Lucy received her B.S. in Psychology and Neuroscience, as well as her M.S. in Developmental Psychology from the University of Michigan in 2014. She completed her Ph.D. in Educational Psychology at HKU in 2017 and worked as an educational psychologist serving local kindergartens and primary schools in Hong Kong. She has assisted with the development of different intervention programs for children at risk of dyslexia and for children with AD/HD.
(IF: Latest 2-year journal impact factor)
Ip, K.I., Marks, R.A., Hsu, L.S.J., Desai, N., Kuan, J.L., Tardif, T. & Kovelman, I. (2019). Morphological processing in Chinese engages left temporal regions. Brain and language, 199, 104696. (IF = 2.34)
Ho, C.S.H., Zheng, M., McBride, C.A., Hsu, L.S.J., Waye, M.M.Y. & Kwok, J. C. Y. (2017). Examining an extended simple view of reading in Chinese: The role of naming efficiency for reading comprehension. Contemporary Educational Psychology. 51, 293-302. (IF = 2.86)
Ip, K.I., Hsu, L.S.J., Arredondo, M.M., Tardif, T., & Kovelman, I. (2017). Brain bases of morphological processing in Chinese‐English bilingual children. Developmental Science. 20(5), e12449. (IF = 4.08)
Hsu, L.S.J., Ip, K.I., Arredondo, M.M., Tardif, T. & Kovelman, I. (2016). Simultaneous acquisition of English and Chinese impacts children’s reliance on vocabulary, morphological and phonological awareness for reading in English. International Journal of Bilingual Education and Bilingualism, 1-17. (IF = 1.34)
Kremin, L.V., Arredondo, M.M., Hsu, L.S.J., Satterfield, T. & Kovelman, I. (2016). The effects of Spanish heritage language literacy on English reading for Spanish–English bilingual children in the US. International Journal of Bilingual Education and Bilingualism, 1-15. (IF = 1.34)
Ugolini, M., Wagley, N., Ip, K.I., Hsu, L.S.J., Arredondo, M.M., & Kovelman, I. (2016). In young readers, the left hemisphere supports the link between temporal processing and phonological awareness. Speech, Language and Hearing, 19(1), 17-26. (IF = 1.91)
Arredondo, M.M., Ip, K.I., Hsu, L.S.J., Tardif, T., & Kovelman, I. (2015). Brain bases of morphological processing in young children. Human Brain Mapping, 36(8), 2890-2900. (IF = 4.55)
Child Language & Learning (ChiLL) Laboratory
The ChiLL lab investigates how bilingual and dyslexic children develop language and literacy through behavioral and educational neuroscience. Our research aims at developing effective reading interventions for children with learning difficulties. We are also interested in examining the effect of mindfulness on children’s language socialization.
RESEARCH INTERNSHIP OPPORTUNITIES
The ChiLL Lab is looking for research interns to join our current projects on preschool children’s reading development and intervention, as well as a preschool mindfulness intervention program.
Interns will participate in research projects through recruitment, data collection with children, literature review, data entry and analyses. Interns are also expected to attend regular lab meetings.
Strong commitment and high motivation
Fluent in written and spoken Chinese and English
Experience in working with children
Knowledge of data analytical software
Interested students may send their CV and transcript to the lab director, Dr. Lucy Hsu (email@example.com).