Portrait of Dr Chia-Yuan Lin

Dr Chia-Yuan Lin

Postdoctoral Research Associate in English Language and Linguistics


Dr Chia-Yuan Lin joined the Department of English Language & Linguistics in May 2018, to work with Dr Tamara Rathcke on the interdisciplinary project studying rhythm in language by exploring the boundaries between music and speech. The project "Does Language Have Groove? Sensorimotor Synchronisation for the Study of Linguistic Rhythm" is funded by the Leverhulme Trust.

Chia-Yuan received his BSc and MSc degrees in Psychology from the National Chengchi University in Taiwan and a PhD in Psychology from the University of York. His PhD thesis investigated processing of spoken number words and written Arabic digits by using behavioural and EEG/ERP techniques.



  • Lin, C. and Göbel, S. (2019). Arabic digits and spoken number words: Timing modulates the cross-modal numerical distance effect. Quarterly Journal of Experimental Psychology [Online]:174702181985444. Available at: https://doi.org/10.1177/1747021819854444.
    Moving seamlessly between spoken number words and Arabic digits is common in everyday life. In this study, we systematically investigated the correspondence between auditory number words and visual Arabic digits in adults. Auditory number words and visual Arabic digits were presented concurrently or sequentially and participants had to indicate whether they described the same quantity. We manipulated the stimulus onset asynchronies (SOAs) between the two stimuli (Experiment 1: −500 ms to +500 ms; Experiment 2: −200 ms to +200 ms). In both experiments, we found a significant cross-modal distance effect. This effect was strongest for simultaneous stimulus presentation and decreased with increasing SOAs. Numerical distance emerged as the most consistent significant predictor overall, in particular for simultaneous presentation. However, physical similarity between the stimuli was often a significant predictor of response times in addition to numerical distance, and at longer SOAs, physical similarity between the stimuli was the only significant predictor. This shows that SOA modulates the extent to which participants access quantity representations. Our results thus support the idea that a semantic quantity representation of auditory and visual numerical symbols is activated when participants perform a concurrent matching task, while at longer SOAs participants are more likely to rely on physical similarity between the stimuli. We also investigated whether individual differences in the efficiency of the cross-modal processing were related to differences in mathematical performance. Our results are inconclusive about whether the efficiency of cross-format numerical correspondence is related to mathematical competence in adults.
  • Han, C., Yang, T., Lin, C. and Yen, N. (2016). Memory Updating and Mental Arithmetic. Frontiers in Psychology [Online] 7. Available at: https://doi.org/10.3389/fpsyg.2016.00072.
    Is domain-general memory updating ability predictive of calculation skills or are such skills better predicted by the capacity for updating specifically numerical information? Here, we used multidigit mental multiplication (MMM) as a measure for calculating skill as this operation requires the accurate maintenance and updating of information in addition to skills needed for arithmetic more generally. In Experiment 1, we found that only individual differences with regard to a task updating numerical information following addition (MUcalc) could predict the performance of MMM, perhaps owing to common elements between the task and MMM. In Experiment 2, new updating tasks were designed to clarify this: a spatial updating task with no numbers, a numerical task with no calculation, and a word task. The results showed that both MUcalc and the spatial task were able to predict the performance of MMM but only with the more difficult problems, while other updating tasks did not predict performance. It is concluded that relevant processes involved in updating the contents of working memory support mental arithmetic in adults.
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