Conference Presentations (as the first author)

1. Cai, Q. & Fong, C. Y.-C. (2025, May 1-3). Preschool Children’s Reading Attitudes and Their Connections With the Family and Child Factors [Poster presentation]. The Society for Research in Child Development 2025, Minnesota, USA.

2. Cai, Q. & Fong, C. Y.-C. (2025, April 23-27). The Contribution of Parent Reading Beliefs and Instructional Behaviors to Preschool Children’s Learning Outcomes [Roundtable presentation]. The American Educational Research Association 2025, Colorado, USA.

3. Cai, Q. (2025, January 9-11). Mother-child verbal and affective interactions during shared book reading: Effects of child gender [Poster presentation]. The Budapest CEU Conference on Cognitive Development 2025 (BCCCD25), Central European University, Budapest, Hungary.

4. Cai, Q. (2024, July 9-12). Quantity versus Quality: Examining the Contribution of Parent-Child Shared BookReading Interactions to Child Language and Cognitive Outcomes at Preschool Entry  [Oral presentation]. The International Postgraduate Roundtable and Research Forum cum Summer School (IPRRFSS) 2024, the Education University of Hong Kong, Hong Kong.

5. Cai, Q. & Deng, Y. (2022, July 1-2). A corpus-based study on the acquisition of dative constructions with bei2 ‘give’ by Cantonese monolingual children and Cantonese-English bilingual children [Poster presentation]. The 11th International Conference of the European Association of Chinese Linguistics (EACL-11), Olomouc, Czech Republic.

6. Cai, Q. (2020, June 27). Phonological Change from [ə] to [a:] by Cantonese-English Bilingual Children in Hong Kong [Oral presentation]. The 3rd Forum on Cantonese Linguistics, the Hang Seng University of Hong Kong, Hong Kong. 

Conference Presentations (as the co-author)

7. Zhou, J., Mai, Z., Cai, Q., & Cheng, R. (2024, 9-11 July). Beyond words: Referential gesturing in bilingual and monolingual mother-child dyads and its role in early development. Poster presented at the Child Language Symposium 2024, Newcastle University, Newcastle, England. 

8. Mai Z., Liang Y., Cai Q., Chan Y., Nie J., Cheng R. (2023, June 26-30). Caretaker proficiency and input quality in L2 English: Bilingual mothers, helpers and 3-year-olds in Hong Kong. International Symposium on Bilingualism (ISB-14). Macquarie University, Sydney, Australia.

9. Mai Z., Cai Q., Liang Y., Liu J., & Yip V. (2022, October 22-23). Linear and nonlinear relations between input and developmental outcomes in Cantonese, Mandarin and English in multilingual 3-year-old in Hong Kong. The L3 Workshop: Workshop on Multilingual Language Acquisition, Processing and Use. The King's College, London.

Publications

1. Zhou J., Mai Z., Cai Q., Liang Y. and Yip V. (2022). Reference production in Mandarin–English bilingual preschoolers: Linguistic, input, and cognitive factors. Front. Psychol. 13:897031. doi:10.3389/fpsyg.2022.897031

2022.01 - 2022.08 (CityU)

1. Input and Experience in Early Trilingual Development | HK RGC Fund

2. Input and Experience in Trilingual Three-year-olds | CUHK KPF Fund

2019.09 - 2021.12 (CUHK)

1. Input and Experience in Trilingual Three-year-olds | CUHK KPF Fund

2. Language Development in Singapore Mandarin-English Bilingual Children

3. Realizing Children’s Potential in Language Development: Input and Intervention | CUHK KPF Fund

4. Hong Kong Bilingual Corpus and Child Heritage Chinese Corpus | HK UGC Grant