Journal Publications
Tsoi, L-W., Wong, T. T-Y.*, & Chan, W. W. L (2025). Mediation effect of symbolic numerical skills on the relation between SFON and mathematics achievement among preschoolers. Educational Studies in Mathematics, ., 122:71-90. https://doi.org/10.1007/s10649-025-10465-2 He, V. Y., & Chan, W. W. L.* (2025). The relationship between SFON and mathematical language: The mediating role of magnitude representation. Cognitive Development, 76, .-.. https://doi.org/10.1016/j.cogdev.2025.101638 Chan, J. Y-C., & Chan, W. W. L.* (2025). Unravelling the pathways among relational language, number ordering skills, and number line estimation performance in Hong Kong kindergarten children. Early Childhoood Research Quarterly, 73, 101-111. https://doi.org/10.1016/j.ecresq.2025.06.004 Cheung, S. K., Kwan, J. L. Y., Chan, W. W. L., Kum, B. H. C., & Ho, P. L. (2025). Parents' use of sustained shared thinking during joint mathematics activities with young children: An investigation of its measurement, antecedents, and outcomes. British Journal of Educational Psychology, 95, 363-383. https://doi.org/10.1111/bjep.12722SDGs infomation: 4 - Quality Education Poon, K., Ho, S H. M., Wang, L.-C., Lee, H. M., Lau, W. K. W., & Chan, W. W. L. (2024). ). Improving cognitive function in Chinese children with ADHD and/or RD through computerized working memory training. BMC Psychology, 12(1), 1-15. https://doi.org/10.1186/s40359-024-02065-1SDGs infomation: 4 - Quality Education, 10 - Reduced Inequality Chan, W. W. L., Wu, K. C., Li, S. X., Tsang, K. K. Y., Shum, K. K., Kwan, H. W., Su, M. R., & Lam, S.-F. (2024). Mindfulness-based intervention for schoolteachers: Comparison of video-conferencing group with face-to-face group. Mindfulness, 15, 2291–2306. https://doi.org/10.1007/s12671-024-02430-6 Hung, R. W. Y., Tang, J., & Chan, W. W. L. (2024). From spontaneous focusing on numerosity to mathematics achievement: The mediating role of non-symbolic number processing and mapping between symbolic and non-symbolic representations of number. Cognitive Development, 72, Article 101507. https://doi.org/10.1016/j.cogdev.2024.101507 Ouyang, X., & Chan, W. W. L. (2024). The interrelations between home numeracy activities, children’s affective attitude toward mathematics, and their mathematics achievement. Early Childhood Research Quarterly, 70, 19-29. https://doi.org/10.1016/j.ecresq.2024.08.008 Cheung, S. K., Ho, A. P. L., Kum, B. H. C. & Chan, W. W. L. (2024). Parents’ attitudes towards helping children learn math: How do they matter for early math competence?. European Journal of Psychology of Education, 39, 2953-2968. https://doi.org/10.1007/s10212-024-00863-0SDGs infomation: 4 - Quality Education Cheung, S. K., Chan, W. W. L., & Fong, R. W.-T. (2024). Mechanisms underlying the relations between parents' perfectionistic tendencies and young children's mathematical abilities. British Journal of Educational Psychology, 94, 700-716. https://doi.org/10.1111/bjep.12673SDGs infomation: 4 - Quality Education Cheung, S. K., Chan, W. W. L., & Kwan, J. L. Y. (2023). An investigation into the concreteness of manipulatives in mathematical instruction: Do the object and its label matter?. Early Childhood Research Quarterly, 65, 275-283. https://doi.org/10.1016/j.ecresq.2023.07.005 Mak, C., Tang, J., & Chan, W. W. L. (2024). The importance of home numeracy environment in preschoolers’ spontaneous focusing on numerosity: A mediation study. Early Childhood Research Quarterly, 68, 45-53. https://doi.org/10.1016/j.ecresq.2024.04.002 Chan, J. W. Y., & Chan, W. W. L (2023). Examining the learning effects of concrete and abstract materials among university students using a two-dimensional approach. British Journal of Educational Psychology, ., .-.. https://doi.org/10.1111/bjep.12619 Tam, Y. P, Chan, W. W. L. (2022). The differential relations between sub-domains of spatial abilities and mathematical performance in children. Contemporary Educational Psychology, 71, Article 102101. https://doi.org/10.1016/j.cedpsych.2022.102101 Cheung, S. K., Chan, W. W. L., & Fong, R. W.‑T. (2022). Parents’ perfectionistic tendencies and children’s early numeracy competence: The mediating roles of children’s executive functions and numeracy interest. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-022-00640-x 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.
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