Hsin, L. A minimal mechanism of the bilingual advantage. [Peer commentary on "Variations in PWM: Linking Early Language Experiences and Language Learning Outcomes," by L.J. Pierce, F. Genesee, A. Delcenserie, and G. Morgan]. Applied Psycholinguistics, 38(6), 1321-1325. doi:10.1017/S0142716417000273
Hsin, L., and Snow, C. (2017) From theory of mind to social perspective-taking: A benefit of bilingualism in academic writing. Reading and Writing: An Interdisciplinary Journal.doi:10.1007/s11145-016-9718-9
González-Gómez, N.*, Hsin, L.*, Barrière, I., Nazzi, T., and Legendre, G. (in press)Amarra, amarran: Evidence of Early Comprehension of Subject-Verb Agreement in Spanish. Journal of Experimental Child Psychology. (* denotes equal contribution) doi:10.1016/j.jecp.2017.02.010
Hsin, L., Selman, R., Uccelli, P., Donovan, S., and Snow, C. Varying Indices of Argumentative Writing Quality and Vocabulary Learning in Word Generation. In symposium, “Conditions for Success: Variation in Treatment Effects for a School-Based Randomized Controlled Trial of Word Generation.” Society for Research on Educational Effectiveness (SREE spring 2017), Expanding the Toolkit: Maximizing Relevance, Effectiveness and Rigor in Education Research. Washington, DC. March 1–4.
Hsin, L., and Snow, C. Judging and generating written persuasive arguments. Society for Research in Child Development (SRCD 2017), Austin, TX. March 6–8.
Hsin, L., and Snow, C. Students’ Perceptions of Argumentative Writing: Features and Functions. American Educational Research Association (AERA 2017), San Antonio, TX. April 27--May 1.
The ECS Lab is currently seeking undergraduate Research Assistants at The University of Alabama to contribute to ongoing projects on applied linguistic and cognitive development. In addition, if you are a Harvard affiliate interested in education, language, and/or cognition and would like to gain experience with applied research in collaboration with HGSE and UA faculty, email me directly to learn more.
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