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
Chan, W. W.-L., & Wong, T. T.-Y.* (In press). Visuospatial pathways to mathematical achievement. Learning and Instruction.
Wong, T. T.-Y. (In press). The roles of place value understanding and ratio processing system on fraction and decimal magnitude representations. British Journal of Educational Psychology.
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.
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.
Wong, T. T.-Y. (2018). Is conditional reasoning related to mathematical problem solving? Developmental Science, 21, e12644.
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.
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.
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.
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.
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.
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.
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.
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.
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, reasoning skills). 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.
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. How classical music helps boost the exam performance
3. The relation between adolescents’ logical reasoning and their mathematics achievement
4. Development of a locally standardized assessment tool for identifying children with mathematics learning disabilities
5. Is 7 – 3 Equal to 3 – 7? Children's understanding of arithmetic principles and its relation with mathematics learning
RESEARCH INTERNSHIP OPPORTUNITIES
Strong commitment and motivation
Mature and responsible
Good interpersonal skills
Fluent in spoken and written Chinese (Cantonese) and English
Interested students should send an updated CV, transcript, and personal statement to Dr. Terry Wong (firstname.lastname@example.org).