Lab director/Professor of Psycholinguistics
National Key Research Center for Linguistics and Applied Linguistics
Guangdong University of Foreign Studies
E-mail: firstname.lastname@example.org; email@example.com
complete CV: English
My major interests lie in bilingual competence and education, focusing in two areas of psycholinguistics: 1) bilingual processing and acquisition, e.g., bilingual mental lexicon, language transfer, language and cognitive control. 2) psycholinguistic study of interpreting (with related topics in language teaching and learning). I believe that interpreting, the most demanding task in foreign language learning, is a typical task of bilingual processing and may provide a way to push traditional topics of bilingualism to new frontiers.
2015-2018 PI, Key project funded by the National Social Science Foundation (国家社科基金重点课题）（15AYY002）（￥350,000） ”Neurocognitive Studies of Interpreting Training Effects“（口译训练功效的认知神经机制研究)
2010-2014 PI, National Social Science Foundation （国家社科基金）(10BYY010)(￥150,000) “Interpreting competence getting optimized during interpreting training” (口译立体结构在口译训练中的优化过程)
2009-2014 PI, Education Ministry Foundation（教育部人文社科重点研究基地重点课题）(2009JJD740007) (￥200,000) “Language control for Chinese-English bilinguals—evidence from Chinese-English interpreting” (英汉双语控制的心理机制研究--以口译语言转换为例)
SELECTED PUBLICATIONS (in English,* as corresponding author)
Liang, L., Wen, Y. & Dong*,Y. (accepted). Gender constraint in L1 and L2 reflexive pronoun resolution by Chinese-English Bilinguals. Journal of Neurolinguistics. (SSCI)
Dong, Y. (accepted). The complex dynamic systems in students of interpreting training. Translation and Interpreting Studies.(SSCI)
Dong*, Y. & Zhong, F. (2017). Interpreting experience enhances early attentional processing, conflict monitoring and interference suppresion along the time course of processing. Neuropsychologia. doi: 10.1016/j.neuropsychologia.2016.12.007. (SSCI)
Xie, Z. & Dong*, Y.(2017). Contributions of bilingualism and public speaking training to cognitive control differencs among young adults.Bilingualism: Language and Cognition. (SSCI)
Dong*, Y. & Liu, Y. (2016). Classes in translating and interpreting produce differential gains in switching and updating.Frontiers in Psychology (Cognition). doi:10.3389/fpsyg.2016.01297. (SSCI)
Wei, H., Dong*,Y. Boland, J. & Yuan, F. (2016). Structural priming and frequency effects interact in Chinese sentence comprehension. Frontiers in Psychology (Language science). doi: 10.3389/fpsyg.2016.00045. (SSCI)
Cai, R. & Dong*, Y.(2015). Interpreter training and students of interpreting in China.Journal of Translation Studies.
Cai, R. Dong*, Y. Lin, J. Zhao, N. 2015. Factors contributing to individual differences in the development of consecutive interpreting competence for beginner student interpreters. The Interpreter and Translator Trainer, 9(1): 103-120. （SSCI）
Dong*, Y., & Cai,R. (2015). Working Memory and Interpreting: A Commentary on Theoretical ModelsWorking Memory in Second Language Acquisition and Processing: Theory, Research and Commentary, ed. by Z. Wen, M. Mota & A. McNeill, Multilingual Matters. pp.63-84.
Dong, Y., & Li*, P. (2015). The cognitive science of bilingualism.Language and Linguistic Compass. 9(1), 1-13.
Dong*, Y., Wen, Y.,Zeng, X., & Ji, Y.(2014). Exploring the cause of English pronoun gender errors by Chinese learners of English: evidence from the self-paced reading paradigm.Journal of Psycholinguistic Research. (SSCI)
Dong*, Y., & Xie, Z. (2014). Contributions of L2 proficiency and interpreting experience to cognitive control differences among young adult bilinguals.Journal of Cognitive Psychology. (SSCI)
Dong*, Y., & Lin, J. (2013). Parallel processing of the target language during source language comprehension ininterpreting.Bilingualism: Language and Cognition. (SSCI)
Dong*, Y., Gui, S.,Gui, S., & MacWhinney, B.(2005). Shared and separate meanings in the bilingual lexical memory. Bilingualism: Languageand Cognition, 8 (3): 221–238. (SSCI)
SELECTED PUBLICATIONS (in Chinese)
Cai, R., Peng, B., & Dong*, Y. (2016). Thinking in a foreign language overcomes the developmental reserval in risky decision-making: The foreign language effect in risky decision-making. Foreign Languages. 39(6), 77-83.
Lin,J.,Dong*. Y., & Cai, R. (2015). The hierarchical relation in resource allocation between source language comprehension and language reformulation in interpreting. Foreign Lannguage Teaching and Research. 47(3): 447-457.
Yang, B. & Dong*, Y. 2014.Early acquisition of Chinese modal verbs: A case study. Journal of Foreign Languages. 37(1): 83-92.
Yang, J. & Dong*,Y. 2014. Neurolinguistic studies of Chinese nouns and verbs. In Contrastive and Translation Studies of English and Chinese, ed.by Pan, W. Shanghai Foreign Language Education Press.
Dong*. Y., Chen. H.& Yu, Z. (2013). Developing an interpreting anxiety scale. Journal of the Foreign Language World.159: 57-64.
Dong*, Y., Cai, R.,Zhao, N. & Lin, J. (2013). An Empirical study on interpreting competence structures in student interpreters. Foreign Languages. 36(4): 76-86.
Dong*, Y., & Wang, B. (2013). General v. interpretation-specific language comprehension and production: A two-stage account of the interpreting process. Translation in China. 2013(1):19-24
Cai, R. & Dong*, Y. (2012). Effects of information type, encoding modality and encoding language on working memory span: Evidence for the hierarchical view. Foreign Language Teaching and Research (p376-388).
Yan, H. & Dong*, Y. (2011). The effect of conceptual accessibility on positional processing during language production: Evidence from Chinese NP conjunctions. Foreign Language Teaching and Research.
Dong*, Y., & Li, Q. (2011). The mixed use of He/She for Chinese learners of English: Gender Information missing in the preverbal message. Foreign Languages in China.
Dong*, Y., & Jia, T. (2011). Language transfer in the preverbal message: evidence from Chinese learners of English. Modern Foreign Languages.
Dong*, Y., & Lu, S. (2010). Interference effect from English on Chinese EFL children's pinyin. Foreign Languages in China.
Cai, R. & Dong*, Y. (2010). An empirical study of the psychological reality of the gap in Chinese topicalization: Evidence from filler priming. Modern Foreign Languages.
Zhao, C. & Dong*, Y. (2009). The resolution of English lexical ambiguity by Chinese learners in sentential contexts. Foreign Language Teaching and Research.
Dong*, Y., &Yuan, Y. (2008). The necessity of collecting baseline reaction time in priming experiments. Psychological Science.
Cai,Z. & Dong*, Y. (2007). Language transfer in bilingual sentence comprehension. Modern Foreign Languages.
Cai, Z. & Dong*, Y. (2007). Semantic cues in the competition model: animacy per se. Foreign Languages.
Dong*, Y., & Cai, Z. (2007). Representing lexical semantics in the competition model :Argument specification satisfaction. Foreign Language Teaching and Research.
Liu, Y.& Dong*, Y. (2006). The phonological awareness and English word reading of Chinese primary school children. Psychological Science.
Dong*, Y. (2005). Psycholinguistics and Foreign Language Teaching. Beijing: Foreign Language Teaching and Research Press.
Communicative English for Chinese Learners
Language Cognition: Brain and the Computer
MAJOR PROFESSIONAL SERVICES
Deputy Chair, China Association for Comparative Studies of English and Chinese (2014-).
Chair, Chinese Association of Psycholinguistics (2011-).
Editorial Board, Bilingualism: Language and Cognition (2011-)
Advisory editorial board, Bilingual Processing and Acquisition by John Benjamins (2014.1-).
Editorial Board, Studies in Chinese Teaching and Learning, open-access journal (2014-)
Deputy director, National Research Center of Linguistics and Applied Linguistics, Guangdong University of Foreign Studies, China (Jan. 2011 - Dec. 2014).
Founding lab director, Bilingual Cognition and Education Lab, Guangdong University of Foreign Studies, China (2011-).