Project Description

Dr. Terry Tin-Yau WONG

Assistant Professor

Prof. LEE Tatia Mei-chun

Office: 6.25

Phone: (852) 3917-4875


HKU Researcher Page:

Research Gate: Link

Research Lab: Link

Consultation hour: Mon 3-4 p.m.


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


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


  1. Wong, T. T.-Y. (2021). Components of mathematical competence in middle childhood. Child Development Perspectives, 15, 18-23.
  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, 68, 101352.
  3. Chan, W. W.-L., & Wong, T. T.-Y.* (2020). Subtypes of Mathematical Difficulties and their Stability. Journal of Educational Psychology, 112, 649–666.
  4. Chan, W. W.-L., & Wong, T. T.-Y.* (2019). Visuospatial pathways to mathematical achievement. Learning and Instruction, 62, 11-19.
  5. 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.
  6. 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 = 4.277; Q1 in Psychology, Educational).
  7. Wong, T. T.-Y. (2018). Is conditional reasoning related to mathematical problem solving? Developmental Science, 21, e12644.
  8. 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.
  9. 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.

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 and science learning:

  1. Development of a comprehensive assessment system for identifying and supporting children with mathematics learning difficulties in Hong Kong
  2. Exploring the causal relation between spatial skills and math competence through a game-based spatial skills training: A randomized controlled trial
  3. The role of different reasoning ability in learning science
  4. Developing a comprehensive word problem reasoning test for elementary school students
  5. Is 7 – 3 Equal to 3 – 7? Children’s understanding of arithmetic principles and its relation with mathematics learning


HKU Psychology