Skip to main content Accessibility help
×
Hostname: page-component-cd9895bd7-gvvz8 Total loading time: 0 Render date: 2024-12-23T23:13:11.285Z Has data issue: false hasContentIssue false

References

Published online by Cambridge University Press:  04 January 2024

Erik D. Reichle
Affiliation:
Macquarie University, Sydney
Lili Yu
Affiliation:
Macquarie University, Sydney
Get access
Type
Chapter
Information
The Psychology of Reading
Insights from Chinese
, pp. 189 - 220
Publisher: Cambridge University Press
Print publication year: 2024

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Akmajian, A., Demers, R. A., Farmer, A. K., & Harnish, R. M. (2010). Linguistics: An introduction to language and communication. Sixth edition. Cambridge, MA: MIT Press.Google Scholar
Anderson, R. C., Li, W., Ku, Y. M., Shu, H., & Wu, N. (2003). Use of partial information in learning to read Chinese characters. Journal of Educational Psychology, 95, 52–7.Google Scholar
Andrews, S. (1989). Frequency and neighborhood effects on lexical access: Activation or search? Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 802–14.Google Scholar
Andrews, S. (1992). Frequency and neighborhood effects on lexical access: Lexical similarity or orthographic redundancy? Journal of Experimental Psychology: Learning, Memory, and Cognition, 18, 234–54.Google Scholar
Andrews, S. (1997). The effect of orthographic similarity on lexical retrieval: Resolving neighborhood conflicts. Psychonomic Bulletin & Review, 4, 439–61.Google Scholar
Ans, B., Carbonnel, S., & Valdois, S. (1998). A connectionist multiple-trace memory model for polysyllabic word reading. Psychological Review, 105, 678723.Google Scholar
Antúnex, M., Milligan, S., Hernández-Cabrera, J. A., Barber, H. A., & Schotter, E. (2021). Semantic parafoveal processing in natural reading: Insight from fixation-related potentials & eye movements. Psychophysiology, e13986. https://doi.org/10.1111/psyp.13986.Google Scholar
Bai, X., Hu, X., & Yan, G. (2009). Parafoveal-on-foveal effects in Chinese reading: The influence of semantic transparencies of word N on word N-1 processing. Acta Psychologica Sinica, 41, 377–86. [白学军, 胡笑羽, & 闫国利. (2009). 中文阅读的副中央凹-中央凹效应: 词n的语义透明度对词n-1加工的影响. 心理学报, 41, 377–86.]Google Scholar
Bai, X., Yan, G., Liversedge, S. P., Zang, C., & Rayner, K. (2008). Reading spaced and unspaced Chinese text: evidence from eye movements. Journal of Experimental Psychology: Human Perception and Performance, 34, 1277–87.Google Scholar
Baillet, S. (2017). Magnetoencephalography for brain electrophysiology and imaging. Nature Neuroscience, 20, 327–39.Google Scholar
Balota, D. A., & Chumbley, J. I. (1984). Are lexical decisions a good measure of lexical access? The role of word frequency in the neglected decision stage. Journal of Experimental Psychology: Human Perception and Performance, 10, 340–57.Google Scholar
Balota, D. A., Pollatsek, A., & Rayner, K. (1985). The interaction of contextual constraints and parafoveal visual information in reading. Cognitive Psychology, 17, 364–90.Google Scholar
Balota, D., Yap, M. J., Hutchinson, K. A., Cortese, M. J., Kessler, B., Loftis, B., et al. (2007). The English Lexicon Project. Behavior Research Methods, 39, 445–59.Google Scholar
Bi, H., Hu, W., & Weng, X. (2006). Orthographic neighborhood effects in the pronunciation of Chinese words. Acta Psychologica Sinica, 38, 791–7. [毕鸿燕, 胡伟, & 翁旭初. (2006). 汉语形声字声旁家族大小对整字发音的影响. 心理学报, 38, 791–7.]Google Scholar
Binder, J. R., Medler, D. A., Westbury, C. F., Liebenthal, E., & Buchanan, L. (2006). Tuning of the human fusiform gyrus to sublexical orthographic structure. NeuroImage, 33, 739–78.Google Scholar
Bishop, D. V., & Snowling, M. J. (2004). Developmental dyslexia and specific language impairment: Same or different? Psychological Bulletin, 130, 858–86.Google Scholar
Bolger, D. J., Perfetti, C. A., & Schneider, W. (2005). Cross-cultural effect on the brain revisited: Universal structure plus writing system variation. Human Brain Mapping, 25, 92104.Google Scholar
Bouma, H. (1973). Visual interference in the parafoveal recognition of initial and final letters of words. Vision Research, 13, 767–82.Google Scholar
Brysbaert, M. (2019). How many words do we read per minute? A review and meta-analysis of reading rate. Journal of Memory and Language, 109, 104047.Google Scholar
Brysbaert, M., Mandera, P., & Keuleers, E. (2018). The word frequency effect in word processing: An updated review. Current Directions in Psychological Science, 27, 4550.Google Scholar
Brysbaert, M., & New, B. (2009). Moving beyond Kucera and Francis: A critical evaluation of current word frequency norms and the introduction of a new and improved word frequency measure for American English. Behavior Research Methods, 41, 977–90.Google Scholar
Cacciari, C., & Tabossi, P. (1988). The comprehension of idioms. Journal of Memory and Language, 27, 668–83.Google Scholar
Cai, H., Qi, X., Chen, Q., & Zhong, Y. (2012). Effects of phonetic radical position on the regularity effect for naming pictophonetic characters. Acta Psychologica Sinica, 44, 868–81. [蔡厚德, 齐星亮, 陈庆荣, & 钟元. (2012). 声旁位置对形声字命名规则性效应的影响. 心理学报, 44, 868–81.]Google Scholar
Cao, F., Peng, D., Liu, L., Jin, Z., Fan, N., Deng, Y., Booth, J. L. (2009). Developmental differences of neurocognitive networks for phonological and semantic processing in Chinese word reading. Human Brain Mapping, 30, 797809.Google Scholar
Cao, F., & Perfetti, C. A. (2016). Neural signatures of the reading-writing connection: Greater involvement of writing in Chinese reading than English reading. PloS One, 11, e0168414.Google Scholar
Cao, F., Vu, M., Chan, D. H. L., Lawrence, J. M., Harris, L., Guan, Q. Xu, Y., & Perfetti, C. A. (2013). Writing affects the brain network of reading in Chinese: A functional magnetic resonance imaging study. Human Brain Mapping, 34, 1670–84.Google Scholar
Cao, H., Lan, Z., Gao, F., Yu, H., Li, P., & Wang, J. (2023). The role of character positional frequency on word recognition during Chinese reading: Lexical decision and eye movements studies. Acta Psychologica Sinica, 55, 159–76. [曹海波, 兰泽波, 高峰, 于海涛, 李鹏, & 王敬欣. (2023). 词素位置概率在中文阅读中的作用: 词汇判断和眼动研究. 心理学报, 55, 159–76.]Google Scholar
Caravolas, M., Lervag, A., Defior, S., Malkova, G. S., & Hulme, C. (2013). Different patterns, but equivalent predictors, of growth in reading in consistent and inconsistent orthographies. Psychological Science, 24, 1398–407Google Scholar
Carlisle, J. F. (2000). Awareness of the structure and mean- ing of morphologically complex words: Impact on reading. Reading and Writing, 12, 169–90.Google Scholar
Caroll, J. B., & White, M. N. (1973a). Age-of-acquisition norms for 220 picturable nouns. Journal of Verbal Learning and Verbal Behavior, 12, 563–76.Google Scholar
Caroll, J. B., & White, M. N. (1973b). Word frequency and age of acquisition as determiners of picture-naming latency. Quarterly Journal of Experimental Psychology, 25, 8595.Google Scholar
Castles, A., & Coltheart, M. (1993). Varieties of developmental dyslexia. Cognition, 47, 149–80.Google Scholar
Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19, 551.Google Scholar
Chang, L. Y., Chen, Y. C., & Perfetti, C. A. (2018). GraphCom: A multidimensional measure of graphic complexity applied to 131 written languages. Behavior Research Methods, 50, 427–49.Google Scholar
Chang, R. & Chang, M. S. (1978). Speaking of Chinese. New York: Norton.Google Scholar
Chang, Y. N., & Lee, C. Y. (2020). Age of acquisition effects on traditional Chinese character naming and lexical decision. Psychonomic Bulletin & Review, 27, 1317–24.Google Scholar
Chang, Y. N., Welbourne, S., & Lee, C. Y. (2016). Exploring orthographic neighborhood size effects in a computational model of Chinese character naming. Cognitive Psychology, 91, 123.Google Scholar
Chen, B. (1993). An experimental study of Collin’s semantic hierarchical network model. Acta Psychologica Sinica, 25, 359–65. [陈宝国. (1993). 柯林斯语义层次网络模型的实验研究. 心理学报, 25, 359–65.]Google Scholar
Chen, B., & Ning, A. (2005). Homophone effects in the recognition of Chinese character: The evidence of phonology influencing the graphic processing of Chinese character. Psychological Exploration, 25, 35–9. [陈宝国, & 宁爱华. (2005). 汉字识别中的同音字效应: 语音影响字形加工的证据. 心理学探新, 25, 35–9.]Google Scholar
Chen, B., & Peng, D. (2001). The time course of graphic, phonological and semantic information processing in Chinese character recognition (I). Acta Psychologica Sinica, 33, 16. [陈宝国, & 彭聃龄. (2001). 汉字识别中形音义激活时间进程的研究(Ⅰ). 心理学报, 33, 1–6.]Google Scholar
Chen, B., Wang, L., & Peng, D. (2003). The time course of graphic, phonological and semantic information processing in Chinese character recognition (II). Acta Psychologica Sinica, 35, 576–81. [陈宝国, 王立新, & 彭聃龄. (2003). 汉字识别中形音义激活时间进程的研究 (Ⅱ). 心理学报, 35, 576–81.]Google Scholar
Chen, B., Wang, L., Wang, L., & Peng, D. (2004). The effect of age of word acquisition and frequency on the identification of Chinese double-character words. Journal of Psychological Science, 27, 1060–4. [陈宝国, 王立新, 王璐璐, & 彭聃龄. (2004). 词汇习得年龄和频率对词汇识别的影响. 心理科学, 27, 1060–4.]Google Scholar
Chen, B., You, W., & Zhou, H. (2007). Age of acquisition effects in reading Chinese: Evidence in favor of the semantic hypothesis. Acta Psychologica Sinica, 39, 917. [陈宝国, 尤文平, & 周会霞. (2007). 汉语词汇习得的年龄效应: 语义假设的证据. 心理学报, 39, 9–17.]Google Scholar
Chen, B., Zhou, H., Dunlap, S., & Perfetti, C. A. (2007). Age of acquisition effects in reading Chinese: Evidence in favour of the arbitrary mapping hypothesis. British Journal of Psychology, 98, 499516.Google Scholar
Chen, H. C., Vaid, J., & Wu, J. T. (2009). Homophone density and phonological frequency in Chinese word recognition. Language and Cognitive Processes, 24, 967–82.Google Scholar
Chen, H. C., Song, H., Lau, W. Y., Wong, K. F. E., & Tang, S. L. (2003). Developmental characteristics of eye movements in reading Chinese. In McBride-Chang, C. & Chen, H. C. (eds.), Reading Development in Chinese Children. Westport, CT: Praeger, 157–69.Google Scholar
Chen, H. C. & Tang, C. K. (1998). The effective visual field in reading Chinese. In Leong, C. K. & Tamaoka, K. (eds.), Cognitive Processing of the Chinese and the Japanese Languages. Dordrecht and Boston, MA: Kluwer Academic, 91100.Google Scholar
Chen, J., & Zhang, J. (2005). The phonological activation of unfamiliar pictophonetic characters of lower-grade pupils. Journal of Psychological Science, 28, 901–05. [陈俊 & 张积家. (2005). 小学低年级学生对陌生形声字的语音提取. 心理科学, 28, 901–05.]Google Scholar
Chen, M., Wang, Y., Zhao, B., Li, X., & Bai, X. (2022). The role of text familiarity in Chinese word segmentation and Chinese vocabulary recognition. Acta Psychologica Sinica, 54, 1151–66. [陈茗静, 王永胜, 赵冰洁, 李馨, & 白学军. (2022). 中文文本熟悉性在词切分和词汇识别中的作用. 心理学报, 54, 1151–66.]Google Scholar
Chen, M. J. & Weekes, B. S. (2004). Effects of semantic radicals on Chinese character categorization and character decision. Chinese Journal of Psychology, 46, 181–96.Google Scholar
Chen, X., Shu, H., Wu, N., & Anderson, R. C. (2003). Stages in learning to pronounce Chinese characters. Psychology in the Schools, 40, 115–24.Google Scholar
Chen, Y. P., Allport, D., & Marshall, J. (1996). What are the functional orthographic units in Chinese word recognition: The stroke or the stroke pattern? The Quarterly Journal of Experimental Psychology, 49A, 1024–43.Google Scholar
Chen, Y. M., & Peng, R. (1985). Preliminary study of semantic retrieval for Chinese language. Acta Psychologica Sinica, 2, 162–9. [陈永明, & 彭瑞祥. (1985). 汉语语义记忆提取的初步研究. 心理学报, 2, 162–9.]Google Scholar
Cheng, C. M. (1981). The process of recognition of Chinese characters and words. Chinese Journal of Psychology, 70, 137–53. [鄭昭明. (1981). 漢字認知的歷程. 中華心理學刊, 70, 137–53.]Google Scholar
Chomsky, N. (1959). A review of Skinner’s Verbal Behavior. Language, 35, 2658.Google Scholar
Christianson, K. (2017). Psycholinguistics. In Aronoff, M. & Rees-Miller, J. (eds.), The Handbook of Linguistics. Hoboken, NJ: Wiley-Blackwell, 345–69.Google Scholar
Clifton, C.Staub, , A., & Rayner, K. (2007). Eye movements in reading words and sentences. In van Gompel, R. P. G., Fischer, M. H., Murray, W. S., & Hill, R. L. (eds.), Eye Movements: A Window on Mind and Brain. Oxford: Elsevier, 341–72.Google Scholar
Cohen, L., Dehaene, S., Naccache, L., Lehericy, S., Dehaene-Lambertz, G., Henaff, M.-A., & Michel, F. (2000). The visual word form area: Spatial and temporal characterization of an initial stage of reading in normal subjects and posterior split-brain patients. Brain, 123, 291307.Google Scholar
Cohen, L., Lehericy, S., Chochon, F., Lemer, C., Rivaud, S., & Dehaene, S. (2002). Language-specific tuning of visual cortex? Functional properties of the Visual Word Form Area. Brain, 125, 1054–69.Google Scholar
Cohen, L., & Dehaene, S. (2009). Ventral and dorsal contributions to word reading. In Gazzaniga, M. (ed.), The Cognitive Neurosciences. Fourth edition. Cambridge, MA: MIT Press, 789804.Google Scholar
Collins, A. M., & Loftus, E. F. (1975). A spreading-activation theory of semantic processing. Psychological Review, 82, 407–28.Google Scholar
Collins, R. N., Milliken, B., & Jamieson, R. K. (2020). MINERVA-DE: An instance model of the deficient processing theory. Journal of Memory and Language, 115, 104151.Google Scholar
Coltheart, M. (1987). Attention and Performance XII: The Psychology of Reading. Plymouth: Lawrence Erlbaum.Google Scholar
Coltheart, M., Curtis, B., Atkins, P., & Haller, M. (1993). Models of reading aloud: Dual-route and parallel-distributed-processing approaches. Psychological Review, 100, 589608.Google Scholar
Coltheart, M., Curtis, B., Atkins, P., & Haller, M. (2013). Models of reading aloud: Dual-route and parallel-distributed-processing approaches. In Cohen, G., Johnstone, R. A., Plunkett, K. (eds.), Exploring Cognition: Damaged Brains and Neural Networks. London: Psychology Press, 381422.Google Scholar
Coltheart, M., Davelaar, E., Jonasson, J. T., & Besner, D. (1977). Access to the internal lexicon. In Dornic, S. (ed.), Attention and Performance VI. Hillsdale, NJ: Erlbaum, 535–55.Google Scholar
Coltheart, M., Rastle, K., Perry, C. Langdon, R., & Ziegler, J. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204–56.Google Scholar
Courtney, S. M., Petit, L., Maisog, J. M., Ungerleider, L. G., & Haxby, J. V. (1998). An area specialized for spatial working memory in human front cortex. Science, 279, 1347–52.Google Scholar
Crowder, R. G., & Wagner, R. K. (1992). The Psychology of Reading: An Introduction. Oxford: Oxford University Press.Google Scholar
Cui, L., Wang, J., Zhang, Y., Cong, F., Zhang, W., & Hyönä, J. (2021). Compound word frequency modifies the effect of character frequency in reading Chinese. Quarterly Journal of Experimental Psychology, 74, 610–33.Google Scholar
Cui, L., Wang, S., Yan, G., & Bai, X. (2010). Parafoveal-on-foveal interactions in normal Chinese reading. Acta Psychologica Sinica, 42, 547–58. [崔磊, 王穗苹, 闫国利, & 白学军. (2010). 中文阅读中副中央凹与中央凹相互影响的眼动实验. 心理学报, 42, 547–58.]Google Scholar
Cui, L., Yan, G., Bai, X., Hyönä, J., Wang, S., & Liversedge, S. P. (2013). Processing of compound-word characters in reading Chinese: An eye-movement-contingent display change study. Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 66, 527–47.Google Scholar
Cutter, M. G., Drieghe, D., & Liversedge, S. P. (2014). Preview benefit in English spaced compounds. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40, 1778–86.Google Scholar
Davis, C. J. (2010). The spatial coding model of visual word identification. Psychological Review, 117, 713–58.Google Scholar
de Wit, B., & Kinoshita, S. (2014). Relatedness proportion effects in semantic categorization: Reconsidering the automatic spreading activation process. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40, 1733–44.Google Scholar
de Wit, B., & Kinoshita, S. (2015). An RT distribution analysis of relatedness proportion effects in lexical decision and semantic categorization reveals different mechanisms. Memory & Cognition, 43, 99110.Google Scholar
Deacon, T. W. (1997). The Symbolic Species: The Co-evolution of Language and the Brain. New York: Norton.Google Scholar
Dehaene, S. (2009). Reading in the Brain. New York: Penguin.Google Scholar
Dehaene, S., & Cohen, L. (2007). Cultural recycling of cortical maps. Neuron, 57, 384–98.Google Scholar
Ding, G., Peng, D., & Taft, M. (2004). The nature of the mental representation of radicals in Chinese: A priming study. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 530–9.Google Scholar
Dong, Y., Nakamura, K., Okada, T., Hanakawa, T., Fukuyama, H., Mazziotta, J. C., & Shibasaki, H. (2005). Neural mechanisms underlying the processing of Chinese words. Neuroscience Research, 52, 139–45.Google Scholar
Durso, F. T., & Johnston, M. K. (1979). Facilitation in naming and categorizing repeated pictures and words. Journal of Experimental Psychology: Human Learning and Memory, 5, 449–59.Google Scholar
Ehri, L. C. (2005). Learning to read words: theory, findings, and issues. Scientific Studies of Reading, 9, 167–88Google Scholar
Ehrlich, S. F., & Rayner, K. (1981). Contextual effects on word perception and eye movements during reading. Journal of Verbal Learning and Verbal Behavior, 20, 641–55.Google Scholar
Ellis, A. W., & Morrison, C. M. (1998). Real age-of-acquisition effects in lexical retrieval. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24, 515–23.Google Scholar
Engbert, R., & Kliegl, R. (2011). Parallel graded attention models of reading. In Liversedge, S. P., Gilchrist, I. D., & Everling, S. (eds.), Oxford Handbook on Eye Movements. Oxford: Oxford University Press, 787800.Google Scholar
Engbert, R., Nuthmann, A., Richter, E., & Kliegl, R. (2005). SWIFT: A dynamical model of saccade generation during reading. Psychological Review, 112, 777813.Google Scholar
Eysenck, M. W., & Keane, M. T. (2015). Cognitive Psychology: A Student’s Handbook. New York: Psychology Press.Google Scholar
Fan, X., & Reilly, R. G. (2022). Eye movement control in reading Chinese: A matter of strength of character? Acta Psychologica, 230, 103711.Google Scholar
Farrell, S., & Lewandowsky, S. (2018). Computational Modeling of Cognition and Behavior. Cambridge: Cambridge University Press.Google Scholar
Feldman, L. B., & Siok, W. W. (1997). The role of component function in visual recognition of Chinese characters. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 776–81.Google Scholar
Feldman, L. B., & Siok, W. W. (1999). Semantic radicals contribute to the visual identification of Chinese characters. Journal of Memory and Language, 40, 559–76.Google Scholar
Ferreira, F., & Clifton, C., Jr. (1986). The independence of syntactic processing. Journal of Memory and Language, 25, 348–68.Google Scholar
Feustel, T. C., Shiffrin, R. M., & Salasoo, A. (1983). Episodic and lexical contributions to the repetition effect in word identification. Journal of Experimental Psychology: General, 112, 309–46.Google Scholar
Forster, K. I., & Chambers, S. M. (1973). Lexical access and naming time. Journal of Verbal Learning and Verbal Behavior, 12, 627–35.Google Scholar
Forster, K. I., & Davis, C. (1984). Repetition priming and frequency attenuation in lexical access. Journal of Experimental Psychology: Learning, Memory, and Cognition, 10, 680–98.Google Scholar
Forster, K. I., & Hector, J. (2002). Cascaded versus noncascaded models of lexical and semantic processing: The turple effect. Memory & Cognition, 30, 1106–17.Google Scholar
Fowler, C. A., Napps, S. E., & Feldman, L. (1985). Relations among regular and irregular morphologically related words in the lexicon as revealed by repetition priming. Memory & Cognition, 13, 241–55.Google Scholar
Francis, W., & Kucera, H. (1982). Frequency Analysis of English Usage: Lexicon and grammar. Boston: Houghton Mifflin.Google Scholar
Frazier, L., & Rayner, K. (1982). Making and correcting errors during sentence comprehension: Eye movements in the analysis of structurally ambiguous sentences. Cognitive Psychology, 14, 178210.Google Scholar
Frazier, L., & Rayner, K. (1987). Resolution of synactic category ambiguities: Eye movements in parsing lexical ambiguous sentences. Journal of Memory and Language, 26, 505–26.Google Scholar
Frey, A., & Bosse, M. L. (2018). Perceptual span, visual span, and visual attention span: Three potential ways to quantify limits on visual processing during reading. Visual Cognition, 26, 412–29.Google Scholar
Gao, B., & Gao, F. (2005). The interaction between word frequency and semantic transparency in the recognition of Chinese words. Journal of Psychological Science, 28, 1358–60. [高兵, & 高峰强. (2005). 汉语字词识别中词频和语义透明度的交互作用. 心理科学, 28, 1358–60.]Google Scholar
Gao, L., & Peng, D. (2005). The pre-lexical route in the phonological processing of Chinese phonograms. Journal of Psychological Science, 28, 885–8. [高立群, & 彭聃龄. (2005). 汉语形声字语音加工的前词汇通路. 心理科学, 28, 885–8.]Google Scholar
Geng, S., Guo, W., Rolls, E. T., Xu, K., Jia, T., Zhou, W., et al. (2023). Intersecting distributed networks support convergent linguistic functioning across different languages in bilinguals. Communications Biology, 6, 99.Google Scholar
Gerhand, S., & Barry, C. (1998). Word frequency effects in oral reading are not merely age-of-acquisition effects in disguise. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24, 267–83.Google Scholar
Gerhand, S., & Barry, C. (1999a). Age-of-acquisition and frequency effects in speeded word naming. Cognition, 73, B27–B36.Google Scholar
Gerhand, S., & Barry, C. (1999b). Age of acquisition, word frequency, and the role of phonology in the lexical decision task. Memory & Cognition, 27, 592602.Google Scholar
Gomez, P., Ratcliff, R., & Perea, M. (2008). The overlap model: A model of letter position coding. Psychological Review, 115, 577601.Google Scholar
Gough, P. B., & Tumner, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 610.Google Scholar
Grainger, J. (1990). Word frequency and neighborhood frequency effects in lexical decision and naming. Journal of Memory and Language, 29, 228–40.Google Scholar
Grainger, J., & Jacobs, A. M. (1996). Orthographic processing in visual word recognition: A multiple read-out model. Psychological Review, 103, 518–65.Google Scholar
Grainger, J., O’Regan, J. K., Jacobs, A. M., & Segui, J. (1989). On the role of competing word units in visual word recognition: The neighborhood frequency effect. Perception & Psychophysics, 45, 189–95.Google Scholar
Grainger, J. & van Heuven, W. (2003). Modeling letter position coding in printed word perception. In Bonin, P. (ed.), The Mental Lexicon. New York: Nova Science, 123.Google Scholar
Gu, J., & Li, X. (2015). The effects of character transposition within and across words in Chinese reading. Attention, Perception, & Psychophysics, 77, 272–81.Google Scholar
Gu, J., Li, X., & Liversedge, S. P. (2015). Character order processing in Chinese reading. Journal of Experimental Psychology: Human Perception and Performance, 41, 127–37.Google Scholar
Guo, W., Geng, S. Cao, M., & Feng, J. (2022). The brain connectome for Chinese reading. Neuroscience Bulletin, 117.Google Scholar
Guo, Y., Wang, Q., & Wang, T. (2021). Interaction between semantic priming and stimulus quality in Chinese words of single character. Journal of Psychological Science, 44, 282–9. [郭艺璇, 王权红, & 王彤彤. (2021). 汉字刺激质量与语义启动间的交互作用. 心理科学, 44, 282–9.]Google Scholar
Han, B. (1994). Development of database of Chinese constituents information – Statistical analysis of the frequency of the constituents and their combination. Acta Psychologica Sinica, 26, 147–52. [韩布新. (1994). 汉字部件信息数据库的建立── 部件和部件组合频率的统计分析. 心理学报, 26, 147–52.]Google Scholar
Handy, T. (2005). Event-Related Potentials: A Methods Handbook. Cambridge, MA: MIT Press.Google Scholar
Harm, M. W., & Seidenberg, M. S. (1999). Phonology, reading acquisition, and dyslexia: Insights from connectionist models. Psychological Review, 106, 491528.Google Scholar
Harm, M. W., & Seidenberg, M. S. (2004). Computing the meanings of words in reading: Cooperative division of labor between visual and phonological processes. Psychological Review, 111, 662720.Google Scholar
Henderson, J. M., & Ferreira, F. (1990). Effects of foveal processing difficulty on the perceptual span in reading: Implications for attention and eye movement control. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 417–29.Google Scholar
Hermena, E. W., & Reichle, E. D. (2020). Insights from the study of Arabic reading. Language and Linguistic Compass, 14, 126.Google Scholar
Hintzman, D. L. (1991). Why are formal models useful in psychology? In Hockley, W. E. & Lewandowsky, S. (eds.), Relating Theory and Data: Essay on Human Memory in Honor of Bennet B. Murdock. Hillsdale, NJ: Erlbaum, 3956.Google Scholar
Hoosain, R. (1992). Psychological reality of the word in Chinese. Advances in Psychology, 90, 111–30.Google Scholar
Hsiao, J. H. W. & Shillcock, R. (2004). Connectionist modelling of Chinese character pronunciation based on foveal splitting. Proceedings of the Annual Meeting of the Cognitive Science Society, 26, 601–06.Google Scholar
Hsiao, J. H. W. & Shillcock, R. (2005). Differences of split and non-split architectures emerged from modelling Chinese character pronunciation. Proceedings of the Annual Meeting of the Cognitive Science Society, 27, 989–94.Google Scholar
Hsu, S. H., & Huang, K. C. (2000). Interword spacing in Chinese text layout. Perceptual and Motor Skills, 91, 355–65.Google Scholar
Ho, C. S. H., & Bryant, P. (1997a). Learning to read Chinese beyond the logographic phase. Reading Research Quarterly, 32, 276–89.Google Scholar
Ho, C. S. H., & Bryant, P. (1997b). Phonological skills are important in learning to read Chinese. Developmental Psychology, 33, 946–51.Google Scholar
Ho, C. S. H., Chan, D. W., Chung, K. K., Lee, S. H., & Tsang, S. M. (2007). In search of subtypes of Chinese developmental dyslexia. Journal of Experimental Child Psychology, 97, 6183.Google Scholar
Ho, C. S. H., Wong, W. L., & Chan, W. S. (1999). The use of orthographic analogies in learning to read Chinese. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 40, 393403.Google Scholar
Ho, F. C., & Siegel, L. (2012). Identification of sub-types of students with learning disabilities in reading and its implications for Chinese word recognition and instructional methods in Hong Kong primary schools. Reading and Writing, 25, 1547–71.Google Scholar
Howes, D. H., & Solomon, R. S. (1951). Word frequency, personal values, and visual duration thresholds. Psychological Review, 58, 256–70.Google Scholar
Hu, C. F., & Catts, H. W. (1998). The role of phonological processing in early reading ability: What we can learn from Chinese. Scientific Studies of Reading, 2, 5579.Google Scholar
Hu, Y. (1981). Modern Chinese. Expanded edition. Shanghai: Shanghai Educational Publishing House. [胡裕树. (1981). 现代汉语 (增订本). 上海:上海教育出版社.]Google Scholar
Huang, H. S., & Hanley, J. R. (1997). A longitudinal study of phonological awareness, visual skills, and Chinese reading acquisition among first-graders in Taiwan. International Journal of Behavioral Development, 20, 249–68.Google Scholar
Huang, H. W., Lee, C. Y., Tsai, J. L., Lee, C. L., Hung, D. L., & Tzeng, O. J. L. (2006). Orthographic neighborhood effects in reading Chinese two-character words. Neuroreport, 17, 1061–5.Google Scholar
Huang, L., & Li, X. (2020). Early, but not overwhelming: The effect of prior context on segmenting overlapping ambiguous strings when reading Chinese. Quarterly Journal of Experimental Psychology, 73, 1382–95.Google Scholar
Huang, L., Staub, A., & Li, X. (2021). Prior context influences lexical competition when segmenting Chinese overlapping ambiguous strings. Journal of Memory and Language, 118, 104218.Google Scholar
Hue, C. (1992). Recognition processes in character naming. In Chen, H. C. & Tzeng, O. J. L. (eds.), Language Processing in Chinese. Amsterdam: North-Holland, 93107.Google Scholar
Huey, E. B. (1908). The Psychology and Pedagogy of Reading. New York: Macmillan.Google Scholar
Hutchinson, K. A., Balota, D. A., Neely, J. H., Cortese, M. J., Cohen-Shikora, E. R., Tse, C.-S., et al. (2013). The semantic priming project. Behavior Research Methods, 45, 1099–114.Google Scholar
Inhoff, A. W., Eiter, B. M., & Radach, R. (2005). Time course of linguistic information extraction from consecutive words during eye fixations in reading. Journal of Experimental Psychology: Human Perception and Performance, 31, 979–95.Google Scholar
Inhoff, A. W., & Liu, W. (1998). The perceptual span and oculomotor activity during the reading of Chinese sentences. Journal of Experimental Psychology: Human Perception and Performance, 24, 2034.Google Scholar
Inhoff, A. W., & Rayner, K. (1986). Parafoveal word processing during eye fixations in reading: Effects of word frequency. Perception & Psychophysics, 40, 431–9.Google Scholar
Inhoff, A. W., & Wu, C. (2005). Eye movements and the identification of spatially ambiguous words during Chinese sentence reading. Memory & Cognition, 33, 1345–56.Google Scholar
Irwin, D. E. (1998). Lexical processing continues during saccadic eye movements. Cognitive Psychology, 36, 127.Google Scholar
Jamieson, R. K., & Mewhort, D. J. K. (2009). Applying an exemplar model to the artificial-grammar task: Inferring grammaticality from similarity. The Quarterly Journal of Experimental Psychology, 62, 550–75.Google Scholar
Jarvella, R., & Meijers, G. (1983). Recognizing morphemes in spoken words: Some evidence for a stem-organized mental lexicon. In Flores d’Arcaos, G. B. & Jarvella, R. (eds.), The Process of Language Understanding. New York: Wiley, 81112.Google Scholar
Jacoby, L. L. (1983). Perceptual enhancement: Persistent effects of an experience. Journal of Experimental Psychology: Learning, Memory, and Cognition, 9, 2138.Google Scholar
Jatoi, M. A., Kamel, N., Malik, A. S., Faye, I., & Begum, T. (2014). A survey of methods used for source localization using EEG signals. Biomedical Signal Processing and Control, 11, 4252.Google Scholar
Johnson, R. L., Perea, M., & Rayner, K. (2007). Transposed-letter effects in reading: Evidence from eye movements and parafoveal preview. Journal of Experimental Psychology: Human Perception and Performance, 33, 209–29.Google Scholar
Jordan, T. R., Almabruk, A. A. A., Gadalla, E. A., McGowan, V. A., White, S. J., Paterson, K. B., et al. (2014). Reading direction and the central perceptual span: Evidence from Arabic and English. Psychonomic Bulletin & Review, 21, 505–11.Google Scholar
Just, M. A., & Carpenter, P. A. (1980). A theory of reading: From eye fixations to comprehension. Psychological Review, 87, 329–54.Google Scholar
Kanwisher, N., & Yovel, G. (2006). The fusiform face area: A cortical region specialized for the perception of faces. Philosophical Transactions of the Royal Society B, 361, 2109–28.Google Scholar
Keay, J. (2009). China: A history. London: Harper Press.Google Scholar
Kelly, M. A., Mewhort, D. J. K., & West, R. L. (2017). The memory tesseract: Mathematical equivalence between composite and separate storage memory models. Journal of Mathematical Psychology, 77, 142–55.Google Scholar
Kennison, S. M., & Clifton, C., Jr. (1995). Determinants of parafoveal preview benefit in high and low working memory capacity readers: Implications for eye movement control. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 6881.Google Scholar
Kintsch, W. (1998). Comprehension: A Paradigm for Cognition. Cambridge: Cambridge University Press.Google Scholar
Klein, R. M., & McMullen, P. A. (2001). Converging Methods for Understanding Reading and Dyslexia. Cambridge, MA: MIT Press.Google Scholar
Kliegl, R., Nuthmann, A., & Engbert, R. (2006). Tracking the mind during reading: The influence of past, present, and future words on fixation durations. Journal of Experimental Psychology: General, 135, 1235.Google Scholar
Kohonen, T. (1995). Self-Organizing Maps. Heidelberg: Springer.Google Scholar
Ku, Y. M., & Anderson, R. C. (2003). Development of morphological awareness in Chinese and English. Reading and Writing, 16, 399422.Google Scholar
Kuo, W. J., Yeh, T. C., Lee, C. Y., Wu, Y. T., Chou, C. C., Ho, L. T., Hung, D. L., Tzeng, O. J. L., & Hsieh, J. C. (2003). Frequency effects of Chinese character processing in the brain: An event-related fMRI study. NeuroImage, 18, 720–30.Google Scholar
Kwantes, P. J., & Mewhort, J. K. (1999). Modeling lexical decision and word naming as a retrieval process. Canadian Journal of Experimental Psychology, 53, 306–15.Google Scholar
Lam, S. S. Y., & McBride-Chang, C. (2013). Parent-child joint writing in Chinese kindergarteners: Explicit instruction in radical knowledge and stroke writing skills. Writing Systems Research, 5, 88109.Google Scholar
Landerl, K., Castles, A., & Parrila, R. (2022). Cognitive precursors of reading: A cross-linguistic perspective. Scientific Studies of Reading, 26, 111–24.Google Scholar
Lee, C. Y., Tsai, J. L., Kuo, W. J., Yeh, T. C., Wu, Y. T., Ho, L. T., Hung, D. L., Tzeng, O. J. L., & Hsieh, J. C. (2004). Neuronal correlates of consistency and frequency effects on Chinese character naming: An event-related fMRI study. NeuroImage, 23, 1235–45.Google Scholar
Lee, C. Y., Tsai, J. L., Su, E. C. I., Tzeng, O. J., & Hung, D. L. (2005). Consistency, regularity, and frequency effects in naming Chinese characters. Language and Linguistics, 6, 75107.Google Scholar
Leong, C. K., Cheng, P. W., & Mulcahy, R. (1987). Automatic processing of morphemic orthography by mature readers. Language and Speech, 30, 181–96.Google Scholar
Lewellen, M. J. Goldinger, S. D., Pisoni, D. B., & Greene, B. G. (1993). Lexical familiarity and processing efficiency: Individual differences in naming, lexical decision, and semantic categorization. Journal of Experimental Psychology: General, 122, 316–30.Google Scholar
Lexicon of Common Words in Contemporary Chinese Research Team. (2008). Lexicon of Common Words in Contemporary Chinese. Beijing: Commercial Press.Google Scholar
Li, H., Peng, H., & Shu, H. (2006). A study on the emergence and development of Chinese orthographic awareness in preschool and school children. Psychological Development and Education, 22, 35–8. [李虹, 彭虹, & 舒华. (2006). 汉语儿童正字法意识的萌芽与发展. 心理发展与教育, 22, 35–8.]Google Scholar
Li, H., Shu, H., McBride-Chang, C., Liu, H., & Peng, H. (2012). Chinese children’s character recognition: Visuo-orthographic, phonological processing and morphological skills. Journal of Research in Reading, 35, 287307.Google Scholar
Li, L., Wang, H. C., Castles, A., Hsieh, M. L., & Marinus, E. (2018). Phonetic radicals, not phonological coding systems, support orthographic learning via self-teaching in Chinese. Cognition, 176, 184–94.Google Scholar
Li, J., Fu, X., & Lin, Z. (2000). Study on the development of Chinese orthographic regularity in school children. Acta Psychologica Sinica, 32, 121–6. [李娟, 傅小兰, & 林仲贤. (2000). 学龄儿童汉语正字法意识发展的研究. 心理学报, 32, 121–6.]Google Scholar
Li, M. F., Gao, X. Y., Chou, T. L., & Wu, J. T. (2017). Neighborhood frequency effect in Chinese word recognition: Evidence from naming and lexical decision. Journal of Psycholinguistic Research, 46, 227–45.Google Scholar
Li, M. F., Lin, W. C., Chou, T. L., Yang, F. L., & Wu, J. T. (2015). The role of orthographic neighborhood size effects in Chinese word recognition. Journal of Psycholinguistic Research, 44, 219–36.Google Scholar
Li, Q., Bi, H., Wei, T., & Chen, B. (2011). Orthographic neighborhood size effect in Chinese character naming: Orthographic and phonological activations. Acta Psychologica, 136, 3541.Google Scholar
Li, W., Anderson, R. C., Nagy, W., & Zhang, H. (2002). Facets of metalinguistic awareness that contribute to Chinese literacy. In Wenling, L., Gaffney, J. S., & Packard, J. L. (eds.) Chinese Children’s Reading Acquisition. Boston, MA: Springer, 87106.Google Scholar
Li, X., Bicknell, K., Liu, P., Wei, W., & Rayner, K. (2014). Reading is fundamentally similar across disparate writing systems: A systematic characterization of how words and characters influence eye movements in Chinese reading. Journal of Experimental Psychology: General, 143, 895913.Google Scholar
Li, X., Gu, J., Liu, P., & Rayner, K. (2013). The advantage of word-based processing in Chinese reading: Evidence from eye movements. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39, 879–89.Google Scholar
Li, X., Liu, P., & Rayner, K. (2011). Eye movement guidance in Chinese reading: Is there a preferred viewing location? Vision Research, 51, 1146–56.Google Scholar
Li, X., & Pollatsek, A. (2011). Word knowledge influences character perception. Psychonomic Bulletin & Review, 18, 833–9.Google Scholar
Li, X. & Pollatsek, A. (2020). An integrated model of word processing and eye-movement control during Chinese reading. Psychological Review, 127 (6), 1139–62.Google Scholar
Li, X., Rayner, K., & Cave, K. R. (2009). On the segmentation of Chinese words during reading. Cognitive Psychology, 58, 525–52.Google Scholar
Li, Y., & Bi, H. Y. (2022). Comparative research on neural dysfunction in children with dyslexia under different writing systems: A meta-analysis study. Neuroscience & Biobehavioral Reviews, 137, 104650.Google Scholar
Liao, S., Yu, L., Reichle, E. D., & Kruger, J. L. (2021). Using eye movements to study the reading of subtitles in video. Scientific Studies of Reading, 25, 417–35.Google Scholar
Lin, D., McBride-Chang, C., Shu, H., Zhang, Y., Li, H., Zhang, J., et al. (2010). Small wins big: Analytic Pinyin skills promote Chinese word reading. Psychological Science, 21, 1117–22.Google Scholar
Liu, I. M., Wu, J. T., & Chou, T. L. (1996). Encoding operation and transcoding as the major loci of the frequency effect. Cognition, 59, 149–68.Google Scholar
Liu, P., Li, W, Lin, N. & Li, X. (2013). Do Chinese readers follow the national standard rules for word segmentation during reading? PLOS ONE, 8, e55440.Google Scholar
Liu, Y., Dunlap, S., Fiez, J., & Perfetti, C. (2007). Evidence for neural accommodation to a writing system following learning. Human Brain Mapping, 28, 1223–34.Google Scholar
Liu, Y. P., Guo, S., Yu, L., & Reichle, E. D. (2018). Word predictability affects saccade length in Chinese reading: An evaluation of the dynamic-adjustment model. Psychonomic Bulletin & Review, 25, 1891–9.Google Scholar
Liu, Y. P., Huang, R., Gao, D., & Reichle, E. D. (2017). Further tests of a dynamic-adjustment account of saccade targeting during the reading of Chinese. Cognitive Science, 41, 1264–87.Google Scholar
Liu, Y. P., Reichle, E. D., & Li, X. (2015). Parafoveal processing affects outgoing saccade length during the reading of Chinese. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41, 1229–36.Google Scholar
Liu, Y. P., Reichle, E. D., & Li, X. (2016). The effect of word frequency and parafoveal preview on saccade length during the reading of Chinese. Journal of Experimental Psychology: Human Perception and Performance, 42, 1008–25.Google Scholar
Liu, Y. P., Yu, L., Fu, L., Li, W., Duan, Z., & Reichle, E. D. (2019). The effects of parafoveal word frequency and segmentation on saccade targeting during Chinese reading. Psychonomic Bulletin & Review, 26, 1367–76.Google Scholar
Liu, Y. P., Yu, L., & Reichle, E. D. (2019). The influence of parafoveal preview, character transposition, and word frequency on saccadic targeting in Chinese reading. Journal of Experimental Psychology: Human Perception and Performance, 45, 537–52.Google Scholar
Liu, Y. P., Yu, L., & Reichle, E. D. (2023). Towards a model of eye-movement control in Chinese reading. Unpublished manuscript.Google Scholar
Liu, Y. Y., Shu, H., & Li, P. (2007). Word naming and psycholinguistic norms: Chinese. Behavior Research Methods, 39, 192–8.Google Scholar
Liu, Z., Tong, W., Zhang, Z., & Zhao, Y. (2020). Predictability impacts word and character processing in Chinese reading: Evidence from eye movements. Acta Psychologica Sinica, 52, 1031–47. [刘志方, 仝文, 张智君, & 赵亚军. (2020). 语境预测性对阅读中字词加工过程的影响: 眼动证据. 心理学报, 52, 1031–47.]Google Scholar
Liversedge, S. P., Drieghe, D., Li, X., Yan, G., Bai, X., & Hyönä, J. (2016). Universality in eye movements and reading: A trilingual investigation. Cognition, 147, 120.Google Scholar
Lo, L. Y., Yeung, P. S., Ho, C. S. H., Chan, D. W. O., & Chung, K. (2016). The role of stroke knowledge in reading and spelling in Chinese. Journal of Research in Reading, 39, 367–88.Google Scholar
Logothetis, N. K. (2003). The underpinnings of the BOLD functional Magnetic Resonance Imaging signal. The Journal of Neuroscience, 23, 3963–71.Google Scholar
Luo, Y., Wang, P., Li, X., Shi, Y., Chen, M., Wang, P., Hu, S., & Luo, Y. (2010). The effect of character’s whole recognition on the processing of components in the processes of Chinese characters. Acta Psychologica Sinica, 42, 683–94. [罗艳琳, 王鹏, 李秀军, 石雅琪, 陈墨, 王培培, 胡斯秀, & 罗跃嘉. (2010). 汉字认知过程中整字对部件的影响. 心理学报, 42, 683–94.]Google Scholar
Ma, G., Li, X., & Rayner, K. (2014). Word segmentation of overlapping ambiguous strings during Chinese reading. Journal of Experimental Psychology: Human Perception and Performance, 40, 1046–59.Google Scholar
Ma, G., Li, X., & Rayner, K. (2015). Readers extract character frequency information from nonfixated-target word at long pretarget fixations during Chinese reading. Journal of Experimental Psychology: Human Perception and Performance, 41, 1409–19.Google Scholar
MacDonald, M. C., Just, M. A., & Carpenter, P. A. (1992). Working memory constraints on the processing of syntactic ambiguity. Cognitive Psychology, 24, 5698.Google Scholar
MacKay, D. G. (1978). Derivational rules and the internal lexicon. Journal of Verbal Learning and Verbal Behavior, 17, 6171.Google Scholar
Makita, K. (1974). Reading disability and the writing system. In Merritt, J. E. (eds.) New Horizons in Reading: Proceedings of the Fifth International Reading Association World Congress on Reading, Vienna, Austria, August 12–14. Newark, NJ: International Reading Association, 250–4.Google Scholar
Manis, F. R., Seidenberg, M. S., Doi, L. M., McBride-Chang, C., & Petersen, A. (1996). On the bases of two subtypes of development dyslexia. Cognition, 58, 157–95.Google Scholar
Marcel, A. J. (1983). Conscious and unconscious perception: Experiments on visual masking and word recognition. Cognitive Psychology, 15, 197237.Google Scholar
Masson, M. E. J., & Freedman, L. (1990). Fluent identification of repeated words. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 355–73.Google Scholar
Matin, E. (1974). Saccadic suppression: A review. Psychological Bulletin, 81, 899917.Google Scholar
Mattingly, I. G., & Xu, Y. (1994). Word superiority in Chinese. Advances in the Study of Chinese Language Processing, 1, 101–11.Google Scholar
McBride, C. A. (2016). Is Chinese special? Four aspects of Chinese literacy acquisition that might distinguish learning Chinese from learning alphabetic orthographies. Educational Psychology Review, 28 (3), 523–49.Google Scholar
McBride, C., & Wang, Y. (2015). Learning to read Chinese: Universal and unique cognitive cores. Child Development Perspectives, 9, 196200.Google Scholar
McBride, C., Wang, Y., & Cheang, L. M. L. (2018). Dyslexia in Chinese. Current Developmental Disorders Reports, 5, 217–25.Google Scholar
McBride-Chang, C. (2004). Children’s Literacy Development. London: Arnold.Google Scholar
McBride-Chang, C., Bialystok, E., Chong, K. K., & Li, Y. (2004). Levels of phonological awareness in three cultures. Journal of Experimental Child Psychology, 89, 93111.Google Scholar
McBride-Chang, C., Chung, K. K., & Tong, X. (2011). Copying skills in relation to word reading and writing in Chinese children with and without dyslexia. Journal of Experimental Child Psychology, 110, 422–33.Google Scholar
McBride-Chang, C., & Ho, C. S. H. (2000). Developmental issues in Chinese children’s character acquisition. Journal of Educational Psychology, 92, 50–5.Google Scholar
McBride-Chang, C., Shu, H., Zhou, A., Wat, C. P., & Wagner, R. K. (2003). Morphological awareness uniquely predicts young children’s Chinese character recognition. Journal of Educational Psychology, 95, 743–51.Google Scholar
McBride-Chang, C., Tong, X., Shu, H., Wong, A. M. Y., Leung, K. W., & Tardif, T. (2008). Syllable, phoneme, and tone: Psycholinguistic units in early Chinese and English word recognition. Scientific Studies of Reading, 12, 171–94.Google Scholar
McCandliss, B. D., Cohen, L., & Dehaene, S. (2003). The visual word form area: Expertise for reading in the fusiform gyrus. Trends in Cognitive Sciences, 7, 293–9.Google Scholar
McClelland, J. L. & Rumelhart, D. E. (1981). An interactive activation model of context effects in letter perception: Part 1. An account of basic findings. Psychological Review, 88, 375407.Google Scholar
McConkie, G. W., Kerr, P. W., Reddix, M. D., & Zola, D. (1988). Eye movement control during reading: I. The location of initial eye fixations in words. Vision Research, 28, 1107–18.Google Scholar
McConkie, G. W., Kerr, P. W., Reddix, M. D., Zola, D., Jacobs, A. M. (1989). Eye movement control during reading: II. Frequency of refixating a word. Perception & Psychophysics, 46, 245–53.Google Scholar
McConkie, G. W., & Rayner, K. (1975). The span of the effective stimulus during a fixation in reading. Perception & Psychophysics, 17, 578–86.Google Scholar
McConkie, G. W., & Rayner, K. (1976). What guides a reader’s eye movements? Vision Research, 16, 829–37.Google Scholar
McConkie, G. W., & Zola, D. (1979). Is visual information integrated across successive fixations in reading? Perception & Psychophysics, 25, 221–4.Google Scholar
McNamara, T. P. (2005). Semantic Priming: Perspectives from Memory and Word Recognition. New York: Psychology Press.Google Scholar
McCormack, M. (2016). Solar Bones. Dublin: Tramp Press.Google Scholar
McDonald, S. A., Carpenter, R. H. S., & Shillcock, R. C. (2005). An anatomically constrained, stochastic model of eye movement control in reading. Psychological Review, 112, 814–40.Google Scholar
Meyer, D. E., & Schvaneveldt, R. W. (1971). Facilitation in recognizing pairs of words: Evidence of a dependence between retrieval operations. Journal of Experimental Psychology, 90, 227–34.Google Scholar
Miao, X., & Sang, B. (1991). A further study of the semantic memory of Chinese words. Journal of Psychological Science, 1, 811. [缪小春, & 桑标. (1991). 汉语词汇语义记忆的再研究. 心理科学, 1, 8–11.]Google Scholar
Miellet, S., O’Donnell, P. J., & Sereno, S. C. (2009). Parafoveal magnification: Visual acuity does not modulate the perceptual span in reading. Psychological Science, 20, 721–8.Google Scholar
Miikkulainen, R. (1997). Dyslexic and category-specific aphasic impairments in a self-organizing feature map model of the lexicon. Brain and Language, 59, 334–66.Google Scholar
Modern Chinese Frequency Dictionary. (1986). Beijing: Beijing Language and Culture University Press. [现代汉语频率词典. (1986). 北京:北京语言大学出版社.]Google Scholar
Mok, L. W. (2009). Word-superiority effect as a function of semantic transparency of Chinese bimorphemic compound words. Language and Cognitive Processes, 24, 1039–81.Google Scholar
Morrison, C. M., & Ellis, A. W. (1995). Roles of word frequency and age of acquisition in word naming and lexical decision. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 116–33.Google Scholar
Morrison, C. M., & Ellis, A. W. (2000). Real age of acquisition effects in word naming and lexical decision. British Journal of Psychology, 91, 167–80.Google Scholar
Morton, J. (1969). Interaction of information in word recognition. Psychological Review, 76, 165–78.Google Scholar
Nation, K. (2009). Form-meaning links in the development of visual word recognition. Philosophical Transactions of the Royal Society B, 364, 3665–74.Google Scholar
Nation, K. (2017). Nurturing a lexical legacy: Reading experience is critical for the development of word reading skill. npj Science of Learning, 2, 14.Google Scholar
Nation, K., Angell, P., & Castles, A. (2007). Orthographic learning via self-teaching in children learning to read English: Effects of exposure, durability, and context. Journal of Experimental Child Psychology, 96, 7184.Google Scholar
Neely, J. H. (1976). Semantic priming and retrieval from lexical memory: Evidence for facilitatory and inhibitory processes. Memory & Cognition, 4, 648–54.Google Scholar
Neely, J. H. (1977). Semantic priming and retrieval from lexical memory: Roles if inhibitionless spreading activation and limited-capacity attention. Journal of Experimental Psychology: General, 106, 226–54.Google Scholar
Neely, J. H. (1991). Semantic priming effects in visual word recognition: A selective review of current findings and theories. In Besner, D. & Humphreys, G. W. (eds.), Basic Processes in Reading: Visual Word Recognition. Hillsdale, NJ: Erlbaum, 264336.Google Scholar
Nelson, J., Liu, Y., Fiez, J., & Perfetti, C. A. (2009). Assimilation and accommodation patterns in ventral occipitotemporal context in learning a second writing system. Human Brain Mapping, 30, 810–20.Google Scholar
Norman, J. (1988). Chinese. Cambridge: Cambridge University Press.Google Scholar
Normann, R. A., & Guillory, K. S. (2002). Anatomy and physiology of the retina. In Hung, G. K. & Ciuffreda, K. J. (eds.), Models of the Visual System. Boston, MA: Springer, 109–45.Google Scholar
Norris, D. (1994). A quantitative multiple-levels model of reading aloud. Journal of Experimental Psychology: Human Perception and Performance, 20, 1212–32.Google Scholar
Norris, D., & Kinoshita, S. (2012). Reading through a noisy channel: Why there’s nothing special about the perception of orthography. Psychological Review, 119, 517–45.Google Scholar
Nuthmann, A., Engbert, R., & Kliegl, R. (2005). Mislocated fixations during reading and the inverted optimal viewing position effect. Vision Research, 45, 2201–17.Google Scholar
O’Regan, J. K. (1981). The ‘convenient viewing location’ hypothesis. In Fisher, D. F., Monty, R. A., & Senders, J. W. (eds.), Eye Movements: Cognition and Visual Perception. Hillsdale, NJ: Erlbaum, 289–98.Google Scholar
O’Regan, J. K. (1992). Optimal view position in words and the strategy-tactics model of eye movements in reading. In Rayner, K. (ed.), Eye Movements and Visual Cognition: Scene Perception and Reading. New York: Springer, 333–54.Google Scholar
O’Regan, J. K., & Jacobs, A. M. (1992). Optimal viewing position effect in word recognition: A challenge to current theory. Journal of Experimental Psychology: Human Perception and Performance, 18, 185–97.Google Scholar
O’Regan, J. K., & Lévy-Schoen, A. (1987). Eye-movement strategy and tactics in word recognition and reading. In Coltheart, M. (ed.), Attention and Performance, XII. Hillsdale, NJ: Erlbaum, 363–84.Google Scholar
O’Regan, J. K., Lévy-Schoen, A., Pynte, J., & Brugaillere, B. (1984). Convenient fixation location within isolated words of different length and structure. Journal of Experimental Psychology: Human Perception and Performance, 10, 250–7.Google Scholar
Ozen, R., West, R. L., & Kelly, M. A. (2022). Minvera-Q: A multiple-trace memory system for reinforcement learning. Proceedings of the 44th Annual Conference of the Cognitive Science Society.Google Scholar
Packard, J. L. (2015). Morphology: Morphemes in Chinese. In Wang, W. S., & Sun, C. (eds.), The Oxford Handbook of Chinese Linguistics. Oxford: Oxford University Press, 262–73.Google Scholar
Packard, J. L., Chen, X., Li, W., Wu, X., Gaffney, J. S., Li, H., & Anderson, R. C. (2006). Explicit instruction in orthographic structure and word morphology helps Chinese children learn to write characters. Reading and Writing, 19, 457–87.Google Scholar
Palmer, K. (2009). What can MEG neuroimaging tell us about reading? Journal of Neurolinguistics, 22, 266–80.Google Scholar
Peng, D., Liu, Y., & Wang, C. (1999). How is access representation organized? The relation of polymorphemic words and their morphemes in Chinese. In Wang, J., Inhoff, A. W., & Chen, H. C. (eds.), Reading Chinese Script: A Cognitive Analysis. Mahwah, NJ: Lawrence Erlbaum Associates, 6589.Google Scholar
Peng, D., & Wang, C. (1997). Basic processing unit of Chinese character recognition: Evidence from stroke number effect and radical number effect. Acta Psychologica Sinica, 29, 816. [彭聃龄, & 王春茂. (1997), 笔画数效应和部件数效应. 心理学报, 29, 8–16.]Google Scholar
Peng, P., Wang, C., Tao, S., & Sun, C. (2017). The deficit profiles of Chinese children with reading difficulties: A meta-analysis. Educational Psychology Review, 29, 513–64.Google Scholar
Perea, M., & Lupker, S. J. (2003). Does jugde activate COURT? Transposed-letter similarity effects in masked associative priming. Memory & Cognition, 31, 829–41.Google Scholar
Perea, M., & Lupker, S. J. (2004). Can CANISO activate CASINO? Transposed-letter similarity effects with nonadjacent letter positions. Journal of Memory and Language, 51, 231–46.Google Scholar
Perea, M., Rosa, E., & Gomez, C. (2005). The frequency effect for pseudo-words in the lexical decision task. Perception & Psychophysics, 67, 301–14.Google Scholar
Perfetti, C. A. (2005). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11, 357–83.Google Scholar
Perfetti, C. A., & Liu, Y. (2006). Reading Chinese characters: Orthography, phonology, meaning, and the Lexical Constituency Model. In Li, P., Tan, L. H., Bates, E., & Tzeng, O. J. L. (eds.), The Handbook of East Asian Psycholinguistics, Volume 1: Chinese. New York: Cambridge University Press, 225–36.Google Scholar
Perfetti, C. A., Liu, Y., Fiez, J. Nelson, J., Bolger, D. J., & Tan, L. H. (2007). Reading in two writing systems: Accommodation and assimilation of the brain’s reading network. Bilingualism: Language and Cognition, 10, 131–46.Google Scholar
Perfetti, C. A., Liu, Y., & Tan, L. H. (2005). The lexical constituency model: Some implications of research on Chinese for general theories of reading. Psychological Review, 112, 4359.Google Scholar
Perfetti, C. A., & Tan, L. H. (1998). The time course of graphic, phonological, and semantic activation in Chinese character identification. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24, 101–18.Google Scholar
Perfetti, C. A., & Tan, L. H. (1999). The constituency model of Chinese word identification. In Wang, J., Inhoff, A. W., & Chen, H. C. (eds.), Reading Chinese Script: A Cognitive Analysis. Mahwah, NJ: Lawrence Erlbaum Associates, 115–34.Google Scholar
Perfetti, C. A., & Tan, L. H. (2013). Write to read: the brain’s universal reading and writing network. Trends in Cognitive Sciences, 17, 56–7.Google Scholar
Perfetti, C. A., & Zhang, S. (1995). Very early phonological activation in Chinese reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 2433.Google Scholar
Perry, C., Ziegler, J. C., & Zorzi, M. (2007). Nested incremental modeling in the development of computational theories: The CDP+ model of reading aloud. Psychological Review, 114, 273315.Google Scholar
Peterson, R. L., & Pennington, B. F. (2012). Developmental dyslexia. The Lancet, 379, 19972007.Google Scholar
Pinker, S. (2015). The Language Instinct: How the Mind Creates Language. London: Penguin.Google Scholar
Plaut, D. C. (2005). Connectionist approaches to reading. In Snowling, M., Hulme, C., & S. Seidenberg, M. (eds.), The Science of Reading: A Handbook. Oxford: Oxford University Press, 2438.Google Scholar
Plaut, D. C., McClelland, J. L., Seidenberg, M. S., & Patterson, K. (1996). Understanding normal and impaired word reading: Computational principles in quasi-regular domains. Psychological Review, 103, 56115.Google Scholar
Pollatsek, A., Bolozky, S., Well, A. D., & Rayner, K. (1981). Asymmetries in the perceptual span for Israeli readers. Brain and Language, 14, 174–80.Google Scholar
Pollatsek, A., Reichle, E. D., & Rayner, K. (2006). Serial processing is consistent with the time course of linguistic information extraction from consecutive words during eye fixations in reading: A response to Inhoff, Eiter, and Radach (2005). Journal of Experimental Psychology: Human Perception and Performance, 32, 1485–9.Google Scholar
Pollatsek, A., & Treiman, R. (2015). The Oxford Handbook of Reading. Oxford: Oxford University Press.Google Scholar
Pritchard, S. C., Coltheart, M., Marinus, E., & Castles, A. (2018). A computational model of the self-teaching hypothesis based on the dual-route cascaded model of reading. Cognitive Science, 42, 722–70.Google Scholar
Pugh, K. R., Shaywitz, B. A., Shaywitz, S. E., Constable, R. T., Skudlarski, P., Fulbright, R. K., et al. (1996). Cerebral organization of component processes in reading. Brain, 119, 1221–38.Google Scholar
Qian, Y., Song, Y. W., Zhao, J., & Bi, H. Y. (2015). The developmental trend of orthographic awareness in Chinese preschoolers. Reading and Writing, 28, 571–86.Google Scholar
Raichle, M. E. (1983). Positron emission tomography. Annual Review of Neuroscience, 6, 249–67.Google Scholar
Rastle, K., & Davis, M. (2002). On the complexities of measuring naming. Journal of Experimental Psychology: Human Perception and Performance, 28, 307–14.Google Scholar
Rayner, K. (1975). The perceptual span and peripheral cues in reading. Cognitive Psychology, 7, 6581.Google Scholar
Rayner, K. (1979). Eye movements and cognitive psychology: On-line computer approaches to studying visual information processing. Behavior Research Methods & Instruments, 11, 164–71.Google Scholar
Rayner, K. (1986). Eye movements and the perceptual span in beginning and skilled readers. Journal of Experimental Child Psychology, 41, 211–36.Google Scholar
Rayner, K. (1998). Eye movements in reading and information processing: 20 years of research. Psychological Bulletin, 124, 372422.Google Scholar
Rayner, K. (2009). Eye movements and attention in reading, scene perception, and visual search. The Quarterly Journal of Experimental Psychology, 62, 1457–506.Google Scholar
Rayner, K. (2014). The gaze-contingent moving window in reading: Development and review. Visual Cognition, 22, 242–58.Google Scholar
Rayner, K., Ashby, J., Pollatsek, A., & Reichle, E. D. (2004). The effects of frequency and predictability on eye fixations in reading: Implications for the E-Z Reader model. Journal of Experimental Psychology: Human Perception and Performance, 30, 720–32.Google Scholar
Rayner, K., & Bertera, J. J. (1979). Reading without a fovea. Science, 206, 468–9.Google Scholar
Rayner, K., Carlson, M., & Frazier, L. (1983). The interaction of syntax and semantics during sentence processing: Eye movements in the analysis of semantically biased sentences. Journal of Verbal Learning and Verbal Behavior, 22, 358–74.Google Scholar
Rayner, K., & Duffy, S. A. (1986). Lexical complexity and fixation times in reading: Effects of word frequency, verb complexity, and lexical ambiguity. Memory & Cognition, 14, 191201.Google Scholar
Rayner, K., Foorman, B. R., Perfetti, C. A., Pesetsky, D., & Seidenberg, M. S. (2001). How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2, 3174.Google Scholar
Rayner, K., Li, X., Juhasz, B. J., & Yan, G. (2005). The effect of word predictability on eye movements on Chinese readers. Psychonomic Bulletin & Review, 12, 1089–93.Google Scholar
Rayner, K., Li, X., & Pollatsek, A. (2007). Extending the E-Z Reader model of eye movement control to Chinese readers. Cognitive Science, 31, 1021–33.Google Scholar
Rayner, K., McConkie, G. W., & Zola, D. (1980). Integrating information across eye movements. Cognitive Psychology, 12, 206–26.Google Scholar
Rayner, K., & Pollatsek, A. (1981). Eye movement control during reading: Evidence for direct control. The Quarterly Journal of Experimental Psychology, 33A, 351–73.Google Scholar
Rayner, K., & Pollatsek, A. (1989). The Psychology of Reading. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Rayner, K., Pollatsek, A., Ashby, J., & Clifton, C., Jr. (2012). The Psychology of Reading. Second edition. New York: Psychology Press.Google Scholar
Rayner, K., Sereno, S. C., & Raney, G. E. (1996). Eye movement control in reading: A comparison of two types of models. Journal of Experimental Psychology: Human Perception and Performance, 22, 11881200.Google Scholar
Rayner, K., Schotter, E. R., Masson, M. E. J., Potter, M. C., & Treiman, R. (2016). So much to read, so little time: How do we read, and can speed reading help? Psychological Science in the Public Interest, 17, 434.Google Scholar
Rayner, K., & Well, A. D. (1986). Effects of contextual constraint on eye movements in reading: A further examination. Psychonomic Bulletin & Review, 3, 504–09.Google Scholar
Rayner, K., Well, A. D., Pollatsek, A., & Bertera, J. H. (1982). The availability of useful information to the right of fixation in reading. Perception & Psychophysics, 31, 537–50.Google Scholar
Reicher, G. M. (1969). Perceptual recognition as a function of meaningfulness of stimulus material. Journal of Experimental Psychology, 81, 274–80.Google Scholar
Reichle, E. D. (2006). Computational models of eye-movement control during reading: Theories of the “eye-mind” link. Cognitive Systems Research, 7, 23.Google Scholar
Reichle, E. D. (2011). Serial attention models of reading. In Liversedge, S. P., Gilchrist, I. D., & Everling, S. (eds.), Oxford Handbook on Eye Movements. Oxford: Oxford University Press, 767–86.Google Scholar
Reichle, E. D. (2021). Computational Models of Reading: A handbook. Oxford: Oxford University Press.Google Scholar
Reichle, E. D., & Drieghe, D. (2015). Using E-Z Reader to examine the consequences of fixation-location measurement error. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41, 262–70.Google Scholar
Reichle, E. D., Liversedge, S. P., Pollatsek, A., & Rayner, K. (2009). Encoding multiple words simultaneously in reading is implausible. Trends in Cognitive Sciences, 13, 115–19.Google Scholar
Reichle, E. D., & Perfetti, C. A. (2003). Morphology in word identification: A word-experience model that accounts for morpheme frequency effects. Scientific Studies of Reading, 7, 219–37.Google Scholar
Reichle, E. D., Pollatsek, A., Fisher, D. L., & Rayner, K. (1998). Toward a model of eye-movement control in reading. Psychological Review, 105, 125–57.Google Scholar
Reichle, E. D., Pollatsek, A., & Rayner, K. (2006). E-Z Reader: A cognitive-control, serial-attention model of eye-movement control during reading. Cognitive Systems Research, 7, 422.Google Scholar
Reichle, E. D., Pollatsek, A., & Rayner, K. (2012). Using E-Z Reader to simulate eye movements in non-reading tasks: A unified framework for understanding the eye-mind link. Psychological Review, 119, 155–85.Google Scholar
Reichle, E. D., & Reingold, E. M. (2013). Neurophysiological constraints on the eye-mind link. Frontiers in Human Neuroscience, 7, 361. https://doi.org/10.3389/fnhum.2013.00361.Google Scholar
Reichle, E. D., & Schotter, E. R. (2020). A computational analysis of the constraints on parallel word identification. In CogSci 2020: Proceedings of the 42nd Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society, 164–70.Google Scholar
Reichle, E. D., Veldre, A., Yu, L., & Andrews, S. (2022). A neural implementation of MINERVA 2. In CogSci2022: Proceedings of the 44th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society, 2278–84.Google Scholar
Reichle, E. D., & Yu, L. (2018). Models of Chinese reading: Review and analysis. Cognitive Science, 42, 1154–65.Google Scholar
Reilly, R. (1993). A connectionist framework for modeling eye-movement control in reading. In d’Ydewalle, G & Van Rensbergen, J. (eds.), Perception and Cognition: Advances in Eye Movement Research. Amsterdam: Elsevier, 193212.Google Scholar
Reilly, R., Aranyanak, I., Yu, L., Yan, G., & Tang, S. (2011). Eye movement control in reading Thai and Chinese. Studies of Psychology and Behavior, 9, 3544.Google Scholar
Reilly, R., & Radach, R. (2003). Foundations of an interactive activation model of eye movement control in reading. In Hyönä, J., Radach, R. & Deubel, H. (eds.), The Mind’s Eyes: Cognitive and Applied Aspects of Oculomotor Research. Oxford: Elsevier, 429–56.Google Scholar
Reilly, R., & Radach, R. (2006). Some empirical tests of an interactive activation model of eye movement control in reading. Cognitive Systems Research, 7, 3455.Google Scholar
Reingold, E. M., Reichle, E. D., Glaholt, M. G., & Sheridan, H. (2012). Direct lexical control of eye movements in reading: Evidence from survival analysis of fixation durations. Cognitive Psychology, 65, 177206.Google Scholar
Ren, P., Xu, F., & Zhang, R. (2006). Effects of Pinyin in learning on development of phonological awareness. Acta Psychologica Sinica, 38, 41–6. [任萍, 徐芬, & 张瑞平. (2006). 拼音学习对幼儿语音意识发展的影响, 心理学报, 38, 41–6.]Google Scholar
Rips, L. J., Shoben, E. J., & Smith, E. E. (1973). Semantic distance and the verification of semantic relations. Journal of Verbal Learning and Verbal Behavior, 12, 120.Google Scholar
Robinson, A. (1995). The Story of Writing: Alphabets, Hieroglyphs, & Pictograms. London: Thames & Hudson.Google Scholar
Rosch, E. (1973). Natural categories. Cognitive Psychology, 4, 328350.Google Scholar
Rosch, E., & Mervis, C. B. (1975). Family resemblances: Studies in the internal structure of categories. Cognitive Psychology, 7, 573605.Google Scholar
Rossmeissl, P. G., & Theios, J. (1982). Identification and pronunciation effects in a verbal reaction time task for words, pseudo-words, and letters. Memory & Cognition, 10, 443–50.Google Scholar
Rueckl, J. G., Paz-Alonso, P. M., Molfese, P. J., Kuo, W.-J., Bick, A., Frost, S. J., et al. (2015). Universal brain signature of proficient reading: Evidence from four contrasting languages. Proceedings of the National Academy of Sciences, 112, 11510–15.Google Scholar
Rumelhart, D. E., & McClelland, J. L. (1982). An interactive activation model of context effects in letter perception: Part 2. The contextual enhancement effect and some tests and extensions of the model. Psychological Review, 89, 6094.Google Scholar
Sagan, C. (1980). Cosmos. New York: Random House.Google Scholar
Salvucci, D. D. (2001). An integrated model of eye movements and visual encoding. Cognitive Systems Research, 1, 201–20.Google Scholar
Scarborough, D. L., Cortese, C., & Scarborough, H. S. (1977). Frequency and repetition effects in lexical memory. Journal of Experimental Psychology: Human Perception and Performance, 3, 117.Google Scholar
Schad, D. J., & Engbert, R. (2012). The zoom lens of attention: Simulating shuffled versus normal text reading using the SWIFT model. Visual Cognition, 20, 391421.Google Scholar
Schilling, H. E. H., Rayner, K., & Chumbley, J. I. (1998). Comparing naming, lexical decision, and eye fixation times: Word frequency effects and individual differences. Memory & Cognition, 26, 1270–81.Google Scholar
Schoonbaert, S., & Grainger, J. (2004). Letter position coding in printed word perception: Effects of repeated and transposed letters. Language and Cognitive Processes, 19, 333–67.Google Scholar
Schotter, E. R. (2013). Synonyms provide semantic preview benefit in English. Journal of Memory and Language, 69, 619–33.Google Scholar
Sears, C. R., Hino, Y., & Lupker, S. J. (1995). Neighborhood size and neighborhood frequency effects in word recognition. Journal of Experimental Psychology: Human Perception and Performance, 21, 876900.Google Scholar
Segbers, J., & Schroeder, S. (2017). How many words do children know? A corpus-based estimation of children’s total vocabulary size. Language Testing, 34, 297320.Google Scholar
Seidenberg, M. S. (2017). Language at the Speed of Sight: How We Read, Why So Many Can’t, and What Can Be Done about It. New York: Basic Books.Google Scholar
Seidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96, 523–68.Google Scholar
Seyfarth, R. M., Cheney, D. L., & Marler, P. (1980). Monkey responses to three different alarm calls: Evidence of predator classification and semantic communication. Science, 210, 801–3.Google Scholar
Share, D. L. (2008). On the Anglocentricities of current reding research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134, 584615.Google Scholar
Share, D. L. (2021). Is the science of reading just the science of reading English?. Reading Research Quarterly, 56, S391–S402.Google Scholar
Shen, D., & Forster, K. (1999). Masked phonological priming in reading Chinese words depends on the task. Language and Cognitive Processes, 14, 429–60.Google Scholar
Shen, M., Pan, S., & Li, Z. (1997). The effects of global perception of Chinese character morphology on recognition of its radical. Chinese Journal or Applied Psychology, 3, 4751. [沈模卫, 潘善会, 李忠平. (1997). 整体字形对部件识别的影响. 应用心理学, 3, 47−51.]Google Scholar
Shen, W., & Li, X. (2012). The uniqueness of word superiority effect in Chinese reading. Chinese Science Bulletin, 57, 3414–20. [申薇, & 李兴珊. (2012). 中文阅读中词优效应的特异性. 科学通报, 57, 3414–20.]Google Scholar
Shillcock, R. C., & Monaghan, P. (2001). Connectionist model of surface dyslexia based on foveal splitting: Impaired pronunciation after only two half pints. In Proceedings of the 23rd Annual Conference of the Cognitive Science Society, Edinburgh: LEA, 916–21.Google Scholar
Shu, H., & Anderson, R. C. (1997). Role of radical awareness in the character and word acquisition of Chinese children. Reading Research Quarterly, 32, 7889.Google Scholar
Shu, H., & Anderson, R. C. (1999). Learning to read Chinese: The development of metalinguistic awareness. In Wang, J., Inhoff, A. W., & Chen, H. C. (eds.), Reading Chinese Script: A Cognitive Analysis. Mahwah, NJ: Lawrence Erlbaum Associates, 118.Google Scholar
Shu, H., & Liu, B. X. (1994). The role of pinyin in early reading for Chinese junior primary school children. Psychological Development and Education, 10, 1115. [舒华, & 刘宝霞. (1994). 拼音在小学低年级儿童早期阅读中作用的研究. 心理发展与教育, 10, 11–15.]Google Scholar
Shu, H., McBride-Chang, C., Wu, S., & Liu, H. (2006). Understanding Chinese developmental dyslexia: Morphological awareness as a core cognitive construct. Journal of Educational Psychology, 98, 122–33.Google Scholar
Shu, H., Meng, X., Chen, X., Luan, H., & Cao, F. (2005). The subtypes of developmental dyslexia in Chinese: Evidence from three cases. Dyslexia, 11, 311–29.Google Scholar
Shu, H., Peng, H., & McBride-Chang, C. (2008). Phonological awareness in young Chinese children. Developmental Science, 11, 171–81.Google Scholar
Shu, H., & Zeng, H. (1996). Awareness of phonological cues in pronunciation of Chinese characters and its development. Acta Psychologica Sinica, 28, 160–5. [舒华, & 曾红梅. (1996). 儿童对汉字结构中语音线索的意识及其发展. 心理学报, 28, 160–5.]Google Scholar
Shu, H., & Zhang, H. (1987). The processing of pronouncing Chinese characters by proficient mature readers. Acta Psychologica Sinica, 3, 282–90. [舒华, & 张厚粲. (1987). 成年熟练读者的汉字读音加工过程. 心理学报, 3, 282–90.]Google Scholar
Shu, H., Zhou, X., & Wu, N. (2000). Utilizing phonological cues in Chinese characters: A developmental study. Acta Psychologica Sinica, 32, 164–9. [舒华, 周晓林, & 武宁宁. (2000). 儿童汉字读音声旁一致性意识的发展. 心理学报, 32, 164–9.]Google Scholar
Siok, W. T., & Fletcher, P. (2001). The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition. Developmental Psychology, 37, 886–99.Google Scholar
Snell, J., & Grainger, J. (2019). Readers are parallel processors. Trends in Cognitive Sciences, 23, 537–46.Google Scholar
Snell, J., van Leipsig, S., Grainger, J., & Meeter, M. (2018). OB1-Reader: A model of word recognition and eye movements in text reading. Psychological Review, 125, 969–84.Google Scholar
Snowling, M. (1987). Dyslexia: A Cognitive Developmental Perspective. Oxford: Blackwell.Google Scholar
Snowling, M. J., & Hulme, C. (2005). The Science of Reading: A Handbook. Oxford: Blackwell.Google Scholar
Song, S., Georgiou, G. K., Su, M., & Hua, S. (2016). How well do phonological awareness and rapid automatized naming correlate with Chinese reading accuracy and fluency? A meta-analysis. Scientific Studies of Reading, 20, 99123.Google Scholar
Song, S., Zhang, Y., Shu, H., Su, M., & McBride, C. (2020). Universal and specific predictors of Chinese children with dyslexia – Exploring the cognitive deficits and subtypes. Frontiers in Psychology, 10, 2904.Google Scholar
Song, X., Xu, X., Yang, X., Sun, G., & Cui, L. (2022). The influence of predictability, word frequency and stroke number on Chinese word recognition: An eye movement study. Journal of Psychological Science, 45, 1061–8. [宋悉妮, 徐晓晨, 杨秀莉, 孙桂苓, & 崔磊. (2022). 预期性、词频和笔画数对中文词汇识别影响的眼动研究. 心理科学, 45, 1061–8.]Google Scholar
Spencer, L. H., & Hanley, J. R. (2004). Learning a transparent orthography at five years old: Reading development of children during their first year of formal reading instruction in Wales. Journal of Research in Reading, 27, 114.Google Scholar
Spinks, J. A., Liu, Y., Perfetti, C. A., & Tan, L. H. (2000). Reading Chinese characters for meaning: The role of phonological information. Cognition, 76, B1–B11.Google Scholar
Spivey, M. J., & Tanenhaus, M. K. (1998). Syntactic ambiguity resolution in discourse: Modeling the effects of referential context and lexical frequency. Journal of Experimental Psychology: Learning, Memory, & Cognition, 24, 1521–43.Google Scholar
State Language Commission & Ministry of Education China. (2013). Standardized Common Chinese Character List.Google Scholar
Stevenson, H. W., Stigler, J. W., Lucker, G. W., Lee, S. Y., Hsu, C. C., & Kitamura, S. (1982). Reading disabilities: The case of Chinese, Japanese, and English. Child Development, 53 (5), 1164–81.Google Scholar
Stroop, J. R. (1935) Studies of interference in serial verbal reactions. Journal of Experimental Psychology, 18 (6), 643–62.Google Scholar
Sun, F., & Feng, D. (1999). Eye movements in reading Chinese and English text. In Wang, J., Inhoff, A. W., & Chen, H. C. (eds.), Reading Chinese Script: A Cognitive Analysis. Mahwah, NJ: Lawrence Erlbaum Associates, 189205.Google Scholar
Swinney, D. A., & Cutler, A. (1979). The access and processing of idiomatic expressions. Journal of Verbal Learning and Verbal Behavior, 18, 523–34.Google Scholar
Sze, W. P., Yap, M. J., & Rickard Liow, S. J. (2015). The role of lexical variables in the visual recognition of Chinese characters: A megastudy analysis. The Quarterly Journal of Experimental Psychology, 68, 1541–70.Google Scholar
Taft, M. (1991). Reading and the Mental Lexicon. Hillsdale, NJ: Erlbaum.Google Scholar
Taft, M., & Chen, H. C. (1992). Judging homophony in Chinese: The influence of tones. In In Chen, H. C. & Tzeng, O. J. L. (eds.), Language Processing in Chinese. Amsterdam: North-Holland, 151–72.Google Scholar
Taft, M., & Krebs-Lazendic, L. (2013). The role of orthographic syllable structure in assigning letters to their position in visual word recognition. Journal of Memory and Language, 68, 8597.Google Scholar
Taft, M., & van Graan, F. (1998). Lack of phonological medication in a semantic categorization task. Journal of Memory and Language, 38, 203–24.Google Scholar
Taft, M., & Zhu, X. (1997). Submorphemic processing in reading Chinese. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 761–75.Google Scholar
Taft, M., Zhu, X., & Peng, D. (1999). Positional specificity of radicals in Chinese character recognition. Journal of Memory and Language, 40, 498519.Google Scholar
Tan, L. H., Hoosain, R., & Peng, D. L. (1995). Role of early presemantic phonological code in Chinese character identification. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 4354.Google Scholar
Tan, L. H., Laird, A. R., Li, K., & Fox, P. T. (2005). Neuroanatomical correlates of phonological processing of Chinese characters and alphabetic words: A meta-analysis. Human Brain Mapping, 25, 8391.Google Scholar
Tan, L. H., Liu, H. L., Perfetti, C. A., Spinks, J. A., Fox, P. T., & Gao, J. H. (2001). The neural system underlying Chinese logographic reading. NeuroImage, 13, 836–46.Google Scholar
Tan, L. H., & Perfetti, C. A. (1998a). Phonological codes as early sources of constraint in Chinese word identification: A review of current discoveries and theoretical accounts. Reading and Writing, 10, 165200.Google Scholar
Tan, L. H., & Perfetti, C. A. (1998b). Phonological activation in visual identification of Chinese two-character words. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 382–93.Google Scholar
Tan, L. H., Spinks, J. A., Eden, G. F., Perfetti, C. A., & Siok, W. T. (2005). Reading depends on writing, in Chinese. Proceedings of the National Academy of Sciences, 102, 8781–5.Google Scholar
Tan, L. H., Spinks, J. A., Gao, J. H., Liu, H. L., Perfetti, C. A., Xiong, J., Stofer, K. A., Pu, Y., Liu, Y., & Fox, P. T. (2000). Brain activation in the processing of Chinese characters and words. Human Brain Mapping, 10, 1627.Google Scholar
Tang, S., & Wu, X. (2009). The early development of young children’s Chinese phonological awareness. Journal of Psychological Science, 32, 312–15. [唐珊, & 伍新春. (2009). 汉语儿童早期语音意识的发展. 心理科学, 32, 312–15.]Google Scholar
Taylor, J. S. H., Plunkett, K., & Nation, K. (2010). The influence of consistency, frequency, and semantics on learning to read: An artificial orthography paradigm. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 6076.Google Scholar
Taylor, W. L. (1953). Cloze procedure: A new tool for measuring readability. Journalism Quarterly, 30, 415–33.Google Scholar
Tong, W., Liu, N., Fu, G., & Yan, G. (2014). The perceptual span in Chinese when reading sentence constructed by one-character words. Studies of Psychology and Behavior, 12, 298303. [仝文, 刘妮娜, 伏干, & 闫国利. (2014). 中文单字词句的阅读知觉广度. 心理与行为研究, 12, 298–303.]Google Scholar
Tong, W., Yu, X., Liu, Z., Zhu, X., & Qi, Q. (2022). Differences in contextual information utilization between fast and slow readers: The role of processing depth. Studies of Psychology and Behavior, 20, 450–6. [仝文, 余雪, 刘志方, 朱星宇, & 齐琦. (2022). 快慢读者利用语境信息的差异:加工深度的作用. 心理与行为研究, 20, 450–6.]Google Scholar
Tong, X., & McBride-Chang, C. (2010). Developmental models of learning to read Chinese words. Developmental Psychology, 46, 1662–76.Google Scholar
Tong, X., McBride-Chang, C., Shu, H., & Wong, A. M. (2009). Morphological awareness, orthographic knowledge, and spelling errors: Keys to understanding early Chinese literacy acquisition. Scientific Studies of Reading, 13, 426–52.Google Scholar
Tong, X., Tong, X., & McBride-Chang, C. (2015). Tune in to the tone: Lexical tone identification is associated with vocabulary and word recognition abilities in young Chinese children. Language and Speech, 58, 441–58.Google Scholar
Treiman, R., & Cassar, M. (1996). Effects of morphology on children’s spelling of final consonant clusters. Journal of Experimental Child Psychology, 63, 141–70.Google Scholar
Tsai, J. L., Kliegl, R., & Yan, M. (2012). Parafoveal semantic information extraction in traditional Chinese reading. Acta Psychologica, 141, 1723.Google Scholar
Tsai, J. L., Lee, C. Y., Lin, Y. C., Tzeng, O. J., & Hung, D. L. (2006). Neighborhood size effects of Chinese words in lexical decision and reading. Language and Linguistics (Taipei), 7, 659–75.Google Scholar
Tsai, J. L., & McConkie, G. W. (2003). Where do Chinese readers send their eyes? In Hyönä, J., Radach, R., Deubel, H. (eds.), The Mind’s Eye: Cognitive and Applied Aspects of Eye Movement Research. Amsterdam: North-Holland, 159–76.Google Scholar
Tsang, Y. K., Huang, J., Lui, M., Xue, M., Chan, Y. W. F., Wang, S., & Chen, H. C. (2018). MELD-SCH: A megastudy of lexical decision in simplified Chinese. Behavior Research Methods, 50, 1763–77.Google Scholar
Tse, C. S., & Yap, M. J. (2018). The role of lexical variables in the visual recognition of two-character Chinese compound words: A megastudy analysis. Quarterly Journal of Experimental Psychology, 71, 2022–38.Google Scholar
Tse, C. S., Yap, M. J., Chan, Y. L., Sze, W. P., Shaoul, C., & Lin, D. (2017). The Chinese Lexicon Project: A megastudy of lexical decision performance for 25,000+ traditional Chinese two-character compound words. Behavior Research Methods, 49, 1503–19.Google Scholar
Turner, J. E., Valentine, T., & Ellis, A. W. (1998). Contrasting effects of age of acquisition and word frequency on auditory and visual lexical decision. Memory & Cognition, 26, 1282–91.Google Scholar
Van Orden, G. C. (1987). A ROWS is a ROSE: Spelling, sound, and reading. Memory & Cognition, 15, 181–98.Google Scholar
Van Orden, G. O., Pennington, B. F., & Stone, G. O. (1990). Word identification in reading and the promise of subsymbolic psycholinguistics. Psychological Review, 97, 488522.Google Scholar
Veldre, A., & Andrews, S. (2016). Is semantic preview benefit due to relatedness or plausibility? Journal of Experimental Psychology: Human Perception and Performance, 42, 939–52.Google Scholar
Veldre, A., Reichle, E. D., Yu, L., & Andrews, S. (2020). Towards a complete model of reading: Simulating lexical decision, word naming, and sentence reading with Über-Reader. In CogSci 2020: Proceedings of the 42nd Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society, 151–7.Google Scholar
Veldre, A., Reichle, E. D., Yu, L., & Andrews, S. (2023). Understanding the visual constraints on lexical processing: New empirical and simulation results. Journal of Experimental Psychology: General, 152 (3), 693722.Google Scholar
Vinckier, F., Dehaene, S., Jobert, A., Dubus, J. P., Sigman, M., & Cohen, L. (2007). Hierarchical coding of letter strings in the ventral stream: Dissecting the inner organization of the visual word-form system. Neuron, 55, 143–55.Google Scholar
Vitu, F., McConkie, G. W., Kerr, P., & O’Regan, J. K. (2001). Fixation location effects on fixation durations during reading: An inverted optimal viewing position effect. Vision Research, 41, 3513–33.Google Scholar
Wang, C., & Peng, D. (1999). Effects of semantic transparency and surface frequency on Chinese word processing. Acta Psychologica Sinica, 31, 266–73. [王春茂, & 彭聃龄. (1999). 合成词加工中的词频、词素频率及语义透明度. 心理学报, 31, 266–73.]Google Scholar
Wang, C., & Peng, D. (2000). The role of semantic transparencies in the processing of compound words. Acta Psychologica Sinica, 32, 127–32. [王春茂, & 彭聃龄. (2000). 重复启动作业中词的语义透明度的作用. 心理学报, 32, 127–32.]Google Scholar
Wang, J., Tian, J., Han, W., Liversedge, S. P., & Paterson, K. B. (2014). Inhibitory stroke neighbour priming in character recognition and reading in Chinese. Quarterly Journal of Experimental Psychology, 67, 2149–71.Google Scholar
Wang, L., & Yan, G. (2020). The interference effect of masking materials in Chinese reading: An eye movement study. Psychological Exploration, 40, 318–24. [王丽红, & 闫国利. (2020). 阅读知觉广度研究中掩蔽刺激干扰效应的眼动研究. 心理学探新, 40, 318–24.]Google Scholar
Wang, L., & Yan, G. (2021). The perceptual span for two-character compound-word sentence in Chinese: An eye movement study. Psychological Exploration, 41, 123–30. [王丽红, & 闫国利. (2021). 汉语双字词句知觉广度的眼动研究. 心理学探新, 41, 123–30.]Google Scholar
Wang, L. C., & Yang, H. M. (2014). Classifying Chinese children with dyslexia by dual-route and triangle models of Chinese reading. Research in Developmental Disabilities, 35, 2702–13.Google Scholar
Wang, W. S. Y. (1973). The Chinese language. Scientific American, 228, 5063.Google Scholar
Warrington, K. L., Wu, S. H., Reichle, E. D., Sheridan, H., Peterson, K. B., & White, S. J. (2023). Eye movements during reading and skimming: Effects of word length and frequency. Unpublished manuscript.Google Scholar
Wegener, S., Wang, H. C., Beyersmann, E., Reichle, E. D., Nation, K., & Castles, A. (2023). The effect of spacing versus massing on orthographic learning. Reading Research Quarterly. PsyArXiv. https://doi.org/10.31234/osf.io/ey76vGoogle Scholar
Wei, W., Li, X., & Pollatsek, A. (2013). Word properties of a fixated region affect outgoing saccade length. Vision Research, 80, 16.Google Scholar
West, R. F., & Stanovich, K. E. (1982). Source of inhibition in experiments on the effect of sentence context on word recognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 8, 385–99.Google Scholar
Wheeler, D. D. (1970). Processes in word recognition. Cognitive Psychology, 1, 5985.Google Scholar
White, S. J., & Liversedge, S. P. (2006). Foveal processing difficulty does not modulate non-foveal orthographic influences on fixation positions. Vision Research, 46, 426–37.Google Scholar
White, S. J., Rayner, K., & Liversedge, S. P. (2005). The influence of parafoveal word length and contextual constraint on fixation durations and word skipping in reading. Psychonomic Bulletin & Review, 12, 466–71.Google Scholar
Whitlow, J. W. (1990). Differential sensitivity of perceptual identification for words and pseudo-words to test expectations: Implications for the locus of word frequency effects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 837–51.Google Scholar
Whitney, C. (2001). How the brain encodes the order of letters in a printed word: The SERIOL model and selective literature review. Psychonomic Bulletin & Review, 8, 221–43.Google Scholar
Whitney, C., & Cornelissen, P. (2008). SERIOL reading. Language and Cognitive Processes, 23, 143–64.Google Scholar
Wolf, M. (2008). Proust and the Squid: The Story and Science of the Reading Brain. London: Icon.Google Scholar
Wu, J., Slattery, T. J., Pollatsek, A., & Rayner, K. (2008). Word segmentation in Chinese reading. In Rayner, K., Shen, D., Bai, X., & Yan, G. (eds.), Cognitive and Cultural Influences on Eye Movements. Tianjin: Tianjin People’s Publishing House, 303–14.Google Scholar
Wu, J. T., Yang, F. L., & Lin, W. C. (2013). Beyond phonology matters in character recognition. Chinese Journal of Psychology, 55, 289318. [吳瑞屯, 楊馥菱, & 林維駿. (2013). 跨越單字辨識歷程研究裡的語音處理議題. 中華心理學刊, 55, 289–318.]Google Scholar
Wu, X., Anderson, R. C., Li, W., Wu, X., Li, H., Zhang, J., et al. (2009). Morphological awareness and Chinese children’s literacy development: An intervention study. Scientific Studies of Reading, 13, 2652.Google Scholar
Wurtz, R. H., & Kandel, E. R. (1991). Central visual pathways. In Kandel, E. R., Schwartz, J. H., & Jessell, T. M. (eds.), Principles of Neural Science. New York: McGraw-Hill, 523–47.Google Scholar
Xing, H., Shu, H., & Li, P. (2002). A self-organizing connectionist model of character acquisition in Chinese. Proceedings of the Annual Meeting of the Cognitive Science Society, 24, 950–5.Google Scholar
Xing, H., Shu, H., & Li, P. (2004). The acquisition of Chinese characters: Corpus analyses and connectionist simulations. Journal of Cognitive Science, 5, 149.Google Scholar
Xiong, J., Yu, L., Veldre, A., Reichle, E. D., & Andrews, S. (2023). A multi-task comparison of word- and character-frequency effects in Chinese reading. Journal of Experimental Psychology: Learning, Memory, and Cognition. 49, 793811.Google Scholar
Xu, Y., Pollatsek, A., & Potter, M. C. (1999). The activation of phonology during silent Chinese word reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 838–57.Google Scholar
Yan, G., Fu, G., & Bai, X. (2008). The perceptual span and eye movements in reading Chinese materials of different degrees of difficulty. Journal of Psychological Science, 31, 1287–90. [闫国利, 伏干, & 白学军. (2008). 不同难度阅读材料对阅读知觉广度影响的眼动研究. 心理科学, 31, 1287–90.]Google Scholar
Yan, G., Sun, S., Cui, L., & Bai, X. (2013). Homophone density effect in naming task and sentence reading. Journal of Psychological Science, 36, 776–80. [闫国利, 孙莎莎, 崔磊, & 白学军. (2013). 汉字命名与句子阅读中的同音字密度效应. 心理科学, 36, 776–80.]Google Scholar
Yan, G., Tian, H., Bai, X., & Rayner, K. (2006). The effect of word and character frequency on the eye movements of Chinese readers. British Journal of Psychology, 97, 259–68.Google Scholar
Yan, G., Zhang, Q., & Bai, X. (2013). Study on the influencing factors of perceptual span in Chinese reading. Psychological Development and Education, 29, 121–30. [闫国利, 张巧明, & 白学军. (2013). 中文阅读知觉广度的影响因素研究. 心理发展与教育, 29, 121–30.]Google Scholar
Yan, G., Zhang, Q., Zhang, L., & Bai, X. (2013). The effect of masking materials on perceptual span in Chinese reading, Journal of Psychological Science, 36, 1317–22. [闫国利, 张巧明, 张兰兰, & 白学军. (2013). 不同掩蔽材料对阅读知觉广度的影响. 心理科学, 36, 1317–22.]Google Scholar
Yan, M., & Kliegl, R. (2016). CarPrice versus CarpRice: Word boundary ambiguity influences saccade target selection during the reading of Chinese sentences. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42, 1832–8.Google Scholar
Yan, M., Kliegl, R., Richter, E. M., Nuthmann, A., & Shu, H. (2010). Flexible saccade-target selection in Chinese reading. The Quarterly Journal of Experimental Psychology, 63, 705–25.Google Scholar
Yan, M., Richter, E. M., Shu, H., & Kliegl, R. (2009). Readers of Chinese extract semantic information from parafoveal words. Psychonomic Bulletin & Review, 16, 561–6.Google Scholar
Yan, X., Jiang, K., Li, H., Wang, Z., Perkins, K., & Cao, F. (2021). Convergent and divergent brain structural and functional abnormalities associated with developmental dyslexia. elife, 10, e69523.Google Scholar
Yang, H., Chen, J., Spinelli, G., & Lupker, S. J. (2019). The impact of text orientation on form priming effects in four-character Chinese words. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45, 1511–26.Google Scholar
Yang, H., Hino, Y., Chen, J., Yoshihara, M., Nakayama, M., Xue, J., & Lupker, S. J. (2020). The origins of backward priming effects in logographic scripts for four-character words. Journal of Memory and Language, 113, 104107.Google Scholar
Yang, J. F., McCandliss, B. D., Shu, H., & Zevin, J. D. (2009). Simulating language-specific and language-general effects in a statistical learning model of Chinese reading. Journal of Memory and Language, 61, 238–57.Google Scholar
Yang, J. F., Shu, H., McCandliss, B. D., & Zevin, J. D. (2013). Orthographic influences on division of labor in learning to read Chinese and English: Insights from computational modeling. Bilingualism: Language and Cognition, 16, 354–66.Google Scholar
Yang, J. F., Zevin, J. D., Shu, H., McCandliss, B. D., & Li, P. (2006). A “triangle model” of Chinese reading. In Proceedings of the 28th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Cognitive Science Society, 912–17.Google Scholar
Yang, J. M, Staub, A., Li, N., Wang, S., & Rayner, K. (2012). Plausibility effects when reading one- and two-character words in Chinese: Evidence from eye movements. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38, 1801–9.Google Scholar
Yang, J. M., Wang, S., Tong, X., & Rayner, K. (2012). Semantic and plausibility effects on preview benefit during eye fixations in Chinese reading. Reading and Writing, 25, 1031–52.Google Scholar
Yang, J. M., Wang, S., Xu, Y., & Rayner, K. (2009). Do Chinese readers obtain preview benefit from word n + 2? Evidence from eye movements. Journal of Experimental Psychology: Human Perception and Performance, 35, 1192–204.Google Scholar
Yang, L. P., Li, C., Li, X., Zhai, M., An, Q., Zhang, Y., et al. (2022). Prevalence of developmental dyslexia in primary school children: A systematic review and meta-analysis. Brain Sciences, 12, 240.Google Scholar
Yang, L. Y., Guo, J. P., Richman, L. C., Schmidt, F. L., Gerken, K. C., & Ding, Y. (2013). Visual skills and Chinese reading acquisition: A meta-analysis of correlation evidence. Educational Psychology Review, 25, 115–43.Google Scholar
Yao, P., Staub, A., & Li, X. (2022). Predictability eliminates neighborhood effects during Chinese sentence reading. Psychonomic Bulletin & Review, 29, 243–52.Google Scholar
Yen, M. H., Radach, R., Tzeng, O. J. L., & Tsai, J. L. (2012). Usage of statistical cues for word boundary in reading Chinese sentences. Reading and Writing, 25, 1007–29.Google Scholar
Yeung, P. S., Ho, C. S. H., Chan, D. W. O., & Chung, K. K. H. (2016). Orthographic skills important to Chinese literacy development: The role of radical representation and orthographic memory of radicals. Reading and Writing, 29, 1935–58.Google Scholar
Yeung, P. S., Ho, C. S. H., Wong, Y. K., Chan, D. W. O., Chung, K. K. H., & Lo, L. Y. (2013). Longitudinal predictors of Chinese word reading and spelling among elementary grade students. Applied Psycholinguistics, 34, 1245–77.Google Scholar
Yin, W. & Butterworth, B. (1992). Deep and surface dyslexia in Chinese. In Chen, H. C. & Tzeng, O. J. L. (eds.), Language Processing in Chinese. Amsterdam: North-Holland, 349–66).Google Scholar
Yonelinas, A. P. (2002). The nature of recollection and familiarity: A review of 30 years of research. Journal of Memory and Language, 46, 441517.Google Scholar
Yu, B., & Cao, H. (1992). A new exploration on the effect of stroke-number in the identification of Chinese characters. Acta Psychologica Sinica, 24, 120–6. [喻柏林, & 曹河圻. (1992). 汉字识别中的笔画数效应新探——兼论字频效应. 心理学报, 24, 120–6.]Google Scholar
Yu, B., Li, C. & Zhang, S. (1995). Effects of complexities on recognition for tilted Chinese characters. Acta Psychologica Sinica, 27, 337–43. [喻柏林, 李朝晖, & 张蜀林. (1995). 复杂性对倾斜汉字识别的影响. 心理学报, 27, 337–43.]Google Scholar
Yu, L., Cutter, M. G., Yan, G., Bai, X., Fu, Y., Drieghe, D., & Liversedge, S. P. (2016). Word n+ 2 preview effects in three-character Chinese idioms and phrases. Language, Cognition, and Neuroscience, 31, 1130–49.Google Scholar
Yu, L., Liu, Y., & Reichle, E. D. (2021). A corpus-based vs. experimental examination of word- and character-frequency effects in Chinese reading: Theoretical implications for models of reading. Journal of Experimental Psychology: General, 150, 1612–41.Google Scholar
Yu, L., Zhang, Q., Ke, M., Han, Y., & Kinoshita, S. (2022). Some neighbors are more interfering: Asymmetric priming by stroke neighbors in Chinese character recognition. Psychonomic Bulletin and Review, 30, 1062–73.Google Scholar
Zang, C., Wang, Y., Bai, X., Yan, G., Drieghe, D., & Liversedge, S. P. (2016). The use of probabilistic lexicality cues for word segmentation in Chinese reading. Quarterly Journal of Experimental Psychology, 69, 548–60.Google Scholar
Zhang, J., & Jiang, M. (2008). The effects of the radical family size and high frequency phonetic radical family member on phonogram recognition. Acta Psychologica Sinica, 40, 947–60. [张积家, & 姜敏敏. (2008). 形旁家族、声旁家族和高频同声旁字对形声字识别的影响. 心理学报, 40, 947–60.]Google Scholar
Zhang, J., & Wang, H. (2001). The effects of phonological and tonal relations between phonetic radicals and whole characters on the processing of pictophonetic characters. Acta Psychologica Sinica, 33, 193–7. [张积家, & 王惠萍. (2001). 声旁与整字的音段, 声调关系对形声字命名的影响. 心理学报, 33, 193–7.]Google Scholar
Zhang, L., Xia, Z., Zhao, Y., Shu, H., & Zhang, Y. (2023). Recent Advances in Chinese Developmental Dyslexia. Annual Review of Linguistics, 9. 439–61.Google Scholar
Zhang, Q., Zhou, Y., & Lou, H. (2022). The dissociation between age of acquisition and word frequency effects in Chinese spoken picture naming. Psychological Research, 86, 1918–29.Google Scholar
Zhang, W., & Feng, L. (1992). A study on the unit of processing in recognition of Chinese characters. Acta Psychologica Sinica, 24, 379–85. [张武田, & 冯玲. (1992). 关于汉字识别加工单位的研究. 心理学报, 24, 379–85.]Google Scholar
Zhang, Z., Han, B., & Chen, T. (2003). Frequency effect of phonetic component in naming Chinese character component in different target presenting speed. Acta Psychologica Sinica, 35, 178–82. [张喆, 韩布新, & 陈天勇. (2003). 两种呈现速度下整字及声旁命名. 心理学报, 35, 178–82.]Google Scholar
Zhao, J., & Li, S. (2014). Development of form recognition of visual word in Chinese children of 3 to 6 years old. Journal of Psychological Science, 37, 357–62. [赵静, & 李甦. (2014). 3~ 6 岁儿童汉字字形认知的发展. 心理科学, 37, 357–62.]Google Scholar
Zhou, J., & Li, X. (2021). On the segmentation of Chinese incremental words. Journal of Experimental Psychology: Learning, Memory, and Cognition, 47, 1353–68.Google Scholar
Zhou, J., Ma, G., Li, X., & Taft, M. (2018). The time course of incremental word processing during Chinese reading. Reading and Writing, 31, 607–25.Google Scholar
Zhou, Y. L., McBride-Chang, C., Fong, C. Y. C., Wong, T. T. Y., & Cheung, S. K. (2012). A comparison of phonological awareness, lexical compounding, and homophone training for Chinese word reading in Hong Kong kindergarteners. Early Education and Development, 23, 475–92.Google Scholar
Ziegler, J. C., Tan, L. H., Perry, C., & Montant, M. (2000). Phonology matters: The phonological frequency effect in written Chinese. Psychological Science, 11, 234–8.Google Scholar
Zorzi, M., Houghton, G., & Butterworth, B. (1998). Two routes or one in reading aloud? A connectionist dual-process model. Journal of Experimental Psychology: Human Perception and Performance, 24, 1131–61.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

  • References
  • Erik D. Reichle, Macquarie University, Sydney, Lili Yu, Macquarie University, Sydney
  • Book: The Psychology of Reading
  • Online publication: 04 January 2024
Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

  • References
  • Erik D. Reichle, Macquarie University, Sydney, Lili Yu, Macquarie University, Sydney
  • Book: The Psychology of Reading
  • Online publication: 04 January 2024
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • References
  • Erik D. Reichle, Macquarie University, Sydney, Lili Yu, Macquarie University, Sydney
  • Book: The Psychology of Reading
  • Online publication: 04 January 2024
Available formats
×