研究計劃 

簡介

LCD Lab (語言及認知發展實驗室) 是一個隸屬於香港中文大學心理學系的研究實驗室，專注於進行和傳播有關語言、讀寫和計算方面典型與非典型發展的相關研究。

我們從事各種與了解影響兒童和青少年相發展的認知和社會文化因素有關的研究範疇。

研究主題

• 跨語言和文化的閱讀發展

• 學習障礙和發展性閱讀障礙

• 家庭識字環境與閱讀

• 閱讀指導和介入

• 心理教育評估

• 特殊和包容性教育

查看 Dr. Inoue 的  Google Scholar / ResearchGate

研究資助（正進行的研究項目）

1. Developmental dynamics between parental literacy, home literacy environment, and children’s literacy across socioeconomic contexts: A multi-site longitudinal study. General Research Fund (GRF; Project No. 14619324), Research Grants Council (RGC), Hong Kong SAR, January 2025 – June 2027 (PI: Inoue, T.)

2. Predicting literacy development across primary education in Chinese and Japanese. General Research Fund (GRF; Project No. 14617721), Research Grants Council (RGC), Hong Kong SAR, January 2022 – March 2025 (PI: Inoue, T.)    ** 項目計劃網址 (中文) **

3. Multimodal approaches to testing and prediction in early academic achievement: Chinese, English, and mathematics. Theme-based Research Scheme (Project No. T44-410/21-R), Research Grants Council, Hong Kong SAR, January 2022 – December 2027 (PC: Maurer, U.; Co-PI: Inoue, T.)

4. Parental influences on children’s language and socioemotional development: A longitudinal study across urban and rural settings in China. Provost’s Strategic Allocation of Centrally-funded RPg Places for 2022-23 Admission, The Chinese University of Hong Kong. January 2023 – December 2026 (PI: Inoue, T.; RPg student: Zhang, S.).

5. Are the predictors of L1 Chinese literacy acquisition in a multilingual non-Chinese predominant society similar to those in Chinese societies? Evidence from Malaysia. Direct Grant for Research 2022-23, The Chinese University of Hong Kong, June 2023 – December 2024 (PI: Inoue, T.; Co-I: Cheah, Z. R. E.)

6. Making molehills out of mountains: Applying the graphic complexity hypothesis to second language acquisition. Departmental Small Research Grant 2023/24, Department of Psychology, The Chinese University of Hong Kong, January 2024 – December 2024 (PI: Inoue, T.; Co-I: Hemelstrand, S.)

研究資助（已完結的研究項目）

1. Cognitive subtypes and intergenerational transmission of dyslexia in Chinese families. General Research Fund (Project No. 14601921), Research Grants Council, Hong Kong SAR, January 2022 – December 2023 (PI: Maurer, U.; Co-I: Inoue, T.)

2. Home literacy environment and children’s literacy skills in different parts of China. China Institute’s Faculty Research Grant (Project No. CH003), China Institute, University of Alberta, February 2022 – November 2023 (PI: Georgiou, G. K.; Co-I: Inoue, T.)

3. An online assessment of handwriting and spelling: A machine learning approach. United College Endowment Fund Research Grant, United College, The Chinese University of Hong Kong, July 2022 – March 2023 (PI: Inoue, T.)

4. Do socioeconomic status and schooling moderate the relationship between home learning environment and academic achievement among children in Hong Kong? Direct Grant for Research 2020-21, The Chinese University of Hong Kong, June 2021 – October 2022 (PI: Inoue, T.)    ** 項目計劃網址 (中文) **

5. Reciprocal effects between word reading skills, cognitive skills, and reading comprehension: A longitudinal study. JSPS KAKENHI Grant-in-Aid for Young Scientists(Grant Number 18K13223), Japan Society for the Promotion of Science, April 2018 – March 2022 (PI: Inoue, T.)

6. Feasibility, reliability, and validity of online spelling assessment: A pilot study in Japanese. Departmental Small Research Grant 2020-21, Department of Psychology, The Chinese University of Hong Kong, January 2021 – December 2021 (PI: Inoue, T.)

7. Toward a comprehensive model of literacy development: A cross-linguistic longitudinal study. JSPS Overseas Research Fellowship, Japan Society for the Promotion of Science, April 2016 – March 2018 (PI: Inoue, T.)

8. The relationship between literacy development and morphological awareness in Japanese. JSPS KAKENHI Grant-in-Aid for Challenging Exploratory Research (Grant Number 16K13605), Japan Society for the Promotion of Science, April 2016 – March 2019 (PI: Muroya, N.; CI: Inoue, T.)

9. Toward a comprehensive model of literacy development: A cross-linguistic longitudinal study. JSPS KAKENHI Grant-in-Aid for Young Scientists (Grant Number 26780523), Japan Society for the Promotion of Science, April 2014 – March 2018 (PI: Inoue, T.)

10. The effects of orthographic consistency to the early literacy development: A longitudinal study. JSPS KAKENHI Research Activity Start-up (Grant Number 24830073), Japan Society for the Promotion of Science, April 2012 – March 2014, (PI: Inoue, T.)

我們的研究獲得了以下組織支持