A.B., Psychology and Social Relations, 1982, Harvard University
Ph. D., Psychology, 1987, Stanford University
Health & Science Education
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 Language, 37, 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.
Chan, W. W. L., Au, T. K., & Tang, J. (2011). Exploring the developmental changes in automatic two-digit number processing. Journal of Experimental Child Psychology, 108, 263-274.
Cheung R. Y., & *Au, T. K. (2011). Nursing students’ anxiety and clinical performance. Journal of Nursing Education, 50, 286-289. (*corresponding author)
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.
Chan, W. W. L., Au, T. K., & Tang, J. (2013). Developmental dyscalculia and low numeracy in Chinese children. Research in Developmental Disabilities, 34, 1613-1622.
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.
Bridges, S. M., Drew, P., Zayts, O., McGrath,C., Yiu, C. K. Y., & Au, T. K. (2015). Interpreter-mediated Dentistry. Social Science and Medicine, 132, 197-207.
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. (*corresponding author)
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. (*corresponding author)
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. (*corresponding author)
Developmental Psychology Laboratory
My lab explores how children and adults learn language and concepts. Our projects also speak to important challenges in everyday life: learning a second language, learning to read, science and health education.
RESEARCH INTERNSHIP OPPORTUNITIES
We are looking for highly motivated summer research interns who have experience and enjoy working with children to join our ongoing research. Interns will be mainly involved in two projects: 1) early socio-emotional development; and 2) developing an online course on Prevention of Sexual Harassment on Campus.
Interns will help with behavioral coding of adult-child interaction and online course’s material development. They will engage in other tasks such as data collection and data entry.
- Strong commitment and high motivation
- Fluent in written and spoken Chinese (Cantonese) and English
- Mature and responsible
- Good interpersonal skills
- Academic Excellence
- Knowledge in developmental psychology
- Experience in working with babies/children
- Preferably with video coding experience
How to apply:
Interested students should send an updated CV, transcript, and personal statement to Prof. Terry Au (firstname.lastname@example.org).