Prof. AU Terry Kit-fong
Chair Professor


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


Phone: (852) 2219-4776
Email: terryau@hku.hk
HKU Researcher Page: http://hub.hku.hk/rp/rp00580
Curriculum Vitae

Language Development
Conceptual Development
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 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.

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.

Print Friendly