|
reading comprehension |
6 |
|
bilingualism |
4 |
|
morphological awareness |
4 |
|
perception |
4 |
|
tone |
4 |
|
vocabulary |
4 |
|
vowel |
4 |
|
word reading |
4 |
|
biliteracy acquisition |
3 |
|
integral processing |
3 |
|
lexical tone awareness |
3 |
|
mismatch negativity |
3 |
|
mmn |
3 |
|
mmn additivity |
3 |
|
phonological awareness |
3 |
|
statistical learning |
3 |
|
ttrace model |
3 |
|
auditory discriminationtonotopy |
2 |
|
bilingual readers |
2 |
|
cantonese lexical tone |
2 |
|
chinese |
2 |
|
chinese children |
2 |
|
context |
2 |
|
cross-language speech perception |
2 |
|
cross-language transfer |
2 |
|
cross-linguistic |
2 |
|
eeg |
2 |
|
empathy |
2 |
|
english lexical stress |
2 |
|
esl |
2 |
|
event-related potentials |
2 |
|
integral processing |
2 |
|
language processing |
2 |
|
lateral inhibition |
2 |
|
lexical prosody |
2 |
|
lexical quality hypothesis |
2 |
|
lexical stress |
2 |
|
lexical tone |
2 |
|
longitudinal |
2 |
|
metalinguistic skills |
2 |
|
mismatch negativity additivity |
2 |
|
multivariate pattern analysis |
2 |
|
musical acoustics |
2 |
|
musical composition |
2 |
|
musical training |
2 |
|
non-native chinese character learning |
2 |
|
non-native chinese character processing model |
2 |
|
oddball paradigm |
2 |
|
orthographic distance |
2 |
|
pain representations |
2 |
|
phonetic radicals |
2 |
|
pitch |
2 |
|
pitch perception |
2 |
|
prosodic reading |
2 |
|
prosodic sensitivity |
2 |
|
prosodic transfer |
2 |
|
prosody |
2 |
|
radical cues |
2 |
|
reading comprehension difficulties |
2 |
|
second language learning |
2 |
|
segmental phonological awareness |
2 |
|
semantic processing |
2 |
|
semantic radical awareness |
2 |
|
semantic radicals |
2 |
|
source localization analysis |
2 |
|
speech perception |
2 |
|
statistical analysis |
2 |
|
stress sensitivity |
2 |
|
suprasegmental phonological awareness |
2 |
|
tone language expertise |
2 |
|
tone sensitivity |
2 |
|
visual mismatch negativity |
2 |
|
acoustic features |
1 |
|
asd |
1 |
|
at-home online learning |
1 |
|
attention and working memory |
1 |
|
autism |
1 |
|
autism spectrum disorders |
1 |
|
awareness |
1 |
|
bi-scriptal reading |
1 |
|
bilingual poor comprehender |
1 |
|
bilingual reading comprehension |
1 |
|
bilingual speech production |
1 |
|
cantonese |
1 |
|
cantonese tone sensitivity |
1 |
|
cantonese-english bilingual children |
1 |
|
cantonese-speaking children |
1 |
|
caregivers and students |
1 |
|
character recognition |
1 |
|
character writing error analysis |
1 |
|
chinese dictation task |
1 |
|
chinese learners of english |
1 |
|
chinese literacy acquisition |
1 |
|
chinese word reading |
1 |
|
chinese-english bilinguals |
1 |
|
cognitive abilities |
1 |
|
comprehension |
1 |
|
continuity |
1 |
|
cross-language facilitation |
1 |
|
deaf signers |
1 |
|
derivational morphology |
1 |
|
developmental difference |
1 |
|
developmental dyslexia |
1 |
|
developmental variance |
1 |
|
dysgraphia |
1 |
|
dyslexia |
1 |
|
emotion |
1 |
|
emotion processing |
1 |
|
english l2 word reading |
1 |
|
english lexical stress processing |
1 |
|
english stress sensitivity |
1 |
|
executive function |
1 |
|
eye movement |
1 |
|
face realism |
1 |
|
handwriting |
1 |
|
hong kong |
1 |
|
hong kong chinese children |
1 |
|
hyperlexia |
1 |
|
imaging study |
1 |
|
implicit orthographic |
1 |
|
implicit statistical learning |
1 |
|
inflectional morphology |
1 |
|
inhibition |
1 |
|
inhibitory control |
1 |
|
inhibitory control model |
1 |
|
intonation |
1 |
|
l1-l2 interference effect |
1 |
|
l1/l2 transfer |
1 |
|
l2 prosodic reading |
1 |
|
l2 reading comprehension ability |
1 |
|
language |
1 |
|
language dominance |
1 |
|
language-specific features |
1 |
|
learning mandarin chinese as a foreign language |
1 |
|
lexical pitch learning |
1 |
|
lexical processing |
1 |
|
lexical tone identification |
1 |
|
lexical tone perception |
1 |
|
lexical tones |
1 |
|
longitudinal study |
1 |
|
machine learning and dyslexia |
1 |
|
meta-analysis |
1 |
|
metalinguistic awareness |
1 |
|
metalinguistic transfer |
1 |
|
missing logographeme effect |
1 |
|
musical experience |
1 |
|
n1 |
1 |
|
n170 |
1 |
|
n170-p300-n400 pattern |
1 |
|
n400 |
1 |
|
neural adaptation |
1 |
|
neural variability |
1 |
|
nonalphabetic writing system learning |
1 |
|
occipital area |
1 |
|
oral reading fluency |
1 |
|
orthographic learning |
1 |
|
orthographic processing |
1 |
|
orthographic regularity |
1 |
|
orthography-semantics connections |
1 |
|
orthography–semantic connection |
1 |
|
p-mmr |
1 |
|
p1-n170-p300 pattern |
1 |
|
p200 |
1 |
|
phonetic context |
1 |
|
phonetic interaction |
1 |
|
phonetic radical |
1 |
|
poor comprehenders |
1 |
|
position |
1 |
|
prosodic catalysing hypothesis (pch) |
1 |
|
prosodic complexity |
1 |
|
prosody development |
1 |
|
psycholexical space mapping model (plsm) |
1 |
|
quantile regression |
1 |
|
quasiregularity |
1 |
|
radical awareness |
1 |
|
radicals |
1 |
|
rapid naming |
1 |
|
reading |
1 |
|
reading comprehension development |
1 |
|
reading difficulties in two writing systems |
1 |
|
reading experience |
1 |
|
reading models |
1 |
|
real-world applications |
1 |
|
reciprocal relationships |
1 |
|
rise time |
1 |
|
scale development |
1 |
|
school-age children |
1 |
|
second language learning strategies |
1 |
|
semantic radical |
1 |
|
semantic relatedness |
1 |
|
semantic–phonetic compound character |
1 |
|
sentence-final particles |
1 |
|
sequence modeling |
1 |
|
sign language (hksl) |
1 |
|
single-trial analysis |
1 |
|
spectrographic analysis |
1 |
|
speech production |
1 |
|
spelling |
1 |
|
subcharacter processing |
1 |
|
sublexical and lexical morphological awareness |
1 |
|
sublexical units |
1 |
|
suprasegmental feature |
1 |
|
syntactic awareness |
1 |
|
syntax |
1 |
|
text reading comprehension |
1 |
|
tonal constituency |
1 |
|
tonal integrity |
1 |
|
tone identification |
1 |
|
tone perception |
1 |
|
ttrace |
1 |
|
unexpected poor comprehenders |
1 |
|
virtual modalities |
1 |
|
visual mismatch negativity (vmmn) |
1 |
|
visual statistical learning |
1 |
|
visual world paradigm |
1 |
|
visual-orthographic skills |
1 |
|
vocabulary acquisition |
1 |
|
vocabulary breadth |
1 |
|
vocabulary depth |
1 |
|
vwfa |
1 |
|
wh questions |
1 |
|
word reading development |
1 |
|
word recognition |
1 |
|
working memory |
1 |
