Projects
Overview
The Language and Cognitive Development (LCD) Lab is an active research laboratory affiliated with the Department of Psychology at The Chinese University of Hong Kong. The LCD Lab focuses on conducting and disseminating research relevant to typical and atypical development in language, literacy, and numeracy. We are engaged in diverse research on topics related to understanding the cognitive and sociocultural factors that influence the development of children and adolescents across languages and cultures.
Research Topics
Reading development across languages and cultures
Learning disabilities and developmental dyslexia
Home literacy environment and reading
Reading instruction and interventions
Psychoeducational assessment
Special and inclusive education
Research Grants (Ongoing Projects)
Predicting literacy development across primary education in Chinese and Japanese. General Research Fund (Project No. 14617721), Research Grants Council, Hong Kong SAR, January 2022 – December 2024 (PI: Inoue, T.) ** Project Website (in Chinese) **
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.)
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.).
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.)
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.)
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.)
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.)
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.)
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.) ** Project Website (in Chinese) **
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.)
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.)
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.)
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.)
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.)
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.)
Research Supported by
