PUBLICATIONS
(a) Conference Proceedings
Cheng, H. & Caldwell-Harris, C. To appear. Orthography shapes semantic and phonological activation in reading. Proceedings of the 36th Annual Meeting of the Berkeley Linguistics Society. University of California, Berkeley, USA.
Cheng, H. & Caldwell-Harris, C. To appear. The representation of polysemy in the monolingual and bilingual mental lexicon. Proceedings of the 30th Annual Winter Applied Linguistics Conference. Columbia University, USA.
Cheng, H. (2002). A study of complement diao. Proceedings of the 2002 National Conference on Linguistics. Providence University, Taiwan.
Cheng, H. (2001). The subordinates’ usage of address toward the superiors in Chinese. In S. Burusphat (Ed.), Papers from the Eleventh Annual Meeting of the Southeast Asian Linguistics Society, Tempe, Arizona, (pp. 121-136). Arizona State University, Program for Southeast Asian Studies.
(b) Book Review
Cheng, H. (2012). (Book Review for) K. Koda and A. M. Zehler (Eds.): Learning to read across languages: cross-linguistic relationships in first- and second-language literacy development. Routledge, London, 2008. Reading and Writing: An Interdisciplinary Journal, 25 (2), 611-617.
(c) Others
Cheng, H., & Caldwell-Harris, C. In preparation. Phonological inhibition in Chinese and English reading.
Cheng, H., & Caldwell-Harris, C. In preparation. Orthographic transfer in highly proficient second language learners: Evidence from priming and repetition blindness.
Cheng, H., & Caldwell-Harris, C. In preparation. Phonological repetition blindness in reading Chinese and English.
Cheng, H., & Caldwell-Harris, C. In preparation. Semantic repetition blindness.
Cheng, H., & Caldwell-Harris, C. In preparation. When semantics overrides phonology: Semantic substitution during oral Chinese reading.
Cheng, H., Shu, H., Yeh, S-L, Li, J., & Caldwell-Harris, C. In preparation. Reading Chinese simplified and traditional scripts.
Cheng, H., & Caldwell-Harris, C. In preparation. The representation of English polysemy in the L1 and L2 mental lexicon.
Cheng, H. 2012. Semantic and phonological activation in first and second language reading. Unpublished doctoral dissertation.
Cheng, H. 2004. The syntax and semantics of post-verbal diao. Unpublished Master’s thesis.
CONFERENCE PRESENTATIONS
Cheng, H., & Caldwell-Harris, C. (2012). Orthographic transfer in highly proficient second language learners: Evidence from repetition blindness. Paper presented at the 37th Boston University Conference on Language Development. Boston, USA.
Cheng, H., & Caldwell-Harris, C. (2012). Orthographic transfer in highly proficient second language learners: Evidence from priming. Paper presented at the 31st Annual Second Language Research Forum. Pittsburgh, USA.
Cheng, H., & Caldwell-Harris, C. (2012). Phonological activation in Chinese reading: A repetition blindness study. Paper presented at the 86th Annual Meeting of the Linguistic Society of America. Portland, USA.
Cheng, H., & Caldwell-Harris, C. (2011). When semantics overrides phonology: Semantic substitution errors in reading Chinese aloud. Paper presented at the 85th Annual Meeting of the Linguistic Society of America. Pittsburgh, USA. The abstract was designated as media-worthy.
Cheng, H., & Caldwell-Harris, C. (2010). The representation of polysemy in L1 and L2 mental lexicon. Paper presented at the 7th International Conference on the Mental Lexicon. University of Windsor, Canada.
Cheng, H., & Caldwell-Harris, C. (2010). Orthography shapes semantic and phonological activation in reading. Paper presented at the 36th Annual Meeting of the Berkeley Linguistics Society. University of California, Berkeley, USA.
Cheng, H., Li, J., Shu, H., Yeh, S-L., & Caldwell-Harris, C. (2009). Simplified and traditional scripts confer different advantages in reading. Paper presented at the 21st North American Conference on Chinese Linguistics. Bryant University, USA.
Cheng, H., & Caldwell-Harris, C. (2009). The representation of polysemy in the monolingual and bilingual mental lexicon. Paper presented at the 30th Annual Winter Applied Linguistics Conference. Columbia University, USA.
Cheng, H. (2007). A study of post-verbal diao in Mandarin Chinese. Paper presented at the 15th Annual Conference of the International Association of Chinese Linguistics & the 19th North American Conference on Chinese Linguistics Joint Meeting. Columbia University, USA.
Cheng, H. (2004). The comprehension of L2 figurative language: A contrastive study of Chinese and English. Paper presented at the 2004 International Language and Cognition Conference. Coffs Harbour, Australia.
Cheng, H. (2002). A study of complement diao. Paper presented at the 2002 National Conference on Linguistics. Providence University, Taiwan.
Cheng, H. (2002). Chinese children’s use of the mutual exclusivity constraint. Paper presented at the 47th Annual Conference of the International Linguistic Association. York University, Canada.
Cheng, H. (2001). The subordinates’ usage of address toward the superiors in Chinese. Paper presented at the 11th Annual Meeting of the Southeast Asian Linguistics Society. Bangkok, Thailand.
Cheng, H. (1999). The politeness of the entertainers in TV shows: The usage of titles. Paper presented at the 8th Annual Conference of International Association of Chinese Linguistics. Melbourne, Australia.
POSTER PRESENTATIONS
Caldwell-Harris, C., Cheng, H., Li, T., & Morris, A. (2011). Testing the “activation reflects encoding transparency” principle in writing systems using repetition blindness. Paper presented at the 33rd Annual Meeting of the Cognitive Science Society. Boston, USA.
Cheng, H., Shu, H., Yeh, S-L., Li, J., & Caldwell-Harris, C. (2010). Reading Chinese simplified and traditional scripts. Paper presented at the Research in Reading Chinese and Related Asian Languages Conference. University of Toronto, Canada.
Cheng, H., Yeh, S-L., Li, J., Shu, H., & Caldwell-Harris, C. (2009). Readers of different Chinese scripts use different strategies to recognize Chinese characters. Paper presented at the 13th International Conference on Cognitive and Neural Systems. Boston University, USA.