Chi-Lin Yu

Assistant Professor

Oklahoma State University

United States

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About

Chi-Lin Yu is an Assistant Professor at Oklahoma State University in the United States. His research areas include theory of mind, bilingual children’s phonological and morphological awareness, and the impact of technology on autism spectrum disorder. Recent articles by Dr. Yu explore topics such as the neural processing of children's theory of mind, conversational experiences among diverse Deaf and Hard of Hearing children, and the implications of generative AI on children's perception of minds.

Articles (16)

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2025

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2025

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2025

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2025

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2025

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2024

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2024

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2024

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2023

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2023

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2023

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2023

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2023

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2022

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2022

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2022

Collaborators (2)

Jonathan R Brennan

University of Michigan

UNITED STATES

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Ioulia Kovelman

Professor

UNITED STATES

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Chi-Lin Yu

Research Interests

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About

Articles (16)

Neural processing of children’s theory of mind in a naturalistic story-listening paradigm

Conversational–Communicative Experience and Theory of Mind: A Study of Diverse Deaf and Hard of Hearing Children

How Technology Advances Research and Practice in Autism Spectrum Disorder: A Narrative Review on Early Detection, Subtype Stratification, and Intervention

What makes children perceive or not perceive minds in generative AI?

Cross-linguistic transfer in bilingual children's phonological and morphological awareness skills: a longitudinal perspective

Lexical Morphology as a Source of Risk and Resilience for Learning to Read With Dyslexia: An fNIRS Investigation

What's in the Sound? Common and Language‐Specific Patterns in Brain Activation and Functional Connectivity for Phonological Awareness in <scp>Spanish–English</scp> Bilinguals

A meta-analysis of sequences in theory-of-mind understandings: Theory of mind scale findings across different cultural contexts

Where do differences in theory of mind development come from? An agent-based model of social interaction and theory of mind

Where do differences in theory of mind development come from? An agent-based model of social interaction and theory of mind

Phonological and morphological literacy skills in English and Chinese: A cross‐linguistic neuroimaging comparison of Chinese–English bilingual and monolingual English children

Sources of Heterogeneity in Functional Connectivity During English Word Processing in Bilingual and Monolingual Children

Examining the Association Between Trauma Characteristics and Adult Depression and Anxiety: Analysis of Types, Variety, Repetition, and Timing of Past Trauma

Morphological awareness and its role in early word reading in English monolinguals, Spanish–English, and Chinese–English simultaneous bilinguals

The neurocognitive basis of morphological processing in typical and impaired readers

Theory of puppets or theory of mind? Misunderstanding how children construe puppets in psychological research: A commentary on Packer and Moreno-Dulcey (2022)

Collaborators (2)

Jonathan R Brennan

Ioulia Kovelman

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