Project Description

Prof. Terry Kit-fong AU

Chair Professor

Prof. LEE Tatia Mei-chun

Phone: (852) 2219-4776

Email: terryau@hku.hk

HKU Researcher Page:
http://hub.hku.hk/rp/rp00580

Curriculum Vitae

EDUCATION

  • 1982
Harvard University
A.B., Psychology and Social Relations
  • 1987
Stanford University
Ph. D., Psychology

RESEARCH INTERESTS

Language & Conceptual Development
Health & Science Education
Childhood Anxiety & Autism Spectrum Concerns

RECENT PUBLICATIONS (HKU Students’ Names are Underlined)

Au, T. K., Chan, C. K. K., Chan T., Cheung, M. W. L., Ho, J. Y. S., & Ip, G. W. M.  (2008).  Folkbiology meets microbiology: A study of conceptual and behavioral change.  Cognitive Psychology, 57, 1-19.

Au, T. K., Oh, J. S., Knightly, L.M., Jun S.-A, & Romo, L. F. (2008).  Salvaging a childhood language.  Journal of Memory & Language, 58, 998-1011.

Lau, W., Chan, C. K., Li, J. C., & *Au, T. K. (2010).  Effectiveness of group cognitive-behavioral treatment for childhood anxiety in community clinics.  Behaviour Research and Therapy, 48, 1067-1077.  (*corresponding author)

Oh, J. S., Au, T. K., & Jun, S.-A. (2010).  Early Childhood Language Memory of International Adoptees.  Journal of Child Language37, 1123-1132.

Wong, A. M. Y., Kidd, J., Ho. C. S., & Au, T, K.  (2010).  Characterizing the overlap between SLI and dyslexia in Chinese: the role of phonology and beyond.  Scientific Studies of Reading,14, 30-57.

Cheung R. Y., & *Au, T. K.  (2011).  Nursing students’ anxiety and clinical performance.  Journal of Nursing Education, 50, 286-289.

Li, J. C., Lau, W., & Au, T. K. (2011).  Psychometric Properties of the Spence Children’s Anxiety Scale in a Hong Kong Chinese Community Sample.  Journal of Anxiety Disorders, 25, 584-591.

Bridges, S. M., Parthasarathy, D. S., Wong, H. M., Yiu, C. K., Au, T. K., & McGrath, C. P. (2014).  The relationship between caregiver functional oral health literacy and child oral health status.  Patient education and counseling, 94, 411-426.

Chan, W. W. L., Au, T. K., & Tang, J.  (2014).  Strategic counting: A novel assessment of place-value understanding.  Learning and Instruction, 29, 78-94.

Tso, R. V. Y., Au, T. K., & Hsiao, J. H. (2014).  Perceptual expertise: Can sensorimotor experience change holistic processing and left-side bias?  Psychological Science, 25, 1757-1767.

Au, T. K., Chan, W. W. L.Cheng, L., Siegel, L. S., & Tso, R. V. Y. (2015).  Can Non-Interactive Language Input Benefit Young Second-Language Learners?  Journal of Child Language, 42, 323-350.  

Kidd, J., Shum, K. K., Ho. C. S., & *Au, T. K.  (2015).  Phonological Representations and Early Literacy in Chinese.  Scientific Studies of Reading, 19, 89-113.

Shum, K. K., Ho. C. S., Siegel, L. S., & Au, T. K.  (2016).  First-language longitudinal predictors of second-language literacy in young L2 learners.  Reading Research Quarterly, 51, 323-344.  

Au, T. K., Kwok, A. F., Tong, L. C., Cheng, L., Tse, H. M., & Jun, S.-A.  (2017).  The Social Costs in Communication Hiccups between Native and Nonnative Speakers.  Journal of Cross-Cultural Psychology, 48, 369-383.

Chan, W. W. L., Au, T. K., N. T. T. Lau, & Tang, J.  (2017).  Counting errors as a window onto children’s place-value concept.  Contemporary Educational Psychology, 51, 123-130.

Kidd, J., Shum, K. K., Wong, A. M. Y, Ho. C. S., & *Au, T. K.  (2017).  Auditory perception and word recognition in Cantonese-Chinese speaking children with and without Specific Language Impairment.  Journal of Child Language, 44, 1-35.

Kong, M. M., & Au, T. K.  (2018).  The Incredible Years Parent Program for Chinese Preschoolers with Developmental Disabilities.  Early Education and Development, 29, 494-514.

Oh, J. S., Au, T. K., Jun, S.-A., Lee, R. M.  (2019).  Childhood language memory in adult heritage language (re)learners.   In M. S. Schmid and B. Köpke (Eds.), The Oxford Handbook of Language Attrition (pp. 481-492).  Oxford, UK: Oxford University Press.

RESEARCH LABORATORY

Developmental Psychology Laboratory
My lab explores how children and adults learn language and concepts, as well as how to support children with developmental risks. Our projects speak to important challenges in everyday life: learning a second language, learning to read, science and health education, childhood social anxiety, and autism spectrum concerns.

HKU Psychology