PUBLICATIONS

(*corresponding author; student co-authors in italics)

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, 109, 263-274.

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.

Au, T. K.*, Chan, W. W. L., Cheng, L., Siegel, L. S., & Tso, R. V. Y. (2014). Can non-interactive language input benefit young second-language learners? Journal of Child Language, 42, 323-350.

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.

Chan, W. W. L.* (2014). Understanding and processing numbers among Chinese children. Psychology & Neuroscience, 7, 583-491.

Ho, C. S-H.*, Wong, T. T-Y., & Chan, W. W. L. (2015). Mathematics learning and its difficulties among Chinese children in Hong Kong. In S. Chinn (Eds.), The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties (pp. 193-202). New York: Routledge.

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.

Mok, W. S. Y., & Chan, W. W. L.* (2016). How do tests and writing tasks enhance long-term retention of students with different levels of test anxiety? Instructional Science, 44, 567-581.

Chan, W. W. L.*, Au, T. K., Lau, N. T. T., & Tang, J. (2017). Counting errors as a window onto children's place-value concept. Contemporary Educational Psychology, 51, 123-130.

Chan, W. W. L., & Wong, T. T-Y.* (2019). Visuospatial pathways to mathematical achievement. Learning and Instruction, 62, 11-19.

Tam, Y. P., Wong, T. T-Y., & Chan, W. W. L.* (2019). The relation between spatial skills and mathematical skills: The mediating role of mental number line representation. Contemporary Educational Psychology, 56, 14-24.

Wong, T. T-Y.*, & Chan, W. W. L. (2019). Identifying children with persistent low math achievement throughout elementary school years. Learning and Instruction, 60, 29-40.

Tsoi, E. W. S., Lai, H. Y., Chan, E. W. M., Chan, W. W. L., Shum, K. K. M., & Lam, S-F. (2019). School without borders – Inclusion program for secondary school students. Hong Kong: Hong Kong Jockey Club & Faculty of Social Sciences, The University of Hong Kong.

Tsoi, E. W. S., Lai, H. Y., Chan, E. W. M., Shum, K. K. M., Chan, W. W. L., & Lam, S-F. (2019). School without borders – Inclusion program for primary school students. Hong Kong: Hong Kong Jockey Club & Faculty of Social Sciences, The University of Hong Kong.

Chan, W. W. L., & Wong, T. T-Y.* (2020). Subtypes of mathematical difficulties and their stability. Journal of Educational Psychology, 112, 649-666.

Chan, W. W. L.* (2020). Counting enhances kindergarteners’ mappings of number words onto numerosities. Frontiers in Psychology, 11:153.

Shum, H. Y., & Chan, W. W. L.* (2020). Young children’s inhibition of keyword heuristic in solving arithmetic word problems. Human Behaviour and Brain, 1, 43-48.

Shum, K, K-M., Chan, W. W. L.*, Tsoi, E, W. S., & Lam, S-F. (2020). Being the minority hurts or helps? A moderated mediation model on group membership, cross-cultural acceptance, and school adjustment. Group Processes and Intergroup Relations. doi: 10.1177/1368430220952137

Kong, M. N. K., & Chan, W. W. L.* (2021). Automatic processing of place-value in kindergarteners. European Journal of Developmental Psychology. doi:10.1080/17405629.2020.1854216

Lam, S-F., Shum, K, K-M.*, Chan, W. W. L., & Tsoi, E, W. S. (2020). Acceptance of outgroup members in schools: Developmental trends and roles of perceived norm of prejudice and teacher support. British Journal of Educational Psychology, e12387. doi:10.1111/bjep.12387

Chan, W. W. L., & Kwan, J. L. Y.* (2021). Pathways to word problem solving: The mediating roles of schema construction and mathematical vocabulary. Contemporary Educational Psychology. 101963.doi:10.1016/j.cedpsych.2021.101963