International Journal of Psychology and Behavioral Sciences

International Journal of Psychology and Behavioral Science is an international interdisciplinary journal dedicated to the advancement of basic knowledge in the social and behavioral sciences. It contains articles pertaining to theoretical integration of ideas, epistemology of social and biological sciences, and original empirical research articles of general scientific value.

Chao-Ming Cheng

Editorial Board Member of International Journal of Psychology and Behavioral Sciences

Professor, Department of Psychology, Fo Guang University, Taiwan

Research Areas

Learning, Comprehension and Memory, Concept Learning, Cognitive Processing of Chinese Language, Learning of Chinese As A Second Language, Cognitive Development and Instructional Psychology, Statistical Program and Measurement, Consciousness, Metacognition

Education

1973 Ph. D Psychology, Yale University

Experience

2010 Invited Rater of the THE (Times Higher Education's) World University Ranking by Thomson Reuters
2006-2009 University Chair Professor, National Taiwan University
2006-2008 Life-Time Appointed Professor, National Taiwan University
1999-2002 National Chair Professor, Ministry of Education of the Republic of China
1993-1996 Director, Division of Humanities and Social Sciences, National Science Council of the Republic of China
1986-1988 President, Chinese Psychological Association
1986-1992 Chairman, Department of Psychology, National Taiwan University
1980-1981 Professor of Psychology, Chinese University of Hong Kong
1979-1980 Fulbright-Hays Exchange Scholar
1977-present Professor of Psychology, National Taiwan University
1973-1977 Associate Professor of Psychology, National Taiwan University

Academic Achievement

American Psychological Foundation Fellowship (1974 to 1984)
Fulbright-Hays Exchange Program Fellowship (1979)
Distinguished Research Award in Education, Ministry of Education of the Republic of China (1987)
Distinguished Award for Laboratory Manual, Ministry of Education of the Republic of China (1981)
Distinguished Research Award, National Science Council of the Republic of China (from 1986 to 1991)
Specially-Appointed Research Fellow, National Science Council of the Republic of China (from 1996 to 2002)
National Chair Professor, Ministry of Education of the Republic of China (from 1999 to 2002)
Distinguished Specially-Appointed Research Fellow Award, National Science Council of the Republic of China (2003)
Life-Time Specially-Appointed Professor, National Taiwan University (2006 to 2008)
University Chair Professor, National Taiwan University (2006 to 2009)
Professor Emeritus, Department of Psychology, National Taiwan University (August, 2008)
University Chair Professor, Fo Guang University (2009)

Publications: Journals

[1] Cheng, C-M. (2011). The behaviors of conscious and unconscious memory: Evidence from current studies on dissociation of memory within a test. In N. Gotsiridze-Columbus (Ed.), Psychology of memory. Hauppauge, NY: Nova Science Publishers, Inc.
[2] Cheng, C-M., & Lin, S.-Y. (2011). The mechanism Underlying Chinese orthographic satiation. Reading and Writing: An Interdisciplinary Journal. Under revision.
[3] Cheng, C-M., & Lai, H-D. (2011). The process of Chinese orthographic satiation. Journal of Writing Research. Under review.
[4] Cheng, C-M. (2011). A benefit-cost analysis of existing knowledge in my research career over the past forty years: A review and reflection. Chinese Journal of Psychology, 53, 115-148.
[5] Cheng, C-M., & Huang, C.-L. (2011). Processes of Conscious and Unconscious Memory: Evidence From Current Research on Dissociation of Memories Within a Test. American Journal of Psychology, in press.
[6] Cheng, C-M., & Huang, C.-L. (2011). The mechanism underlying autonoetic-and anoetic-conscious memory: Evidence from research on dissociation of memory within a test. Proceedings of The 7th International Conference on Cognitive Science: Peking, China.
[7] Cheng, C-M., & Lan, Y-H. (2011). An implicit test of Chinese orthographic satiation. Reading and Writing: An Interdisciplinary Journal, 24, 55-90. http://www.springerlink.com/openurl.asp?genre=article&id=doi:10.1007/s11145-009-9201-y.
[8] Cheng, C-M., Cho, S.-L., & Chern, H.-C. (2011). The additive-tree structure of Chinese emotions. Cognitive Computation. Under Review.
[9] Cheng, C-M. (2010). Accuracy and stability of metacognitive monitoring: A new measure. Behavior Research Methods, 42 (3), 715-732. doi:10.3758/BRM.42.3.715.
[10] Cheng, C-M. (2010). Cognitive and neural sciences: A personal view. Newsletter from Humanities and Social Sciences, National Science Council, 11 (4), 89-98.
[11] Wang, J.-W., Cheng, C-M., & Lin, W.Y. (2010). Thinking biases in searching for explanation: Plausibility bias and local coherence. Journal of Psychology, 1, 31-37.
[12] 鄭昭明(著) (2010).《認知心理學: 理論與實踐》修訂三版.台北市:學富出版社.[Cheng, C-M. (2010). Cognitive psychology: Theory and implications (Revised 3rd Ed.). Taipei: Xue Fu Publishers].
[13] Chen, C. C., Cho, S. L., Horszowska, K., Chen, M. Y., Wu, C. C., Chen, H. C., Yeh, Y. Y., & Cheng, C. M. (2009). A facial expression image database and norm for Asian population: A preliminary report. SPIE Proceedings, 7242, 72421D-1-72421D-9.
[14] Cheng, C-M., & Lin, W.-Y. (2009). Measures of ordinal association: A new look at an old problem. Methodology: European Journal of Research Methods for the Behavioral and Social Sciences, 5(4), 112-122. DOI: 10.1027/1614-2241年5月4日.112.
[15] 鄭昭明(著) (2009).《華語文的教與學:理論與應用》台北市:正中書局.入選2010德國法蘭克福書展(Frankfurt Book Fair 2010) [Cheng, C-M. (2009). Teaching and learning Chinese as a second language: Theory and practice. Taipei: Cheng-Chung Book Company. (Frankfurt Book Fair 2010)].
[16] Cheng, C-M., Lin, W.-Y., & Tsai, C.-S. (2008). Conscious and unconscious forms of memory in different implicit tests. Cognitive Systems Research, 9, 312-328. DOI:10.1016/j.cogsys.200805001
[17] Cheng, C-M. (2005). Conscious and unconscious aspects of language acquisition. Journal of Chinese Language Teaching, 2, 1-20.
[18] Cheng, C-M. (2004). Second-language learning. Journal of Chinese Language Teaching. 1, 159-169.
[19] Cheng, C-M. (2003a). Different effects of level-of processing and self-generation in implicit tests. Chinese Journal of Psychology, 45, 207-225.
[20] Cheng, C-M. (2003b). Stress, tension, anxiety, and human performance: A cognitive perspective. In Practice studies of military social science. pp. 113-120. Taipei: Fu Hsing Kang College.
[21] Cheng, C-M. (2001). The accuracy and stability of self-reports. Chinese Journal of Psychology, 43, 117-128.
[22] Chern, H.-C., Cheng, C-M., & Cho, S.-L. (2001). An opposition-coherence theory of humor. Chinese Journal of Psychology, 43, 137-153.
[23] Huang, C.-L., & Cheng, C-M. (2000). An evaluation of the process-dissociation procedure by contrasting performance between inclusion/exclusion and inclusion-labeling tasks. Chinese Journal of Psychology, 42, 17-36.
[24] Cheng, C-M. (1999a). A post-test dissociation procedure for separating conscious from unconscious memory in conventional implicit tests. Chinese Journal of Psychology, 41, 167-180.
[25] Cheng, C-M. (1999b). An evaluation of Chinese character simplification. Proceedings of the International Symposium on Cognitive Processes of the Chinese Language. Hong Kong: University of Hong Kong.
[26] Chern, H.-C., & Cheng, C-M. (1999). ANOVA and trend analysis statistical program for cognitive experiments. Research in Applied Psychology, 1, 229-246.
[27] Yang, M.-J., & Cheng, C-M. (1999).). Hemisphere differences in accessing lexical knowledge of Chinese characters. Laterality, 4, 149-166.
[28] Cheng, C-M. (1998). The way to learn Chinese as a second language. The World of Chinese Language, 87, 45-51.
[29] Cheng, C-M. (1997). Test of Chinese as a second language: Test construction and vocabulary. The World of Chinese Language, 85, 42-47.
[30] Cheng, C-M. (1996). Misconceptions in the selection of a pronouncing system for Chinese mandarin. The World of Chinese Language, 82, 6-9.
[31] Cheng, C-M., & Chi, S-J. (1996). The development of humanities and social sciences in Taiwan. National Science Council Monthly, 24, 287-294.
[32] Cheng, C-M. (1994). Teaching of Chinese language in overseas Chinese school. The World of Chinese Language, 72, 1-3.
[33] Cheng, C-M., & Wu, S-C. (1994). Orthographic satiation in Chinese. In H. W. Cheng, J.-T. Huang, C.-W. Hue, & O. J. T. Tzeng (eds.), Advances in the study of Chinese language processing. Volume 1. Taipei, Taiwan: Department of Psychology, National Taiwan University.
[34] Yang, M.-J., & Cheng, C-M. (1994). The lateralization of lexical knowledge of Chinese characters and words. In H. W. Cheng, J.-T. Huang, C.-W. Hue, & O. J. T. Tzeng (eds.), Advances in the study of Chinese language processing. Volume 1. Taipei, Taiwan: Department of Psychology, National Taiwan University.
[35] Cheng, C-M. (1993). Traditional characters for print and simplified characters for writing: A possibility for separating scripts for of Chinese Language, 68, 1-10.print and for writing. The World
[36] Cheng, C-M., & Chern, H-J. (1993). Effects of character simplification on Chinese reading and writing. Proceedings of the National Science Council: Humanities and Social Sciences, 3, 82-95.
[37] Cheng, C-M. (1992a). Lexical access in Chinese: Evidence from automatic activation of phonological information. In H. C. Chen (ed.), Language processing in Chinese. North-Holland: Elsevier Science Publishers.
[38] Cheng, C-M. (1992b). Program in teaching Chinese as a second language: An evaluation. The World of Chinese Language, 66, 26-29.
[39] Yang, M-J., & Cheng, C-M. (1992). The lateralization of Chinese lexical knowledge: Evidence in lexical-decision experiments. Chinese Journal of Psychology, 34, 1-7.
[40] Cheng, C-M. (1991). Metacognition: A new research area in cognitive development. Preschool Education Quarterly, 2, 53-55.
[41] Cheng, C-M., & Chen, S-J. (1991). An autocorrelation model of pattern similarity. Chinese Journal of Psychology, 32, 7-30.
[42] Cheng, C-M., & Chern, H-J. (1991). Effects of Chinese simplification on reading and writing. The World of Chinese Language, 62, 86-104.
[43] Cheng, C-M. (1990). Chinese-language education in overseas Chinese schools. The World of Chinese Language, 57, 20-26.
[44] Cheng, C-M. (1989). Basic research in cognition and language: A process analysis of instruction. National Science Council Monthly, 17, 21-38.
[45] Cheng, C-M., & Yang, M. J. (1989). Lateralization in the visual perception of Chinese characters and words. Brain and Language, 36, 669-689.
[46] Cheng, C-M., & Hsu, W.-Y. (1988). The nature of automatic processing: Evidence from Stroop matching experiments. Chinese Journal of Psychology, 29, 21-31.
[47] Cheng, C-M. (1987a). The present status of psychological sciences in Taiwan. Chinese Journal of Psychology, 29, 11-19.
[48] Cheng, C-M. (1987b). Cognitive psychology and instructional research. Modern Education, 4, 86-114.
[49] Cheng, C-M. (1986a). Speech perception and recognition. The World of Chinese Language, 42, 7-13.
[50] Cheng, C-M. (1986b). Chinese as second-language learning: A cognitive psychology perspective. The World of Chinese Language, 40, 4-15.
[51] Cheng, C-M. (1984). Second language learning for children. Preschool Education Monthly, 7, 3-4.
[52] Cheng, C-M., & Sakurai, S. (1984). The fuzziness of human concepts and its quantification. Chinese Journal of Psychology, 26, 67-75.
[53] Cheng, C-M. (1983). What talent is to be developed in kindergartens? Preschool Education Monthly, 6, 2-4.
[54] Cheng, C-M. (1982). An evaluation of the Mainland China proposal for Chinese computerization. Science Monthly, 13, 72-73.
[55] Cheng, C-M. (1982a). Analysis of present-day Mandarin. Journal of Chinese Linguistics, 10, 281-358.
[56] Cheng, C-M. (1982b). Human pattern recognition. Science Monthly, 13, 13-21.
[57] Cheng, C-M. (1982c). Philosophical origins of psychology: From behaviorism to cognitive psychology. Institute of the Three Principles of the People Academia Sinica, Monograph Series, 9, 39-54.
[58] Cheng, C-M., & Chen, C. (1982). Speech recoding: An involuntary control. Acta Psycholgoica Taiwanica, 24, 127-140.
[59] Cheng, C-M. (1981). Perception of Chinese characters. Acta Psycholgoica Taiwanica, 23, 137-153.
[60] Cheng, C-M. (1980). A phonetic keyboard design for Chinese characters. Proceedings of International Computer Conference: Hong Kong, 2, 7-4.1—7-4.16.
[61] Cheng, C-M., & Huang, H. (1980). The process of verifying affirmative and negative sentences against pictures. Memory & Cognition, 8, 573-583.
[62] Cheng, C-M. (1978a). Speech recoding and word decoding of Chinese characters in short-term memory. Acta Psychologica Taiwanica, 20, 39-43.
[63] Cheng, C-M. (1978b). A design of Chinese characters input system with phonetic symbols as indexing keys. Acta Psychologica Taiwanica, 20, 19-27.
[64] Cheng, C-M. (1978c). Acoustic and articulatory information in short-term memory. Proceedings of the National Science Council, Republic of China, 2, 97-101.
[65] Cheng, C-M. (1978d). What is to be learned for preschool children? Preschool Education Monthly, 1, 4-5.
[66] Cheng, C-M., & Chen, C. (1976a). Effects of speed reading training on wod searching and on reading comprehension. Acta Psychologica Taiwanica, 18, 61-66.
[67] Cheng, C-M., & Chen, C. (1976b). Effects of word concreteness and presentation rate on forward and backward paired-associate recall. Acta Psychologica Taiwanica, 18, 31-35.
[68] Cheng, C-M., & Lin, M. (1976). Conceptual knowledge as related to language comprehension and recall. Acta Psychologica Taiwanica, 18, 121-129.
[69] Cheng, C-M. (1974). Different roles of acoustic and articulatory information on short-term memory. Journal of Experimental Psychology, 103, 614-618.
[70] Cheng, C-M., & Yang, K. (1974b). Pattern of Chinese-character searching efficiency. Acta Psychologica Taiwanica, 16, 73-86.
[71] Cheng, C-M.., & Yang, K. (1974a). A phonetic sinokeyboard for computer. Acta Psychologica Taiwanica, 16, 87-93.
[72] Cheng, C-M. (1973). Acoustic and articulatory coding functions in immediate memory. Ph.D. thesis. Yale University.
[73] Crowder, R., & Cheng, C-M. (1973). Phonemic confusability, precategorial acoustic storage, and the suffix effect. Perception & Psychophysics, 1, 145-148.
[74] Huesmann, R., & Cheng, C-M. (1973). A theory for the induction of mathematical functions. Psychological Review, 80, 126-138.
[75] Cheng, C-M. (1968). Stimulus intensity effects and response latency. Acta Psychologica Taiwanica, 10, 138-143.
[76] Cheng, C-M., & Lee, P. (1967). Size constancy and its affecting factors: Angle of regard and spatial direction of stimulus object. Acta

Publications: Conferences/Workshops/Symposiums

[1] 2010. Research on Learning and Cognition: Retrospection and Prospection. Invited speech delivered to the Research Institute of Learning Sciences, National Tsing Hua University.
[2] 2010. Processes of conscious and unconscious memory: Evidence from current research on dissociation of memory in a test. Paper presented at the 7th International Conference on Cognitive Science. August 17-20, 2010, Beijing, China.
[3] 2009. Objectivity and subjectivity. Invited keynote speech delivered to the Annual Seminar on Forensic Psychology, Training Institute for Judges, Judicial Yuan. Taipei, Taiwan.
[4] 2008. Eyewitness memory. Invited keynote speech delivered to the Annual Seminar on Forensic Psychology, Training Institute for Judges, Judicial Yuan. Taipei, Taiwan.
[5] 2008. An implicit test of Chinese orthographic decomposition. Paper presented at the 6th Chinese Psychologist Convention. Shatin, Hong Kong: Chinese University of Hong Kong.
[6] 2008. A new measure of metaocgnitive monitoring accuracy. Paper presented at the 12th Association for the Scientific Study of Consciousness (ASSC12). Taipei, Taiwan: National Taiwan University.
[7] 2007. False memory and eyewitness memory. Invited keynote speech delivered to the Annual Seminar on Forensic Psychology, Training Institute for Judges, Judicial Yuan. Taipei, Taiwan.
[8] 2007. Conscious and unconscious aspects of minds. Invited keynote speech delivered to the Retreat Meeting of Neurobiology and Cognitive Science Center. Taipei.
[9] 2007. An implicit measure of Chinese orthographic decomposition. Paper presented at the 7th Conference of Asian Association of Social Psychology. Sabah, Malaysia. July.
[10] 2006. Instructions to introductory psychology. Invited keynote speech delivered to the Annual Meeting of Taiwanese Psychological Association. Taipei: Suchou University.
[11] 2005. Conscious and unconscious aspects of language acquisition. Invited keynote speech delivered to the Annual Meeting of Taiwanese Linguistics Society. Taipei: National Taiwan Normal University.

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