Li Sheng
University of Delaware
Developmental psychologyPsychologyVocabularyMultilingualismLinguistics
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Publications 26
#1Li Sheng (UD: University of Delaware)H-Index: 11
#2Huanhuan Shi (UD: University of Delaware)
Last. Li Zheng (Nanjing Normal University)
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Purpose We compared the narrative production in Mandarin-speaking children at risk (AR) for developmental language disorder (DLD) and typically developing (TD) controls to address two goals: (a) fu...
#1Ying Hao (University of Texas at Austin)H-Index: 1
#2Lisa M. Bedore (University of Texas at Austin)H-Index: 23
Last. Elizabeth D. Peña (UCI: University of California, Irvine)H-Index: 3
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AbstractPurpose: Narrative skills between Mandarin and English in Mandarin–English (ME) bilingual children were compared, exploring cross-linguistic interactions of these skills, and influences of ...
1 CitationsSource
#1Ying Hao (University of Texas at Austin)H-Index: 1
#2Li Sheng (UD: University of Delaware)H-Index: 11
Last. Xueman Lucy Liu (UTD: University of Texas at Dallas)H-Index: 2
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Purpose We aimed to study narrative skills in Mandarin-speaking children with language impairment (LI) to compare with children with LI speaking Indo-European languages. Method Eighteen Mandarin-sp...
2 CitationsSource
#1Rachel Reetzke (University of Texas at Austin)H-Index: 5
#2Boji Pak-Wing Lam (University of Texas at Austin)H-Index: 1
Last. Bharath Chandrasekaran (University of Texas at Austin)H-Index: 24
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Recognizing speech in adverse listening conditions is a significant cognitive, perceptual, and linguistic challenge, especially for children. Prior studies have yielded mixed results on the impact of bilingualism on speech perception in noise. Methodological variations across studies make it difficult to converge on a conclusion regarding the effect of bilingualism on speech-in-noise performance. Moreover, there is a dearth of speech-in-noise evidence for bilingual children who learn two languag...
6 CitationsSource
#1Boji Pak-Wing Lam (University of Texas at Austin)H-Index: 1
#2Li Sheng (University of Texas at Austin)H-Index: 11
Purpose Current understanding about the effect of first language (L1) background on morphological awareness (MA) development in those who are bilingual is largely limited to school-aged second-language learners. This study examined the development of MA in bilingual Mandarin–English (ManEngBi) and Spanish–English (SpaEngBi) children ages 4 to 7 years, whose L1 is predominated by compounding and derivation, respectively. Method We targeted specific word formation rules that develop within differe...
2 CitationsSource
#1Li Sheng (University of Texas at Austin)H-Index: 11
#2Boji Pak Wing Lam (University of Texas at Austin)H-Index: 1
Last. Aislynn Fulton (University of Texas at Austin)H-Index: 1
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Abstract The cognate facilitation effect refers to the phenomenon that in bilinguals performance on various vocabulary tasks is enhanced for cross-linguistic cognates as opposed to noncognates. However, research investigating the presence of the cognate advantage in bilingual children remains limited. Most studies with children conducted to date has not included a control group or rigorously designed stimuli, which may jeopardize the validity and robustness of the emerging evidence. The current ...
23 CitationsSource
#1Li Sheng (University of Texas at Austin)H-Index: 11
#2Boji P. W. Lam (University of Texas at Austin)H-Index: 1
Previous studies on children’s semantic development suggest a shift from slot-filler to taxonomic organization at around eight years of age. However, these studies typically did not include children of early elementary-school ages (six- or seven-year-old); hence the possibility remains that the shift could have emerged earlier in development. The goal of the present study was to examine the age at which the taxonomic advantage in semantic organization occurs in a cross-sectional sample of childr...
2 CitationsSource
#1Li Sheng (University of Texas at Austin)H-Index: 11
#2Courtney T. Byrd (University of Texas at Austin)H-Index: 11
Last. Kadee Bludau (University of Texas at Austin)H-Index: 1
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Purpose The purpose of this study was to characterize the verbal memory limitations of young adults with language learning disability (LLD). Method Sixteen young adults with LLD and 34 age- and education-matched controls with typical language participated in a Deese–Roediger–McDermott (DRM; Deese, 1959; Roediger & McDermott, 1995) list recall experiment. Participants listened to 12-item word lists that converged on a nonpresented critical item (e.g., rain) semantically (umbrella, drench, weather...
5 CitationsSource
#1Rachel Reetzke (University of Cambridge)H-Index: 5
#2Xiaobing Zou (SYSU: Sun Yat-sen University)H-Index: 1
Last. Napoleon Katsos (University of Cambridge)H-Index: 16
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Purpose We examined the association of bilingual exposure with structural and pragmatic language development in Chinese children with autism spectrum disorders (ASDs). Method The parents of 54 children with ASD exposed to 1 (n = 31) or 2 (n = 23) Chinese languages completed (a) a questionnaire to evaluate their child's competence in structural language and pragmatic ability in their dominant language (Children's Communication Checklist–Second Edition; Bishop, 2006), and (b) a questionnaire to as...
32 CitationsSource
#1Courtney T. Byrd (University of Texas at Austin)H-Index: 11
#2Li Sheng (University of Texas at Austin)H-Index: 11
Last. Zoi Gkalitsiou (University of Texas at Austin)H-Index: 3
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Purpose This study used a false memory paradigm to explore the veridical and false recall of adults who stutter. Method Twelve adults who stutter and 12 age-matched typically fluent peers listened to and then verbally recalled lists of words that consisted of either semantic or phonological associates or an equal number of semantic and phonological associates (i.e., hybrid condition) of a single, unpresented critical “lure” word. Three parameters of recall performance were measured across these ...
5 CitationsSource