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Dong, Yanping (董燕萍)

 

Dong, Yanping Ph. D
Lab director/Professor of Psycholinguistics
National Key Research Center for Linguistics and Applied Linguistics
Guangdong University of Foreign Studies
Guangzhou, 510420, China
E-mail:  ypdong65@hotmail.com      ypdong@gdufs.edu.cn
complete CV: PDF in English   PDF in Chinese
               http://clal.gdufs.edu.cn/
               http://www.psycholingchina.com/
 
RESEARCH INTEREST
     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.

RECENT GRANTS

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)


MAJOR PUBLICATIONS in English
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
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
Cai, R. & Dong*, Y.(2015).Interpreter training and students of interpreting in China. Journal of Translation Studies.
Cai, R. Dong*, Y., Zhao, N. & Lin, J. (2015).Factors contributing to individual differences in the development of consecutive interpreting competence for beginner student interpreters.The Interpreter and Translator Trainer,(ahead-of-print), 1-17.
Dong*, Y., & Cai, R. (2015). Working Memory and Interpreting: A Commentary on Theoretical Models Working Memory in Second Language Acquisition and Processing: Theory, Research and Commentary, ed. by Z. Wen, M. Mota & A. McNeill, Multilingual Matters.
Dong, Y., & Li*, P. (2015).The cognitive science of bilingualism.Language and Linguistic Compass. 9(1), 1-13.
Dong*, Y., & Lin, J. (2013). Parallel processing of the target language during source language comprehension in interpreting. Bilingualism: Language and Cognition.
Dong*, Y., Gui, S., Gui, S., & MacWhinney, B.(2005). Shared and separate meanings in the bilingual lexical memory. Bilingualism: Language and Cognition, 8 (3): 221–238.

MAJOR PUBLICATIONS in Chinese
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 pin yin. 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.

MAJOR TEACHING
Psycholinguistics
Communicative English for Chinese Learners
Advanced English
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 (2014.1-2016.12).

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-).


 






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