參加。如有興趣,請瀏覽研究計劃的網站Facebook專頁

教學科目

2017-18
  • PSYC6300 心理學寫作與報告技巧
  • 研究興趣

    認知和社會能力發展、尤其是兒童閲讀與詞彙的發展或損傷以及教養方式

     

    "Right now, I am working on research related to whether it is possible to have reading difficulties only in Chinese or English among Hong Kong Chinese children. In addition, I am interested in whether Chinese children may have particular difficulties in writing and if so what forms they might take. I am interested in writing because calligraphy and stroke order and various aspects of writing in Chinese are seemingly very important for learning Chinese, much more so than in alphabetic orthographies."

    期刊

    • Zhou, Y., McBride, C., Leung, J. S. M., Wang, Y., Joshi, M., & Farver, J. (2017). Chinese and English reading-related skills in L1 and L2 Chinese-speaking children in Hong Kong. Language, Cognition and Neuroscience, 1-13.
    • Tong, X., & McBride, C. (2017). A reciprocal relationship between syntactic awareness and reading comprehension. Learning and Individual Differences, 57, 33-44.
    • Tong, X., & McBride, C. (2017). English Word Reading Difficulties and Orthographic Processing Weaknesses in Chinese–English Bilingual Adolescents With Dyslexia. Topics in Language Disorders, 37, 170-181. doi: 10.1097/TLD.0000000000000119
    • Tong, X., Tong, X., & McBride, C. (2017). Unpacking the relation between morphological awareness and Chinese word reading: Levels of morphological awareness and vocabulary. Contemporary Educational Psychology, 48, 167-178. doi: 10.1016/j.cedpsych.2016.07.003
    • Kalindi, S.C, McBride, C., & Dan, L. (2017). Early Literacy Among Zambian Second Graders: The Role of Adult Mediation of Word Writing in Bemba. Reading Research Quarterly. doi: 10.1002/rrq.180
    • Tong, X., Tong, X., & McBride, C. (2017). Radical sensitivity is the key to understanding Chinese character acquisition in children. Reading and Writing, 1-15. doi: 10.1007/s11145-017-9722-8
    • Wong, S., Ho, C., McBride, C., Chow, B., & Waye, M. (2017). Less is More in Hong Kong: Investigation of Biscriptal and Trilingual Development Among Chinese Twins in a (Relatively) Small City. Twin Research and Human Genetics, 20, 66-71. doi:10.1017/thg.2016.90
    • Su, M., Peyre, H., Song, S., McBride, C., Tardif, T., Li, H., Zhang, Y., Liang, W., Zhang, Z., Ramus, F., & Shu, H. (2017). The influence of early linguistic skills and family factors on literacy acquisition in Chinese children: Follow-up from age 3 to age 11. Learning and Instruction, 49, 54-63. doi: 10.1016/j.learninstruc.2016.12.0031. 
    • 2. Tong, X., & McBride, C. (2017). A reciprocal relationship between syntactic awareness and reading comprehension. Learning and Individual Differences57, 33-44.

      3. Tong, X., & McBride, C. (2017). English Word Reading Difficulties and Orthographic Processing Weaknesses in Chinese–English Bilingual Adolescents With Dyslexia. Topics in Language Disorders, 37, 170-181. doi: 10.1097/TLD.0000000000000119

      4. Tong, X., Tong, X., & McBride, C. (2017). Unpacking the relation between morphological awareness and Chinese word reading: Levels of morphological awareness and vocabulary. Contemporary Educational Psychology, 48, 167-178. doi:10.1016/j.cedpsych.2016.07.003

      5. Kalindi, S.C, McBride, C., & Dan, L. (2017). Early Literacy Among Zambian Second Graders: The Role of Adult Mediation of Word Writing in Bemba. Reading Research Quarterly. doi: 10.1002/rrq.180

      6. Tong, X., Tong, X., & McBride, C. (2017). Radical sensitivity is the key to understanding Chinese character acquisition in children. Reading and Writing, 1-15. doi: 10.1007/s11145-017-9722-8

      7. Wong, S., Ho, C., McBride, C., Chow, B., & Waye, M. (2017). Less is More in Hong Kong: Investigation of Biscriptal and Trilingual Development Among Chinese Twins in a (Relatively) Small City. Twin Research and Human Genetics20, 66-71. doi:10.1017/thg.2016.90

      8. Su, M., Peyre, H., Song, S., McBride, C., Tardif, T., Li, H., Zhang, Y., Liang, W., Zhang, Z., Ramus, F., & Shu, H. (2017).The influence of early linguistic skills and family factors on literacy acquisition in Chinese children: Follow-up from age 3 to age 11. Learning and Instruction, 49, 54-63. doi: 10.1016/j.learninstruc.2016.12.003

    書籍
    • McBride, C. (2016). Children's Literacy Development:  A Cross-cultural perspective on learning to read and write. Oxford: Routledge.
    • Kucircova, N., Snow, C., Grover, V., & McBride, C. (Eds.). (2017). International companion to early literacy education. Oxford: Routledge.
    • McBride-Chang, C., & Chen, H.C. (Eds.). (2003). Reading Development in Chinese Children. Westport, CT: Praeger Publishers. 
    • McBride-Chang, C. (2004). Children's Literacy Development (Texts in Developmental Psychology Series). London: Edward Arnold/Oxford Press. 

    1.                       McBride, C. (2016). Children's Literacy Development:  A Cross-cultural perspective on learning to read and write. Oxford: Routledge.

    2.                       Kucircova, N., Snow, C., Grover, V., & McBride, C. (Eds.). (in press). International companion to early literacy education. Oxford: Routledge.

    3.                       McBride-Chang, C., & Chen, H.C. (Eds.). (2003). Reading Development in Chinese Children. Westport, CT: Praeger Publishers.

    4.                       McBride-Chang, C. (2004). Children's Literacy Development (Texts in Developmental Psychology Series). London: Edward Arnold/Oxford Press.