Cognitive Development Laboratory
SELECTED RECENT PUBLICATIONS
Yip, E. S.-K.#, & Wong, T. T.-Y. (Accepted). Longitudinal Association between Relational Reasoning and Mathematics Achievement: Mediating Roles of Arithmetic Principle Understanding and Word Problem Reasoning. Child Development.
Impact factor = 3.8; Q1 in Psychology, Developmental
Wong, T. T.-Y., & Yip, E. S.-K.# (2025). All real numbers are important: The significance of negative number understanding for mathematics achievement. Journal of Educational Psychology, 117(2), 246-256
Impact factor = 6.4; Q1 in Psychology, Educational
Leung, C. O.-Y.#, & Wong, T. T.-Y.* (2023). How are spatial ability and math related? The mediating roles of numerical magnitude knowledge, understanding of arithmetic operations, and word-problem representation. Journal of Educational Psychology, 115(7), 969-984.
Impact factor = 6.4; Q1 in Psychology, Educational
Wong, T. T.-Y., & Ho, C. S.-H. (2021). Comorbidity between persistent reading and mathematics difficulties: The nature of comorbidity. Research in Developmental Disabilities, 117, 104049
Impact factor = 2.6; Q1 in Education, Special
Wong, T. T.-Y. (2021). Components of Mathematical Competence in Middle Childhood. Child Development Perspectives, 15, 18-23
Impact factor = 5.3, Q1 in Psychology, Developmental
INVITED TALKS
Sept 2024
Invited talk titled “Supporting junior primary students on their math learning” by Education Bureau
Jun 2024
Invited talk titled “The potential role of spatial ability in medical education” by Faculty of Medicine, University of Hong Kong.
Jun 2023
Invited talk titled “Understanding children with Mathematics Learning Difficulties – theoretical background and case sharing” by Education Bureau, Hong Kong
Jan 2023
Invited talk titled “Understanding children with Mathematics Learning Difficulties – theoretical background and case sharing” by Education Bureau, Hong Kong
May 2022
Invited talk titled "The three core competences in mathematics learning” by Department of Psychology, Leiden University, the Netherlands.
Apr 2022
Invited talk titled "The three core competences in mathematics learning” by Centre of Mathematical Cognition, Loughborough University, the United Kingdom
Feb 2022
Invited talk titled "The role of spatial ability in mathematical problem-solving” by Department of Psychology, the Chinese University of Hong Kong
SELECTED PUBLICATIONS (UNDER REVIEW/FORTHCOMING)
Ouyang, X.#, Yip, C. C.-H.#, Chan, Y.-C., & Wong, T. T.-Y.* (Under review). Spontaneous Mathematical Focusing Tendencies and Mathematics Achievement: A Meta-Analysis. Manuscript submitted to Developmental.
Wong, T. T.-Y.* (Under review). Which cognitive trainings produce generalizable effects to mathematics achievement? A learning analytic perspective. Manuscript submitted to British Journal of Educational Technology.
Ouyang, X.#, & Wong, T. T-.Y. (Submitted). Using the three mathematical components to predict trait factor of children’s mathematical problem-solving. Manuscript submitted to Journal of Experimental Child Psychology.
Wang, J.#, Wong, T. T.-Y.*, Du, R., & Tong, C. K.-Y. (Submitted). Examining the cognitive processing of negative numbers through symbolic magnitude comparisons. Registered report submitted to Journal of Numerical Cognition.
Tam, S. K. A., Chan, W. W. L., Arciuli, J., Poon, K., & Wong, T. T.-Y. (Submitted). Exploring the Relationship between Statistical Learning and Numerical Processing. Manuscript submitted to Cognitive Processing.
Lin, C. W.-Y.#, & Wong, T. T.-Y. (Submitted). The Role of Identification of the Schema and the Semantic Role of the Unknown in Mathematical Word Problem Solving. Manuscript submitted to Contemporary Educational Psychology.
Wong, T. T.-Y. (Under review). Who benefits most from number line training? Exploring aptitude-treatment interaction through a gamified number line intervention. Manuscript submitted to Journal of Computer Assisted Learning.
Cheung, K.T.#, & Wong, T. T.-Y. (Under review). The Role of Spatial Skills in Predicting Scientific Achievement across Elementary and Middle School. Manuscript submitted to Journal of Educational Psychology.
Wong, T. T.-Y.*, Chan, W. W. L., Tam, Y. P., Yip, E. S.-K.#, & Tong, C. K.-Y.# (To be submitted). The development and validation of a standardized assessment battery for identifying junior primary school students with mathematics learning difficulties. Manuscript to be submitted to Learning and Individual Differences.
Wong, C.#, Yip, C. C.-H.#, & Wong, T. T.-Y. (To be submitted). The Link Between Logical Reasoning and Mathematics: Distinct Effects of Syllogistic and Transitive Reasoning. Manuscript to be submitted to Contemporary Educational Psychology.
ALL ACADEMIC PUBLICATIONS
45.
Tsoi,, L.-W.#, Wong, T. T.-Y., & Chan, W. W. L. (Accepted). Mediation effect of symbolic numerical skills on SFON and mathematics achievement of preschoolers. Manuscript submitted to Educational Studies in Mathematics.
44.
Yip, E. S.-K.#, & Wong, T. T.-Y. (Accepted). Longitudinal Association between Relational Reasoning and Mathematics Achievement: Mediating Roles of Arithmetic Principle Understanding and Word Problem Reasoning. Child Development. (Impact factor = 3.8; Q1 in Psychology, Educational, ranked 12/74; Q1 in Psychology, Development, ranked 16/94).
43.
Tang, E.#, & Wong, T. T.-Y. (2026). Potential underlying mechanisms of spatial- mathematical associations among primary school children. Journal of Experimental Child Psychology, 261, 106369. (Impact factor = 2.0; Q3 in Psychology, Developmental, ranked 56/94; Q2 in Psychology, Experimental, ranked 50/102)
42.
Wong, T. T.-Y., Tang, J. W.-Y., Choi, P. P.-K., & Leung, T. S.-C.# (2025). Identification of preschoolers with special educational needs: Comparing the discriminative validity of the Strengths and Difficulties Questionnaires and the Achenbach System of Empirically Based Assessment. Frontiers in Psychology.
41.
Yip, C. C.-H.#, Ouyang, X.#, Yip, E. S.-K.#, Tong, C. K.-Y.#, & Wong, T. T.-Y.* (2025). Distinct Roles of Cognitive and Mathematics Skills in Different Levels of Mathematics Development. Learning and Individual Differences, 119, 102645. (Impact factor = 9.0; Q1 in Psychology, Educational, ranked 2/74)
40.
Yip, C. C.-H.#, Wong, T. T.-Y., Wong, B. H. D., & Hsu, L. (2025). Development and validation of a short form for the Raven's Coloured Progressive Matrices using a machine learning approach. British Journal of Developmental Psychology, advanced online publication. (Impact factor = 2.2; Q2 in Psychology, Developmental, ranked 40/94).
39.
Lucca, K., Yuen, F., Wang, Y., Alessandroni, N., Allison, O., Alvarez, M., … ., Wong, T. T.-Y., … ., & Hamlin, J. K. (2025). Infants’ Social Evaluation of Helpers and Hinderers: A Large-Scale, Multi-Lab, Coordinated Replication Study. Developmental Science, 28(1), e13581. (Impact factor = 3.2; Q2 in Psychology, Developmental, ranked 24/94; Q1 in Psychology, Experimental, ranked 12/102)
38.
Wong, T. T.-Y., & Yip, E. S.-K.# (2025). All real numbers are important: The significance of negative number understanding for mathematics achievement. Journal of Educational Psychology,
117(2), 246-256. (Impact factor = 6.4; Q1 in Psychology, Educational, ranked 4/74).
37.
Yip, E. S.-K.#, & Wong, T. T.-Y.* (2025). The Association Between Relational Reasoning in Nonverbal and Verbal Representations and Mathematics Achievement. Journal of Educational Psychology, 117(2), 228-245. (Impact factor = 6.4 Q1 in Psychology, Educational, ranked 4/74).
36.
Liu, D., Wang, L., Wong, T. T.-Y., & Joshi, R. (2024). Rapid automatised naming is related to reading and arithmetic for different reasons in Chinese: Evidence from Hong Kong third graders. Journal of Research in Reading, 47(4), 538-556. (Impact factor = 2.0; Q2 in Psychology, Educational, ranked 35/74).
35.
Leung, C. O.-Y.#, & Wong, T. T.-Y.* (2023). How are spatial ability and math related? The mediating roles of numerical magnitude knowledge, understanding of arithmetic operations, and word-problem representation. Journal of Educational Psychology, 115(7), 969-984. (Impact factor = 6.4 Q1 in Psychology, Educational, ranked 4/74).
34.
Wong, T. T.-Y., & Kwan K. T.# (2023). The sums are larger than their natural number addends: Relation to operands understanding predicts growth in arithmetic/algebraic problem-solving. Developmental Psychology, 59(9), 1645-1651. (Impact factor = 3.1; Q2 in Psychology, Developmental, ranked 27/94).
33.
Wong, T. T.-Y. & Yip, E. S.-K.# (2023). What is the unknown? The ability to identify the semantic role of the unknown from word problems longitudinally predicts mathematical problem solving performance. Contemporary Educational Psychology, 73, 102183. (Impact factor = 3.8; Q1 in Psychology, Educational, ranked 12/74).
32.
Tong, C. K.-Y.#, Yip, E. S.-K.#, & Wong, T. T.-Y.* (2023). Examining the unique contributions and developmental stability of individual forms of relational reasoning to mathematical problem solving. Contemporary Educational Psychology, 73, 102181. (Impact factor = 3.8; Q1 in Psychology, Educational, ranked 12/74).
31.
Wong, T. T.-Y. (2023). Cognitive predictors of children’s arithmetic principle understanding. Journal of Experimental Child Psychology, 227, 105579. (Impact factor = 2.0; Q3 in Psychology, Developmental, ranked 56/94; Q2 in Psychology, Experimental, ranked 50/102)
30.
Yip, E. S.-K.#, Wong, T. T.-Y.*, & Kwan, K. T. # (2023). The relation between complement understanding and computational skills: A random intercept cross-lagged panel model. Developmental Psychology, 59(3), 431-441. (Impact factor = 3.1; Q2 in Psychology, Developmental, ranked 27/94).
29.
Wong, T. T.-Y., & Morsanyi, K. (2023). The link between transitive reasoning and mathematics achievement in preadolescence: The role of relational processing and deductive reasoning. Thinking & Reasoning, 29(4), 531-558. (Impact factor = 2.3; Q2 in Psychology, Experimental, ranked 38/102).
28.
Wong, T. T.-Y., Leung, C. O.-Y.#, & Kwan, K.-T.# (2021). Multifaceted assessment of children’s inversion understanding. Journal of Experimental Child Psychology, 207, 105121. (Impact factor = 2.0; Q3 in Psychology, Developmental, ranked 56/94; Q2 in Psychology, Experimental, ranked 50/102).
27.
Wong, T. T.-Y. (2021). Components of mathematical competence in middle childhood. Child Development Perspectives, 15, 18-23. (Impact factor = 5.3, Q1 in Psychology, Developmental, ranked 10/94).
26.
Wong, I. H. M.#, & Wong, T. T.-Y. (2021). Exploring the relationship between intellectual humility and academic performance among post-secondary students: The mediating roles of learning motivation and receptivity to feedback. Learning and Individual Differences, 88, 102012. (Impact factor = 9.0; Q1 in Psychology, Educational, ranked 2/74).
25.
Ng, V. W.-S.#, Wong, T. T.-Y., & Fong, C. Y.-C. (2021). Contributions of reading comprehension sub-skills to arithmetic word-problem solving among Chinese primary school students. Journal of Cognition and Development, 22, 585-604. (Impact factor = 2.1; Q3 in Psychology, Developmental, ranked 50/94; Q2 in Psychology, Experimental, ranked 46/102).
24.
Wong, T. T.-Y., & Ho, C. S.-H. (2021). Comorbidity between persistent reading and mathematics difficulties: The nature of comorbidity. Research in Developmental Disabilities, 117, 104049. (Impact factor = 2.6; Q1 in Education, Special, ranked 6/62).
23.
Yip, E. S. K.#, Wong, T. T.-Y.*, Cheung, S. H., & Chan, K. K. W. (2020). Do children with mathematics learning disability in Hong Kong perceive word problems differently? Learning and Instruction, 68, 101352. (Impact factor = 4.9, Q1 in Psychology, Educational, ranked 5/74).
22.
Wong, T. T.-Y. (2020). Are the acuities of magnitude representations of different types and ranges of numbers related? Testing the core assumption of the integrated theory of numerical development. Cognitive Development, 54, 100888. (Impact factor = 1.8, Q3 in Psychology, Developmental, ranked 64/94; Q3 in Psychology, Experimental, ranked 56/102).
21.
Wong, T. T.-Y. & Liu, D. (2020). The association between visual attention and mathematical competence: The mediating role of enumeration. Journal of Experimental Child Psychology, 196, 104864. (Impact factor = 2.0; Q3 in Psychology, Developmental, ranked 56/94; Q2 in Psychology, Experimental, ranked 50/102).
20.
Liu, Y., & Wong, T. T.-Y.* (2020). The growth rate of dot enumeration predicts mathematics achievement in a 5-year longitudinal study. British Journal of Educational Psychology, 90, 604-617. (Impact factor = 3.6, Q1 in Psychology, Educational, ranked 16/74).
19.
Chan, W. W.-L., & Wong, T. T.-Y.* (2020). Subtypes of Mathematical Difficulties and their Stability. Journal of Educational Psychology, 112, 649-666. (Impact factor = 6.4 Q1 in Psychology, Educational, ranked 4/74).
18.
Chan, W. W.-L., & Wong, T. T.-Y.* (2019). Visuospatial pathways to mathematical achievement. Learning and Instruction, 62, 11-19. (Impact factor = 6.2, Q1 in Psychology, Educational, ranked 4/60).
17.
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. (Impact factor = 4.9, Q1 in Psychology, Educational, ranked 5/74).
16.
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. (Impact factor = 3.8; Q1 in Psychology, Educational, ranked 12/74).
15.
Wong, T. T.-Y. (2019). The roles of place-value understanding and non-symbolic ratio processing system in symbolic rational number processing. British Journal of Educational Psychology, 89, 635-652. (Impact factor = 3.6, Q1 in Psychology, Educational, ranked 16/74).
14.
Wong, T. T.-Y. (2018). Is conditional reasoning related to mathematical problem solving? Developmental Science, 21, e12644. (Impact factor = 3.2; Q2 in Psychology, Developmental, ranked 24/94; Q1 in Psychology, Experimental, ranked 12/102).
13.
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. (Impact factor = 3.6, Q1 in Psychology, Educational, ranked 16/74).
12.
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. (Impact factor = 2.0; Q3 in Psychology, Developmental, ranked 56/94; Q2 in Psychology, Experimental, ranked 50/102).
11.
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. (Impact factor = 6.4 Q1 in Psychology, Educational, ranked 4/74).
10.
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. (Impact factor = 2.9; Q1 in Education, Special, ranked 5/62).
9.
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. (Impact factor = 3.8; Q1 in Psychology, Educational, ranked 12/74).
8.
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. (Impact factor = 2.0; Q3 in Psychology, Developmental, ranked 56/94; Q2 in Psychology, Experimental, ranked 50/102).
7.
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. (Impact factor = 2.1; Q3 in Psychology, Developmental, ranked 50/94; Q2 in Psychology, Experimental, ranked 46/102).
6.
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. (Impact factor = 2.6; Q1 in Education, Special, ranked 6/62).
5.
McBride-Chang, C., Shu, H., Chan, W., Wong, T., Wong, A. M. -Y., Zhang, Y., Pan, J., & Chan, P. (2013). Poor readers of Chinese and English: Overlap, stability, and longitudinal correlates. Scientific Studies of Reading, 17, 57-70. (Impact factor = 2.4; Q1 in Education and Educational Research, ranked 142/756; Q2 in Psychology, Education, ranked 27/74).
4.
Liu, P. D., McBride-Chang, C., Wong, T. T.-Y., Shu, H., & Wong, A. M.-Y. (2013). Morphological awareness in Chinese: unique associations of homophone awareness and lexical compounding to word reading and vocabulary knowledge in Chinese children. Applied Psycholinguistics, 34, 755-775. (Impact factor = 2.8; Q1 in Psychology, Experimental, ranked 25/102; Q1 in Linguistics, ranked 29/303)
3.
McBride-Chang, C., Liu, P. D. Wong, T., Wong, A., & Shu, H. (2012). Specific reading difficulties in Chinese, English, or both: Longitudinal markers of phonological awareness, morphological awareness, and RAN in Hong Kong Chinese children. Journal of Learning Disabilities, 45, 503-514. (Impact factor = 2.9; Q1 in Education, Special, ranked 5/62).
2.
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 kindergarteners. Early Education and Development, 23, 475-492. (Impact factor = 2.2; Q2 in Psychology, Educational, ranked 30/74; Q2 in Psychology, Developmental, ranked 40/94; Q1 in Education and Educational Research, ranked 166/756).
1.
McBride-Chang, C., Lam, F., Lam, C., Chan, B., Fong, C. Y.-C., Wong, T. T.-Y., & Wong, S. Y.-L. (2011). Early predictors of dyslexia in Chinese children: Familial history of dyslexia, language delay, and cognitive profiles. Journal of Child Psychology and Psychiatry, 52, 204-211. (Impact factor = 7.0; Q1 in Psychiatry, ranked 16/288; Q1 in Psychology, Developmental, ranked 3/94).
* indicates Corresponding author