Publication

Bautista, A., Ho, Y. L., Fan, T., Yeung, J., & Bryant, D. A. (2022). Teacher Professional Development in Hong Kong: Describing the Current Infrastructure. International Journal for Research in Education, 46(2), 202-260.

Bautista, A, Yeung, J., Mclaren, M. L., & Ilari, B. (2022). Music in early childhood teacher education: Raising awareness of a worrisome reality and proposing strategies to move forward.Arts Education Policy Review, 1-11.

Cheung, S. K., & Chan, W. W. (2022). The roles of different executive functioning skills in young children’s mental computation and applied mathematical problem‐solving. British Journal of Developmental Psychology, 40(1), 151-169

Cheung, S. K., Cheng, W. Y., Cheung, R. Y., Lau, E. Y. H., & Chung, K. K. H. (2022). Home learning activities and parental autonomy support as predictors of pre-academic skills: The mediating role of young children's school liking. Learning and Individual Differences, 94, 102127.

Cheung, S. K., Siu, T. S. C., & Caldwell, M. P. (2022). Mathematical Ability at a Very Young Age: The Contributions of Relationship Quality with Parents and Teachers via Children’s Language and Literacy Abilities. Early Childhood Education Journal, 1-11.

Cooper, M., Siu, C. T. S., McMullen, M. B., Rockel, J., & Powell, S. (2022). A Multi-layered Dialogue: Exploring Froebel’s Influence on Pedagogies of Care with 1-year-olds across Four Cultures. Global Education Review, 9(1), 6-23.

Eguia, K. F., & Capio, C. M. (2022). Teletherapy for children with developmental disorders during the COVID‐19 pandemic in the Philippines: A mixed‐methods evaluation from the perspectives of parents and therapists. Child: Care, Health and Development.

González, A., & Bautista, A. (2022). Re-Thinking How to Assess Students of Musical Instruments. In Learning and Teaching in the Music Studio (pp. 291-307). Springer, Singapore.

Ho, Y. L., & Bautista, A. (2022). Music activities in Hong Kong kindergartens: A content analysis of the Quality Review reports.

Ilari, B., Cho, E., Li, J., & Bautista, A. (2022). Perceptions of parenting, parent-child activities and Children’s extracurricular activities in times of COVID-19. Journal of child and family studies, 31(2), 409-420.

Ilari, B., Huisman Koops, L., Andang’o, E., Bautista, A., Dean, B., Madalozzo, V., ... & Yi, G. (2022). Music programs for young children during the COVID-19 pandemic: Stories from across the world. In The Impact of COVID-19 on Early Childhood Education and Care (pp. 475-492). Springer, Cham.

Kawabata, M., Burns, S. F., Choo, H. C., & Lee, K. (2022). Weekday breakfast habits and mood at the start of the school morning. Nutrition and Health, 02601060221105413.

Lam, H. C. (2022). Revisiting variation affordance: applying variation theory in the design of educational software. Interactive Learning Environments, 30(3), 527-538.

Lam, H. C. (2022). Teachers’ understanding of cultural diversity: phenomenography of ethnically diverse children in Hong Kong. Multicultural Education Review, 1-20.

Munez, D., Bull, R., & Lee, K. (2022). Maternal education and siblings: Agents of cognitive development in kindergarten. Developmental Science, 25(4), e13218.

Muñez, D., Lee, K., Bull, R., Khng, K. H., Cheam, F., & Rahim, R. A. (2022). Working memory and numeracy training for children with math learning difficulties: Evidence from a large-scale implementation in the classroom. Journal of Educational Psychology.

Pan, D. J., Li, H., & Lin, D. (2022). The reciprocal relationship between vocabulary knowledge and word reading in Chinese primary-school children. Early Childhood Research Quarterly, 60, 59-66.

Sanchez-Escribano, E., Gertrudix, F., & Bautista, A. (2022). Analyzing instrumental music education models: a four-dimension tool. Arts Education Policy Review, 1-11.

Sit, C. H. P., Yu, J. J., Capio, C. M., Masters, R., & Abernethy, B. (2022). Physical activity and fundamental movement skills in children with developmental coordination disorder: abridged secondary. Hong Kong Medical Journal, 28(Supplement 3), 37-40.

Siu, T. S. C., & Cheung, H. (2022). A longitudinal reciprocal relation between theory of mind and language. Cognitive Development, 62, 101176.

Siu, T. S. C., & Ho, C. I. (2022). Engaging with happy‐sounding music promotes helping behavior in 18‐month‐olds. Infancy, 27(1), 197-206.

Siu, T. S. C., & Ho, S. H. C. (2022). Investigating Effects of Bilingualism on Syntactic Processing: Testing Structural Sensitivity Theory. Language Learning, 72(2), 534-575.

Sun, J., Qin, H., Lee, K., Bautista, A., & Zhang, Q. (2022). Early Mathematics Learning and Teaching in Chinese Preschools: A Content Analysis of Teaching Reference Books for Preschool Teachers. Mathematics, 10(1), 10.

Wang, J., & Yum, Y. N. (2022). Learning specialized vocabulary in the second language: Does transfer from the first language help?. Language Teaching Research, 13621688221096787.

West PhD, J. J., & Bautista PhD, A. (2022). Global Perspectives on Teacher Professional Development: Navigating the Pandemic. International Journal for Research in Education, 46(2), 1-27.

譚珍瓊, 姜文君, 張吉, 任德盛, & 李曉鴻. (2022). 基於二分圖的個性化學習任務分配. 計算機科學, 49(4), 269-281.

Bautista, A., Moreno-Núñez, A., Vijayakumar, P., Quek, E., & Bull, R. (2020). Gross motor teaching in preschool education: where, what and how do Singapore educators teach?(Enseñanza de la motricidad gruesa en educación infantil:¿ dónde, qué y cómo enseñan las maestras en Singapur?). Journal for the Study of Education and Development, 43(2), 443-482.

Capio, C. M., Uiga, L., Lee, M. H., & Masters, R. S. (2020). Application of analogy learning in softball batting: Comparing novice and intermediate players. Sport, Exercise, and Performance Psychology, 9(3), 357.

Cheung, S. K., Dulay, K. M., & McBride, C. (2020). Parents’ characteristics, the home environment, and children’s numeracy skills: How are they related in low-to middle-income families in the Philippines?. Journal of experimental child psychology, 192, 104780.

Lam, H. C. (2020). Linguistic Variation in Chinese Characters: Knowledge Essential for Teachers. Electronic Journal of Foreign Language Teaching, 17(Suppl. 2), 489-504.

Liu, C., Cheung, S. K., Chung, K. K. H., McBride, C., Lam, C. B., & Li, X. (2020). The roles of executive functioning and oral language skills in young Chinese children's arithmetic competence. Learning and Individual Differences, 77, 101810.

Pan, J., & Lin, D. (2020). Visuospatial memory uniquely predicts Chinese reading comprehension in Hong Kong typically developing kindergarteners. Reading and Writing, 33(9), 2205-2221.

Rao, N., Richards, B., Lau, C., Weber, A. M., Sun, J., Darmstadt, G. L., ... & Ip, P. (2020). Associations among early stimulation, stunting, and child development in four countries in the East Asia–Pacific. International Journal of Early Childhood, 52(2), 175-193.

Siu, T. S. C., & Ho, S. H. C. (2020). A longitudinal investigation of syntactic awareness and reading comprehension in Chinese-English bilingual children. Learning and Instruction, 67, 101327.

Sun, J., & Kang, R. (2020). Cool and hot self-regulation predict early achievement in Chinese pre-schoolers. Early Child Development and Care, 192(7), 1092-1107.

Uiga, L., Capio, C. M., Ryu, D., Young, W. R., Wilson, M. R., Wong, T. W., ... & Masters, R. S. (2020). The role of movement-specific reinvestment in visuomotor control of walking by older adults. The Journals of Gerontology: Series B, 75(2), 282-292.

Uiga, L., Poolton, J. M., Capio, C. M., Wilson, M. R., Ryu, D., & Masters, R. S. (2020). The role of conscious processing of movements during balance by young and older adults. Human movement science, 70, 102566.

Wallace, M. P., & Lee, K. (2020). Examining second language listening, vocabulary, and executive functioning. Frontiers in Psychology, 11, 1122.

Williams, K. E., So, K. T., & Siu, T. S. C. (2020). A randomized controlled trial of the effects of parental involvement in supported playgroup on parenting stress and toddler social-communicative behavior. Children and Youth Services Review, 118, 105364.

Wu, D., & Sun, J. (2020). Exploring the Relationship Between Parental Involvement, Paper Folding Skills, and Early Spatial Ability: A Mediation Model. Frontiers in Psychology, 11, 568439.

Yeung, S. S., Liu, Y., & Lin, D. (2020). Growth of phonemic awareness and spelling in a second language. International Journal of Bilingual Education and Bilingualism, 23(6), 754-768.

Yeung, S. S., Ng, M. L., Qiao, S., & Tsang, A. (2020). Effects of explicit L2 vocabulary instruction on developing kindergarten children’s target and general vocabulary and phonological awareness. Reading and Writing, 33(3), 671-689.

Yum, Y. N., Lau, W. K. W., Poon, K., & Ho, F. C. (2020). Music therapy as social skill intervention for children with comorbid ASD and ID: study protocol for a randomized controlled trial. BMC pediatrics, 20(1), 1-10.

Huang, X., Lin, D., Yang, Y., Xu, Y., Chen, Q., & Tanenhaus, M. K. (2020). Effects of character and word contextual diversity in Chinese beginning readers. Scientific Studies of Reading, 25(3), 251-271.

Bautista, A., Moreno-Núñez, A., Bull, R., Amsah, F., & Koh, S. F. (2018). Arts-related pedagogies in preschool education: An Asian perspective. Early Childhood Research Quarterly, 45, 277-288.

Bautista, A., Moreno-Núñez, A., Ng, S. C., & Bull, R. (2018). Preschool educators’ interactions with children about sustainable development: Planned and incidental conversations. International Journal of Early Childhood, 50(1), 15-32.

Bautista, A., Toh, G. Z., Mancenido, Z. N., & Wong, J. (2018). Student-centered pedagogies in the Singapore music classroom: A case study on collaborative composition. Australian Journal of Teacher Education (Online), 43(11), 1-25.

Bull, R., & Bautista, A. (2018). A careful balancing act: Evolving and harmonizing a hybrid system of ECEC in Singapore. The early advantage: Early childhood systems that lead by example, 155-181.

Capio, C. M., Mak, T. C. T., Tse, M. A., & Masters, R. S. W. (2018). Fundamental movement skills and balance of children with Down syndrome. Journal of Intellectual Disability Research, 62(3), 225-236.

Cheung, S. K., Yang, X., Dulay, K. M., & McBride, C. (2018). Family and individual variables associated with young Filipino children's numeracy interest and competence. British Journal of Developmental Psychology, 36(2), 334-353.

Dulay, K. M., Cheung, S. K., & McBride, C. (2018). Environmental correlates of early language and literacy in low-to middle-income Filipino families. Contemporary Educational Psychology, 53, 45-56.

Kalindi, S. C., McBride, C., & Dan, L. (2018). Early literacy among Zambian second graders: The role of adult mediation of word writing in Bemba. Reading Research Quarterly, 53(1), 7-27.

Lee, K., & Aunio, P. (2018). Individual differences in math achievement: Finland and Singapore. In Cultural patterns and neurocognitive circuits II: East–west connections (pp. 169-186).

Lee, K., Ng, S. F., & Bull, R. (2018). Learning and solving algebra word problems: The roles of relational skills, arithmetic, and executive functioning. Developmental psychology, 54(9), 1758.

Liu, Y., Sun, H., Lin, D., Li, H., Yeung, S. S., & Wong, T. T. (2018). The unique role of executive function skills in predicting Hong Kong kindergarteners’ reading comprehension. British Journal of Educational Psychology, 88(4), 628-644.

Masters, R., Capio, C., Poolton, J., & Uiga, L. (2018). Perceptual Modification of the Built Environment to Influence Behavior Associated with Physical Activity: Quasi-Experimental Field Studies of a Stair Banister Illusion. Sports Medicine, 48(6), 1505-1511.

Rao, N., Sun, J., Richards, B., Weber, A. M., Sincovich, A., Darmstadt, G. L., & Ip, P. (2019). Assessing diversity in early childhood development in the East Asia-Pacific. Child Indicators Research, 12(1), 235-254.

Siu, T. S. C., McBride, C., Tse, C. S., Tong, X., & Maurer, U. (2018). Evaluating the effects of metalinguistic and working memory training on reading fluency in Chinese and English: A randomized controlled trial. Frontiers in psychology, 9, 2510.

Sun, J., Lau, C., Sincovich, A., & Rao, N. (2018). Socioeconomic status and early child development in East Asia and the Pacific: the protective role of parental engagement in learning activities. Children and Youth Services Review, 93, 321-330.

Sun, J., Zhang, L., Chen, E., Lau, C., & Rao, N. (2018). Preschool attendance and executive function mediate early academic achievement gaps in East Asia and the Pacific. Early Education and Development, 29(8), 1039-1060

Van Ginneken, W. F., Poolton, J. M., Capio, C. M., Van der Kamp, J., Choi, C. S., & Masters, R. S. (2018). Conscious control is associated with freezing of mechanical degrees of freedom during motor learning. Journal of Motor Behavior, 50(4), 436-456.

Wilkerson, M. H., Bautista, A., Tobin, R. G., Brizuela, B. M., & Cao, Y. (2018). More than meets the eye: patterns and shifts in middle school mathematics teachers’ descriptions of models. Journal of Mathematics Teacher Education, 21(1), 35-61.

Yum, Y. N., Law, S. P., Lee, C. F., & Shum, M. S. K. (2018). Early event‐related potentials differences in orthographic processing of native and non‐native Chinese readers. Journal of Research in Reading, 41(3), 403-422.

Zhang, J., Cheung, S. K., Wu, C., & Meng, Y. (2018). Cognitive and affective correlates of Chinese children’s mathematical word problem solving. Frontiers in psychology, 9, 2357.

Zhang, L., Sun, J., Richards, B., Davidson, K., & Rao, N. (2018). Motor skills and executive function contribute to early achievement in east Asia and the pacific. Early Education and Development, 29(8), 1061-1080.

Zhang, X., & Lin, D. (2018). Cognitive precursors of word reading versus arithmetic competencies in young Chinese children. Early Childhood Research Quarterly, 42, 55-65.

Lin, D., Chen, G., Liu, Y., Liu, J., Pan, J., & Mo, L. (2018). Tracking the eye movement of four years old children learning Chinese words. Journal of Psycholinguistic Research, 47(1), 79-93.

Bull, R., Lee, K., Koh, I. C., & Poon, K. L. (2016). Confirmatory factor analysis of the Strengths and Difficulties Questionnaire in Singaporean kindergartners. Child: Care, Health and Development, 42(1), 109-116.

Lee, K. (2016). Age related differences in the influences of domain-general and domain-specific variables on mathematical achievement. In Front. Neurosci. Conference Abstract: International Conference-Educational Neuroscience. doi: 10.3389/conf. fnins (Vol. 9).

Lam, H. C. (2016). An investigation of preschool teachers’ ways of seeing action research using phenomenography. Educational Research for Policy and Practice, 15(2), 147-162.

Lee, K. (2016). Mathematical competence, teaching, and learning. Reflections on'Challenges in Mathematical Cognition'by Alcock et al.(2016). Journal of Numerical Cognition, 2(1).

Lee, K., & Bull, R. (2016). Developmental changes in working memory, updating, and math achievement. Journal of Educational Psychology, 108(6), 869.

Lin, D., Sun, H., & Zhang, X. (2016). Bidirectional relationship between visual spatial skill and Chinese character reading in Chinese kindergartners: A cross-lagged analysis. Contemporary Educational Psychology, 46, 94-100.

Liu, Y., Lin, D., & Zhang, X. (2016). Morphological awareness longitudinally predicts counting ability in Chinese kindergarteners. Learning and Individual Differences, 47, 215-221.

Luo, W., Ng, P. T., Lee, K., & Aye, K. M. (2016). Self-efficacy, value, and achievement emotions as mediators between parenting practice and homework behavior: A control-value theory perspective. Learning and Individual Differences, 50, 275-282.

Ng, E., & Lee, K. (2016). Test anxiety and Children's working memory task performance: Does trait or state anxiety matter more?. Journal of Experimental Psychopathology, 7(3), 374-390.

Siu, C. T., Ho, C. S., Chan, D. W., & Chung, K. K. (2016). Development of word order and morphosyntactic skills in reading comprehension among Chinese elementary school children. Learning and Individual Differences, 47, 61-69.

Siu, T. S. C., & Cheung, H. (2016). Emotional experience in music fosters 18‐month‐olds' emotion–action understanding: A training study. Developmental Science, 19(6), 933-946.

Sun, J., Liu, Y., Chen, E. E., Rao, N., & Liu, H. (2016). Factors related to parents’ engagement in cognitive and socio-emotional caregiving in developing countries: Results from Multiple Indicator Cluster Survey 3. Early Childhood Research Quarterly, 36, 21-31.

Tse, C. S., Yap, M. J., Chan, Y. L., Sze, W. P., Shaoul, C., & Lin, D. (2016). The Chinese Lexicon Project: A megastudy of lexical decision performance for 25,000+ traditional Chinese two-character compound words. Behavior Research Methods, 49(4), 1503-1519.

Yeung, S. S., Ng, M. L., King, R. B., Yeung, S. S., Ng, M. L., & Ronnel, B. (2016). English vocabulary instruction through storybook reading for Chinese EFL kindergarteners: Comparing rich, embedded, and incidental approaches. Asian EFL Journal, 18, 89-112.

Yum, Y. N., Law, S. P., Mo, K. N., Lau, D., Su, I. F., & Shum, M. S. (2016). Electrophysiological evidence of sublexical phonological access in character processing by L2 Chinese learners of L1 alphabetic scripts. Cognitive, Affective, & Behavioral Neuroscience, 16(2), 339-352.

Bunterm, T., Lee, K., Ng Lan Kong, J., Srikoon, S., Vangpoomyai, P., Rattanavongsa, J., & Rachahoon, G. (2014). Do different levels of inquiry lead to different learning outcomes? A comparison between guided and structured inquiry. International Journal of Science Education, 36(12), 1937-1959.

Khng, K. H., & Lee, K. (2014). The relationship between Stroop and stop-signal measures of inhibition in adolescents: Influences from variations in context and measure estimation. PloS one, 9(7), e101356.

Lam, H. C. (2014). Different ways that preschool teachers taught children to write Chinese characters in Hong Kong classrooms. Educational Research Journal, 29(1/2), 41-67.

Lam, H. C. (2014). Elaborating the concepts of part and whole in variation theory: The case of learning Chinese characters. Scandinavian Journal of Educational Research, 58(3), 337-360.

Luo, W., Lee, K., Ng, P. T., & Ong, J. X. W. (2014). Incremental beliefs of ability, achievement emotions and learning of Singapore students. Educational Psychology, 34(5), 619-634.

Yum, Y. N., Law, S. P., Su, I. F., Lau, K. Y. D., & Mo, K. N. (2014). An ERP study of effects of regularity and consistency in delayed naming and lexicality judgment in a logographic writing system. Frontiers in psychology, 5, 315.

Yum, Y. N., Midgley, K. J., Holcomb, P. J., & Grainger, J. (2014). An ERP study on initial second language vocabulary learning. Psychophysiology, 51(4), 364-373.

林浩昌. (2014). 學前認讀字詞評估方式: 現象圖析學分析. 師大學報: 語言與文學類, 59(2), 105-134.

Chiu, M. M., McBride-Chang, C., & Lin, D. (2012). Ecological, psychological, and cognitive components of reading difficulties: Testing the component model of reading in fourth graders across 38 countries. Journal of Learning Disabilities, 45(5), 391-405.

Lin, D., McBride-Chang, C., Aram, D., Shu, H., Levin, I., & Cho, J. (2012). Maternal mediation of word writing in Chinese across Hong Kong and Beijing. Journal of Educational Psychology, 104(1), 121-137.

Lin, D., Wong, K. K., & McBride-Chang, C. (2012). Reading motivation and reading comprehension in Chinese and English among bilingual students. Reading and Writing, 25(3), 717-737.

McBride-Chang, C., Lin, D., Liu, D., Aram, D., Levin, I., Cho, J. R., Shu, H., & Zhang, Y. (2012). The ABC’s of Chinese: Maternal mediation of Pinyin for Chinese children’s early literacy skills.

Sun, J., & Rao, N. (2012). Scaffolding preschool children’s problem solving: A comparison between Chinese mothers and teachers across multiple tasks. Journal of Early Childhood Research, 10(3), 246-266.

Zhou, Y. L., McBride-Chang, C., Fong, C. Y. C., Wong, T. T. Y., & Cheung, S. K. (2012). A comparison of phonological awareness, lexical compounding, and homophone training for Chinese word reading in Hong Kong kindergartners. Early Education & Development, 23(4), 475-492.

林浩昌. (2012). 學前字, 詞教學: 現象圖析學分析. 華語文教學研究, 9(3), 47-74.

2010

Boltz, M. G., & Yum, Y. N. (2010). Temporal concepts and predicted duration judgments. Journal of Experimental Social Psychology, 46(6), 895-904.

Ho, M. Y., Zhang, H., Lin, D., Lu, A., Bond, M. H., Chan, C., & Friedman, M. (2010). Saving graces: Impact of partner support and maternal attachment on partner attachments in an individualistic and a collectivist context. Asian Journal of Social Psychology, 13(1), 19-29.

Lin, D., McBride-Chang, C., Shu, H., Zhang, Y., Li, H., Zhang, J., ... & Levin, I. (2010). Small wins big: Analytic Pinyin skills promote Chinese word reading. Psychological science, 21(8), 1117-1122.

Ng, M. L. (2010). Dissonant voices of kindergarteners in an English immersion experience.

林浩昌. (2010). 幼教研究方法重要概念學習清單.

黃美賢, & 胡馨允. (2010). 廣州市省一級幼兒園幼師運用信息技術的現狀研究. 目錄 Contents.

2009

Lin, D., McBride-Chang, C., Aram, D., Levin, I., Cheung, R. Y., Chow, Y. Y., & Tolchinsky, L. (2009). Maternal mediation of writing in Chinese children. Language and Cognitive Processes, 24(7-8), 1286-1311.

2008

Ip, H. M., Cheung, S. K., McBride-Chang, C., & Chang, L. (2008). Associations of warmth and control of Filipina domestic helpers and mothers to Hong Kong kindergarten children's social competence. Early Education and Development, 19(2), 284-301.

Lam, H. C. (2008). An exploratory study of the various ways that children read and write unknown Chinese characters.

Zhao, L., & Hu, X. (2008). The development of early childhood education in rural areas in China. Early Years, 28(2), 197-209.

胡馨允. (2008). 職前幼兒教師進行早期普通話教學的現狀研究.

2007

Cheung, S. K., & McBride-Chang, C. (2007). Correlates of cross-sex friendship satisfaction in Hong Kong adolescents. International Journal of Behavioral Development, 31(1), 19-27.

Cheung, H. P. R., & Ng, M. L. (2007). The use of self-assessment to promote active and independent learning in teacher education: An exploratory study.

黃敏, & 吳美莉. (2007). 《 比比和朋友》: 老師培訓及推行成效.

2006

Mok, M. M. C., Lung, C. L., Cheng, D. P. W., Cheung, R. H. P., & Ng, M. L. (2006). Self‐assessment in higher education: Experience in using a metacognitive approach in five case studies. Assessment & evaluation in higher education, 31(4), 415-433.

1998

Law, N., Ki, W. W., Chung, A. L. S., Ko, P. Y., & Lam, H. C. (1998). Children’s stroke sequence errors in writing Chinese characters. In Cognitive processing of the Chinese and the Japanese languages (pp. 113-138). Springer, Dordrecht.

1993

Lam, H. C., Pun, K. H., Leung, S. T., Tse, S. K., & Ki, W. W. (1993). Computer-assisted-learning for learning Chinese characters. Communications of COLIPS, an Intl. Journal of the Chinese and Oriental Languages Processing Society, 3(1), 31-44.