Welcome to the Language, Culture, and Cognition Laboratory


The Language, Culture and Cognition Laboratory (LCC Lab) is located in the Department of Chinese as a Second Language at National Taiwan Normal University, Taiwan. Research in LCC Lab investigates a number of research issues under the umbrella framework of human artifacts and cognition. We assume that human artifacts consist of everything that humans create and use habitually in their lives. These include physical artifacts, symbolic artifacts, and spiritual artifacts, and they are collectively called ‘cultures’. We are interested in investigating how the human cognitive system interacts with the artifacts it creates and how it may be affected by them. The investigations encompass both theoretical and applied issues. The theoretical issues are concerned with the questions of how much of the cognitive system can be considered universal and how much of it can be flexible and diverse, and vary in different artifactual environments. The applied issues are concerned with the question of how we can design and redesign artifacts to make them more agreeable with the processing characteristics of the cognitive system.

Some recent publications
  1. 陳振宇(2018.12)。華語的名字怎麼教零起點的學生?一套「CLIL課立優」的教學設計。發表於第六屆國際學校華語教育研討會暨工作坊,2018年11月30日-12月2日。新加坡:加拿大國際學校。
  2. Chen, J.-Y. (2018). Re-examining the onset phoneme preparation effect in Mandarin Chinese word production. Presented at the 59th Annual Meeting of the Psychonomic Society, November 15-18, 2018. U.S.A.: New Orleans.
  3. Huang, S.-P., & Chen, J.-Y. (2018.12). Revisiting the Extended Present Hypothesis: Chinese speakers’ perception of time. Chinese Journal of Psychology.
  4. 李郁錦、陳振宇(2018.3)。發展為西班牙語人士設計之國別化數位華語教材。華語文教學研究,15(1), 117-143。
  5. Chen, J.-Y. (2018.6). The many faces of language in language learning: Implications for SLA theories and pedagogy. Keynote speech presented at the 5th International Conference on Chinese as a Second Language Research, June 15-16, 2018. Hong Kong: The University of Hong Kong.
  6. 陳振宇(201712月)。以語言學習的生態學習理論建構內容導向教學的理論基礎。發表於第十六屆台灣華語文教學年會暨學術研討會。臺灣新竹市:清華大學。
  7. 李郁錦、陳振宇(2016.12)。華語教材評估指標初探:二語習得視角。臺灣華語教學研究,13,65-92。
  8. Chen, J.-Y., O'Seaghdha, P. G., & Chen, T.-M. (2016.5). The primacy of abstract syllables in Chinese word production. Journal of Experimental Psychology: Learning, Memory and Cognition, 42(5), 825-36. doi: 10.1037/a0039911..
  9. 陳振宇(2015.12)。特刊引言:多元取向的華語文教學。華語文教學研究12(4)1-10pdf
  10. 王贊育、陳振宇(2015.12)。統計學習機制在語言習得中的角色及其對第二語教學的可能啟發。華語文教學研究12(4)11-44pdf
  11. Chen, J.-Y., Friedrich, M., & Shu, H. (2015). The effect of immediate and lifetime experience of reading horizontal and vertical texts on Chinese speakers’ temporal orientation. Journal of Cognition and Culture, 15, 1-12.
  12. Chen, T.-M., & Chen, J.-Y. (2015). The phonological planning in Mandarin spoken production of mono- and bimorphemic words. Japanese Psychological Research, 57, 81-89doi: 10.1111/jpr.12059
  13. Cheng, C., Chen, J.-Y., & X, Y. (2014). An acoustic analysis of Mandarin Tone 3 sandhi elicited from an implicit priming experiment. Paper presented at 4th International Symposium on Tonal Aspects of Languages (TAL-2014), Nijmegen, The Netherlands, May 13-16 2014.
  14. Hsu, C.-C., Tsai, S.-H., Yang, C.-L., & Chen, J.-Y. (2014). Processing classifier–noun agreement in a long distance: An ERP study on Mandarin ChineseBrain and Language, 237, 14-28.
  15. Hsu, C.-F., & Chen, J.-Y. (2014). Deviant neural correlates of configural detection in the facial processing of people with Williams Syndrome. Bulletin of Special Education, 39, 61-84.
  16. Huang, S., & Chen, J.-Y. (2014). The effects of numeral classifiers and taxonomic categories on Chinese and English speakers' recall of nouns. Journal of East Asian Linguistics, 23, 27-42. DOI 10.1007/s10831-013-9108-0.
  17. 陳振宇(2014)。華語文教育轉型為以知識與技能為產品元素的服務產業:一個新典範的探討。華語文教學研究,11(2),127-135。pdf