Project Description

Dr. Terry Tin-Yau WONG

Assistant Professor

Prof. LEE Tatia Mei-chun

Office: 6.25

Phone: (852) 3917-4875

Email: terrytyw@hku.hk

HKU Researcher Page:
http://hub.hku.hk/cris/rp/rp02453

Research Gate: Link

Research Lab: Link

Consultation hour: Wed 4-5 p.m.

EDUCATION

  • Ph.D. in Educational Psychology, HKU
  • B.Soc.Sc. in Psychology, CUHK (first-class honor)

RESEARCH INTERESTS

  • Mathematical cognition
  • Children with learning disabilities
  • Cognitive development
  • Reasoning skills
  • Science learning

ACADEMIC PUBLICATIONS

  1. Liu, Y., & Wong, T. T.-Y.* (Accepted). Dot enumeration predicts mathematics achievement in a 5-year longitudinal study. British Journal of Educational Psychology. (Impact factor = 2.481, Q1 in Psychology, Educational).
  2. Yip, E. S. K., Wong, T. T.-Y.*, Cheung, S. H., & Chan, K. K. W. (2020). Do children with mathematics learning disability in Hong Kong perceive word problems differently? Learning and Instruction. (Impact factor = 3.917, Q1 in Psychology, Educational).
  3. Wong, T. T.-Y. (2020). Are the acuities of magnitude representations of different types and ranges of numbers related? Testing the core assumption of the integrated theory of numerical development. Cognitive Development. (Impact factor = 2.06, Q2 in Psychology, Developmental; Q2 in Psychology, Experimental).
  4. Wong, T.-Y. & Liu, D. (2020). The association between visual attention and mathematical competence: The mediating role of enumeration. Journal of Experimental Child Psychology. (Impact factor = 2.980; Q1 in Psychology, Developmental; Q1 in Psychology, Experimental).
  5. Chan, W. W.-L., & Wong, T. T.-Y.* (2020). Subtypes of Mathematical Difficulties and their Stability. Journal of Educational Psychology. (Impact factor = 5.178; Q1 in Psychology, Educational)
  6. Wong, T. T.-Y. (2019). The roles of place value understanding and ratio processing system on fraction and decimal magnitude representations. British Journal of Educational Psychology. (Impact factor = 2.481, Q1 in Psychology, Educational).
  7. Chan, W. W.-L., & Wong, T. T.-Y.* (2019). Visuospatial pathways to mathematical achievement. Learning and Instruction, 62, 11-19. (Impact factor = 3.917, Q1 in Psychology, Educational).
  8. Wong, T. T.-Y., & Chan, W. W.-L. (2019). Identifying children with persistent low math achievement throughout elementary school years: The role of number-magnitude mapping and symbolic numerical processing. Learning and Instruction, 60, 29-40. (Impact factor = 3.917, Q1 in Psychology, Educational).
  9. Tam, Y. P., Wong, T. T.-Y., & Chan, W. W.-L. (2019). The relation between spatial skills and mathematical abilities: The mediating role of mental number line representation. Contemporary Educational Psychology, 56, 14-24. (Impact factor = 2.484; Q1 in Psychology, Educational).
  10. Wong, T. T.-Y. (2018). Is conditional reasoning related to mathematical problem solving? Developmental Science, 21, (Impact factor = 4.096, Q1 in Psychology, Developmental; Q1 in Psychology, Experimental).
  11. Liu, Y., Sun, H., Lin, D., Li, H., Yeung, S.-S., & Wong, T.-Y. (2018). The unique role of executive function skills in predicting Hong Kong kindergarteners’ reading comprehension. British Journal of Educational Psychology, 88, 628-644. (Impact factor = 2.481, Q1 in Psychology, Educational).
  12. Wong, T. T.-Y. (2017). The unique and shared contributions of arithmetic operation understanding and numerical magnitude representation to children’s mathematics achievement. Journal of Experimental Child Psychology, 164, 68-86. (Impact factor = 2.980; Q1 in Psychology, Developmental; Q1 in Psychology, Experimental).
  13. Wong, T. T.-Y., Ho, C. S.-H. (2017). Component processes in arithmetic word problem solving and their correlates. Journal of Educational Psychology, 109, 520-531. (Impact factor = 5.178; Q1 in Psychology, Educational)
  14. Wong, T. T.-Y., Ho, C. S.-H., & Tang, J. (2017). Defective number sense or impaired access? Differential impairment in different subgroups of children with mathematics difficulties. Journal of Learning Disabilities, 50, 49-61. (Impact factor = 2.578; Q1 in Education, Special).
  15. Wong, T. T.-Y., Ho, C. S.-H., & Tang, J. (2016). The relation between ANS and symbolic arithmetic skills: The mediating role of number-numerosity mappings. Contemporary Educational Psychology, 46, 208-217. (Impact factor = 2.484; Q1 in Psychology, Educational).
  16. Chan, W. W. L., & Wong, T. T.-Y. (2016). The underlying number-space mapping among kindergarteners and its relation with early numerical abilities. Journal of Experimental Child Psychology, 148, 35-50. (Impact factor = 2.980; Q1 in Psychology, Developmental; Q1 in Psychology, Experimental
  17. Wong, T. T.-Y., Ho, C. S.-H., & Tang, J. (2016). Consistency of Response Patterns in Different Estimation Tasks. Journal of Cognition and Development, 17, 526-547. (Impact factor = 1.836; Q3 in Psychology, Developmental; Q3 in Psychology, Experimental)
  18. Wong, T. T.-Y., Ho, C. S.-H., & Tang, J. (2014). Identification of children with mathematics learning disabilities (MLD) using latent class growth analysis. Research in Developmental Disabilities, 35, 2906-2920. (Impact factor = 1.872; Q1 in Education, Special).

RESEARCH LABORATORY
Cognitive Development Laboratory

Our lab examines how children and adults process numbers as well as the cognitive factors that are related to solving mathematical problems (e.g., working memory, executive functions, attention). We are also interested in investigating the cognitive profiles of children with learning disabilities as well as the educational interventions that may be beneficial to this group of children.
Besides mathematical cognition, our lab also works on general cognitive development, including but not limited to general reasoning, scientific reasoning and moral reasoning.

Our lab is currently working on several research project related to the topic of mathematical cognition:

1. Comorbidity between reading and mathematics difficulties: Prevalence and nature of comorbidity
2. Development of a locally standardized assessment tool for identifying children with mathematics learning disabilities
3. Is 7 – 3 Equal to 3 – 7? Children’s understanding of arithmetic principles and its relation with mathematics learning
4. The role of different reasoning ability in learning science

RESEARCH INTERNSHIP OPPORTUNITIES

Intern duties:
Interns are expected to participate in regular lab meetings as well as to help out in the data collection processing at the end of the semesters (Dec 2019 to Jan 2020, Jun 2020 to Aug 2020). Rigorous research training will be provided to the research interns.

Intern selection:
Strong commitment and motivation
Mature and responsible
Good interpersonal skills
Academic excellence
Fluent in spoken and written Chinese (Cantonese) and English

Interested students should send an updated CV, transcript, and personal statement to Dr. Terry Wong (terrytyw@hku.hk).

HKU Psychology