2023-12-13T17:39:29+08:00

Affiliation

Faculty of Education

University of Macau

Email

juanzhang@um.edu.mo

Tel

(853) 8822 4104

Fax

(853) 8822 2402

Office

Room 3054a, Faculty of Education,

University of Macau, E33,

Av. da Universidade, Taipa, Macau, China

Juan ZHANG 張娟

Associate Professor

Director of Centre for Early Childhood Education and Child Development

University of Macau

Academic Qualifications

  • Ph.D. Developmental Psychology, The Chinese University of Hong Kong

Professional Positions

  • Coordinator of Bachelor of Education Programme (Pre-Primary Education), University of Macau
  • Postdoctoral Fellow, Learning Research & Development Center, University of Pittsburgh

Research Interests

I use behavioral and neuroscience methodologies (including EEG/ERP, fNIRS, fMRI) to investigate the brain mechanism underlying children’s language and cognitive processes as well as social-emotional development. Specifically, my research interests include the following:

  • Language and Literacy Acquisition, Dyslexia, Bilingualism
  • Social-Emotional Development, Attachment, Parenting
  • Autism

Selected Publications

  • Zhang, J., Wang, Y., Leong, C., Mao, Y. & Yuan, Z. (in press). Bridging stories and science: An fNIRS-based hyperscanning investigation into child learning in STEM. NeuroImage.
  • Zhang, J., Wang, Y., Mao, Y., Leong, C., & Yuan, Z. (in press).Shared feedback: Tracing the influence of parental feedback on shared neural patterns. Cerebral Cortex.
  • Zhang, J., Zhang, Y., Wang, Y., & Mao, Y. (in press). The relationship between insecure attachment and alexithymia: A meta-analysis. Current Psychology.
  • Wu, C., & Zhang, J. (in press). The role of emotion in language development among bilingual children with autism spectrum disorders: A critical void. Linguistic Approaches to Bilingualism.
  • Wu, C., & Zhang, J. (in press). Conflict processing is modulated by positive emotion word type in second language: An ERP Study. Journal of Psycholinguistic Research.
  • Zhang, J., Wu, C., Yuan, Z., & Meng, Y. (in press). Different early and late processing of emotion-label words and emotion-laden words in second language: An ERP study. Second Language Research.
  • Zhang, J., Meng, Y., He, J., Xiang.,Y. Wu, C., Wang, S., & Yuan, Z.(2018). McGurk effect by individuals with Autism Spectrum Disorder and typically developing controls: A systematic review and meta-analysis. Journal of Autism and Developmental Disorders.
  • Wu, C., Zhang, J., & Yuan, Z. (in press). Affective picture processing is modulated by emotion word type in masked priming paradigm: An ERP study. Journal of Cognitive Psychology.
  • Zhang, J., Meng, Y., Wu, C., & Yuan, Z. (in press). Spoken word recognition across language boundary: ERP evidence of prosodic transfer driven by pitch. Brain Sciences.
  • Wu, C., & Zhang, J. (in press). Emotion word type should be incorporated in affective neurolinguistics: A commentary on Hinojosa, Moreno and Ferré. Language, Cognition and Neuroscience.
  • Wu, C., & Zhang, J. (in press). An ERP investigation on second language and emotion perception: Role of emotion word type. International Journal of Bilingual Education and Bilingualism.
  • Hu, Z., Zhang, J., Couto, T., A., Xu., S., Luan, P., & Yuan, Z. (corresponding author) (2018). Optical mapping of brain activation and connectivity in occipitotemporal cortex during Chinese character recognition. Brain Topography.
  • Zhang, J., Meng, Y., McBride, C., Fan, X., & Yuan, Z. (2018). Combining behavioral and ERP methodologies to investigate the difference between McGurk effects demonstrated by Cantonese and Madarin speakers. Frontiers in Human Neuroscience.
  • Wang, M., Lu, F., Hu., Z., Zhang, J., & Yuan, Z. (2018.) Optical mapping of prefrontal brain connectivity and activation during emotional anticipation. Behavioural Brain Research, 35, 122-128.
  • Zhang, J., Meng, Y., Tong, X., Yuan, Z., & Wu, C. (2018). Exploring the neural correlates of lexical stress perception in English among Chinese-English bilingual children with autism spectrum disorder: an ERP study. Neuroscience Letters.
  • Wang, M., Zhang, J., Lu, F., Xiang, Y., & Yuan, Z. (2018). Neuroticism and conscientiousness respectively positively and negatively correlated with the network characteristic path length in dorsal lateral prefrontal cortex: A resting-state fNIRS study. Brain and Behavior.
  • Zhang, J., Wu, C., Zhou, T., & Meng, Y. (2018). Cognate facilitation priming effect is modulated by writing system: Evidence from Chinese-English bilinguals. International Journal of Bilingualism.
  • Lu, F., Wang, Y., Zhang, J., Chen, H., & Yuan, Z. (2017). Mapping of the dominant frequency of brain signal oscillations in motor systems. Scientific Reports.
  • Zhang, J., Wu, C., Meng, Y., & Yuan, Z. (2017). Different neural correlates of emotion-label words and emotion-laden words: An ERP study. Frontiers in Human Neuroscience.
  • Zhang, J., Meng, Y., Fan, X., Ortega-Llebaria, M., & Ieong, S. (2017). Stress typicality effect in Chinese advanced and intermediate ESL learners. Educational Psychology, 38(5), 617-632.
  • Zhang, J., Wang, C., Lambert, R., Wu, C., & Wen, H. (2017). Validity Evidence for the Chinese version Classroom Appraisal of Resources and Demands (CARD). Psychology in the Schools, 54, 1079-1093.
  • Zhang, J., Meng, Y., Wu, C., & Zhou, D. Z. (2017). Writing system modulates the association between music sensitivity and reading ability: Evidence from Chinese-English bilingual children. Frontiers in Psychology, 8, 1-11.
  • Zhou, I., Yin, Y., Zhang, J., & Zhang, R. (2016). Does font type influence the N200 enhancement effect in Chinese word recognition? Journal of Neurolinguistics, 39, 57-68.
  • Zhang, J., McBride-Chang, C., Wong, A. M-Y., & Shu, H. (2014). Longitudinal correlates of reading comprehension difficulties in Chinese children. Reading and Writing: An Interdisciplinary Journal, 27, 481-501.
  • Zhang, J., McBride-Chang, C., Wagner, R. K., & Chan, S. (2014). Uniqueness and overlap: Characteristics and longitudinal correlates of native Chinese children’s writing in English as a foreign language. Bilingualism: Language and Cognition, 17, 347-363.
  • Chang, L. Y., Xu, Y., Perfetti, C. A., Zhang, J., & Chen, H.-C. (2014). Supporting orthographic learning at the beginning stage of learning to read Chinese as a second language. International Journal of Disability, Development, and Education, 61(3), 288-305.
  • Tong, X., McBride-Chang, C., Zhang, J., Chung, K. K. H., Lee, C. -Y., Shuai, L., & Tong, X. (2014). Neural correlates of acoustic cues of English stress in Cantonese-speaking children. Brain and Language, 138, 61-70.
  • Tong, X., McBride-Chang, C., Lee, C. -Y., Zhang, J., Shuai, L., Mauere. U., & Chung, K. K. H. (2014). Segmental and suprasegmental features in speech perception in Cantonese second graders: An ERP study. Psychophysiology, 51, 1158-1168.
  • Zhang, J., & McBride-Chang, C. (2014). Auditory sensitivity, speech perception, L1 Chinese and L2 English reading abilities in Hong Kong Chinese children. Developmental Psychology, 50, 1001-1013.
  • Xu, Y., Chang, L., Zhang, J., & Perfetti, C. A. (2013). Reading, writing, and animation in character learning in Chinese as a foreign language. Foreign Language Annals, 46, 423-444.
  • Zhang, J., & McBride-Chang, C. (2012). Learning to read around the world. In Andrew Holliman et al. (Eds.), The Routledge International Companion to Educational Psychology (pp. 73-82).
  • Zhang, J., McBride-Chang, C., Tong, X., Wong, A., Shu, H., & Fong, C.Y.-C. (2011). Reading with meaning: The contributions of meaning-related variables at the word and subword levels to early Chinese reading comprehension. Reading and Writing: An Interdisciplinary Journal, 25, 2183-2203. doi: 10.1007/s11145-011-9353-4.
  • Zhang, J., & McBride-Chang, C. (2011). Diversities in Chinese literacy acquisition. Writing System Research, 3, 87-102.
  • Yan, C. M.-W., McBride-Chang, C., Wagner, R. K., Zhang, J., Wong, A. M. Y.-W., & Shu, H. (2012). Writing quality in Chinese children: Speed and fluency matter. Reading and Writing: An Interdisciplinary Journal, 25, 1499-1521.
  • Zhang, J., & McBride-Chang, C. (2010). Auditory sensitivity, speech perception, and reading development and impairment. Educational Psychology Review, 22, 323-338.
  • Lin, D., McBride-Chang, C., Shu, H., Zhang, Y.P., Li, H., Zhang, J., Aram, D., & Levin, I. (2010). Small wins big: Analytic Pinyin skills promote Chinese word reading. Psychological Science, 21, 1117-1122.
  • Lin, D., Zhang, J., & McBride-Chang, C. (2009). Literacy acquisition and impairment in young children. In Leone Colombo, et al. (Eds.), Preschool Children: Physical Activity, Behavioral Assessment and Developmental Challenges (pp. 1-18). New York: Nova Science Publishers, Inc.

Honors and Awards

  • Faculty-Level Research Award. University of Macau.
  • Dissertation Funding Award. Society for Research in Child Development.

Professional Societies

  • Voting member, Society for Scientific Studies of Reading
  • Elected board member, Chinese American Educational Research and Development Association
  • Member, Society for Research in Child Development
  • Member, Association for Reading and Writing in Asia

Editorial Roles

  • Associate Editor, BMC Neuroscience
  • Editorial Board Member, Annals of Dyslexia
  • Editorial Board Member, Reading Research Quarterly
  • Editorial Board Member, Reading and Writing: An Interdisciplinary Journal

Ad-hoc Journal Reviewer

  • Child Development
  • Bilingualism: Language and Cognition
  • Cognition
  • Contemporary Educational Psychology
  • Developmental Psychology
  • Developmental Science
  • Learning and Individual Differences
  • Neuropsychologia
  • Journal of Cognitive Neuroscience
  • Journal of Experimental Child Psychology
  • Journal of Research in Reading
  • Reading and Writing: An Interdisciplinary Journal
  • Scientific Studies of Reading

Grant Reviewer

  • General Research Fund, Hong Kong Research Grants Council
  • Small Grants Program, Society for Research in Child Development

  • Zhang, J., Meng, Y., Tong, X., Yuan, Z., & Wu, C. (2018, February). Neural correlates of lexical stress perception in English among Chinese-English bilingual children with autism spectrum disorder. Paper presented at the 2nd Annual Meeting of the Association for Reading and Writing in Asia. Tsukuba, Japan.
  • Zhang, J. (2017, February). Writing system modulates the association between music sensitivity and reading. Poster presented at the 1st Annual Meeting of the Association for Reading and Writing in Asia. Hong Kong, China.
  • Wu, C., & Zhang, J. (2016, November). Cognates are easier to learn: a psycholinguistic approach. Paper presented in the International NeuroELT Conference. Macau, China.
  • Zhang, J., & McBride, C. (2016, July). Bilingual prosodic transfer: Why is Chinese lexical tone sensitivity important for English reading in Chinese-English bilingual Hong Kong children? Poster presented at the 23rd Annual Meeting of Society for the Scientific Study of Reading. Porto, Portugal.
  • Zhang, J., & Meng, Y. (2016, February). Stress typicality effect of Chinese ESL learners. Poster presented at the 2016 East Asia Joint Symposium on Reading and Spelling (EASRS). Seoul, Korea.
  • Zhang, J., Fan, X., Cheung, S., Meng, Y., & Cai, Z. (2016, November). Language abilities influence the development of early informal and formal math skills differently in Chinese children. Poster presented at the 2nd International Conference on Education and Psychology (ICEAP). Kyoto, Japan.
  • Zhang, J., & McBride-Chang, C. (2014, July). One stone two birds: Chinese-English bilingual children’s sensitivity to Chinese lexical tones promotes their Chinese and English word reading. Paper presented at Oxford Round Table’s 22nd Annual International Conference on Childhood Education and Issues. Oxford, UK.
  • Zhang, J., Perfetti, C. A., Stafura, J., Wang, Z., Wang, H., & Dunlap, S. (2013, July). The role of compounding training on Chinese word learning of CFL (Chinese as a Foreign Language) learners. Paper presented at the 20th Annual Meeting of Society for Scientific Studies of Reading. Hong Kong, China.
  • Chang, L., Zhang, J., Xu, Y., Perfetti, C. A., & Chen, H.-S. (2013, July). Visual-motor encoding effects on learning Chinese as a second orthography. Paper presented at the 20th Annual Meeting of Society for Scientific Studies of Reading. Hong Kong, China.
  • Zhang, J., & McBride-Chang, C. (2012, July). Auditory sensitivity, speech perception, L1 Chinese and L2 English reading abilities in Hong Kong Chinese children. Paper presented at the 19th Annual Meeting of Society for Scientific Studies of Reading. Montreal, Canada.
  • Zhang, J., & McBride-Chang, C. (2012, April). Uniqueness and overlap: Characteristics and longitudinal correlates of native Chinese children’s writing in English as a foreign language. Paper presented at the 2012 Annual Meeting of American Educational Research Association. Vancouver, Canada.
  • Liu, P. D., McBride-Chang, C. & Zhang, J. (2010, July). Morphological sensitivity and its associations with vocabulary acquisition in Chinese children. Paper presented at the 17th Annual Meeting of Society for Scientific Studies of Reading. Berlin, Germany.
  • Zhang, J., & McBride-Chang, C. (2010, July). Predictors of reading comprehension difficulties in Chinese children. Paper presented at the 17th Annual Meeting of Society for Scientific Studies of Reading. Berlin, Germany.
  • Zhang, J., & McBride-Chang, C. (2009, October). Meaning acquisition and reading comprehension. Paper presented at the 13th International Conference on the Processing of East Asia Related Languages. Beijing, China.
  • Zhang, J., McBride-Chang, C., Shu, H., Lin, D., & Zhang, Y. (2009, April). Invented Pinyin spelling and early Chinese reading. Paper presented at the Society for Research in Child Development (SRCD) Biennial Meeting. Denver, USA.
  • Lin, D., McBride-Chang, C., & Zhang, J. (2009, April). Kindergarten children’s reading and vocabulary development through maternal mediation of writing. Paper presented at the Society of Research in Child Development (SRCD) Biennial Meeting. Denver, USA.

  • Cognition and Learning in the Early Years (EDEC702)
  • Early Childhood Development (EDPC623)
  • Language and Literacy Development (EDEC753)