Journal Publications
Ding, K., Wu, D., Shen, Y., Cao, S., Liu, Q., Wan, Z., & Li, H. (2025). Effect of short-term intensive design-based STEM learning on executive function: an fNIRS study of the left-behind children. Cerebral Cortex, 34(8), Article bhae311. https://doi.org/10.1093/cercor/bhae311 Luo, Yushu ; Choy, Yun Nga ; Wu, Dandan ; Lau, Eva Yi Hung (2025). Shared Digital Media, New Parental Challenges: A Scoping Review of Parent–Child Joint Media Engagement Aged 0–8. Human Behavior and Emerging Technologies, Volume 2025, 1-21, Article 9917235. https://doi.org/10.1155/hbe2/9917235 Wu, D., Cai, L., Chen, J. J., & Li, H. (2025). Questioning to Elicit Inferential Responses: A Study of Teacher-Child Linguistic Interactions During Block Play Activities in Chinese Kindergartens. Early Education and Development, 36(3), 603-624. https://doi.org/10.1080/10409289.2024.2423274 Wu, D., Li, H., & Degotardi, S. (2025). Spatial language production in Chinese preschoolers: Developmental patterns and associated predictors. Lingua, 317, 103899. https://doi.org/10.1016/j.lingua.2025.103899 Zhang, Z., & Wu, D. (2025). Screen Time Struggles: Unveiling Predictors of Problematic Digital Use and the Impact of Parental Mediation among Hong Kong Preschoolers. Early Education and Development, /, 1-21. https://doi.org/10.1080/10409289.2025.2496378 Wu, D., Yang, J., Wan, Z. H., Shen, Y., Liu, Q., Zhang, J., Cao, S., & Li, H. (2025). A Behavioral and fNIRS Comparative Study of Gender and Task Differences in Mental Rotation Among Primary Students. Brain and behavior, 15(3), e70358. https://doi.org/10.1002/brb3.70358 Choy, Y. N., Lau, E. Y. H., & Wu, D. (2024). Digital parenting and its impact on early childhood development: A scoping review. Education and Information Technologies, 29(16), 22147-22187. https://doi.org/10.1007/s10639-024-12643-w Yang, W., Wu, D., Liao, T., Wu, R., & Li, H. (2024). Ready for a technology future? Chinese preservice preschool teachers’technological pedagogical content knowledge and its predicting factors. Journal of Research on Technology in Education, 56(6), 665-673. https://doi.org/10.1080/15391523.2023.2196458 Wu, D., Degotardi, S., Li, H., & Tong, N. Y. (2024). A Corpus-Based Study of Spatial Frames of References in Early Child Mandarin Chinese. Languages (Basel), 9(10), 317. https://doi.org/10.3390/languages9100318 Wu, D., Dong, X., Liu, D., & Li, H. (2024). How Early Digital Experience Shapes Young Brains During 0-12 Years: A Scoping Review.. Early Education and Development, 35(7), 1395-1431. https://doi.org/10.1080/10409289.2023.2278117 Liang, L., Wu, D., & Li, H. (2024). Family language policy and bilingual parenting in multilingual Singapore: latent profiles and its predictors. Journal of Multilingual and Multicultural Development, 45(7), 2557-2574. https://doi.org/10.1080/01434632.2022.2056190 Wang, C., Chen, C., Wang, Y., Wang, Q., He, Z., & Wu, D. (2024). Childhood environmental unpredictability and problematic smartphone use in university students: the mediating roles of anxiety and self-control.. Current Psychology (New Brunswick, N.J.), 43(16), 14439-14447. https://doi.org/10.1007/s12144-023-05416-0 Wu, D., Hung Lau, E. Y., & Power, T. G. (2024). Effectiveness of mixed-mode parenting training program during the COVID-19 pandemic: A quasi-experiment study in Hong Kong. Children and Youth Services Review, 156, 107246. https://doi.org/10.1016/j.childyouth.2023.107246 Wu, D., Chang, C., Yang, J., Luo, J., Xie, S., & Li, H. (2023). Habit-DisHabit Design with a Quadratic Equation: A Better Model of the Hemodynamic Changes in Preschoolers during the Dimension Change Card Sorting Task. Children (Basel), 10(9), 1574. https://doi.org/10.3390/children10091574 Chen, N., Wu, D., Hong, H.Y., Chai, C.S., & Liang, J.C. (2023). Developing a design thinking engagement scale for early childhood teachers. International Journal of Technology and Design Education, 1-25.. https://doi.org/10.1007/s10798-023-09807-z Li, H., Wu, D., Yang, J., Xie, S., Chang, C., & Luo, J. (2023). Bilinguals have more effective executive function: Evidence from an fNIRS study of the neural correlates of cognitive shifting. International Journal of Bilingualism, 27(1), 22-38.. https://doi.org/10.1177/13670069221076375 Wang, C., Qian, H., Li, H., & Wu, D. (2023). The status quo, contributors, consequences and models of digital overuse/problematic use in preschoolers: A scoping review. Frontiers in Psychology, 14, 1049102., Article 1049102. https://doi.org/ 10.3389/fpsyg.2023.1049102 Xie, S., Gong, C., Lu, J., Zhang, H., Wu, D., Chi, X., Li, H., & Chang, C. (2022). An fNIRS Study of Applicability of the Unity–Diversity Model of Executive Functions in Preschoolers. Brain Sciences, 12(12), 1722., Article 1722. https://doi.org/10.3390/brainsci12121722 Li, H., Wu, D., Degotardi, S., & Chik, A. (2022). Family language policy and bilingual parenting in monolingual Beijing: latent profiles and associated predictors. International Journal of Bilingual Education and Bilingualism, 25(9), 3374-3388.. https://doi.org/10.1080/13670050.2022.2058867 Wu, D., Cai, L., Liang, L., & Li, H. (2022). Patterns and predictors of code-switching in Singapore preschoolers: a corpus-based study. International Journal of Bilingual Education and Bilingualism, 25(8), 2933-2948.. https://doi.org/10.1080/13670050.2021.1997903 Xie, S., Gong, C., Lu, J., Li, H., Wu, D., Chi, X., & Chang, C. (2022). Enhancing Chinese preschoolers’ executive function via mindfulness training: An fNIRS study. Frontiers in Behavioral Neuroscience, 16, 961797.. https://doi.org/10.3389/fnbeh.2022.961797 Yue, Y., Yuan, H., Tan, B., & Wu, D. (2022). The Mediating Role of Maternal Psychological Capital on the Relationship between Social Support and Parenting Competence: Evidence from Chinese Mothers. Early Education and Development, 34(5), 1274-1288.. https://doi.org/10.1080/10409289.2022.2098761 Li, H., Liang, L., & Wu, D. (2022). Predicting Chinese Preschoolers' Acquisition of Aspect Markers: A Corpus-Based Study. Languages, 7(2), 133. https://doi.org/10.3390/languages7020133 Cai, L., Wu, D., Zhou, J., & Li, H. (2022). Theme-Based Block Play Intervention Facilitates Chinese Preschoolers’ Language Development: A Quasi-Experiment. Frontiers in psychology, 13, 741113. https://doi.org/10.3389/fpsyg.2022.741113 Wu, D., Li, H., & Degotardi, S. (2022). Motion events in early child Mandarin: How preschoolers communicate dynamic spatial information in toy-play context?. Lingua, 270, 103218. https://doi.org/10.1016/j.lingua.2021.103218 Xie, S., Wu, D., & Liang, L. (2022). Family Environment Profile in China and Its Relation to Family Structure and Young Children’s Social Competence. Early Education and Development, 33(3), 469-489. https://doi.org/10.1080/10409289.2021.1904732 Xie, S., Wu, D., & Li, H. (2022). The Relationship between Chinese Teachers’ Emotional Labor, Teaching Efficacy, and Young Children’s Social-Emotional Development and Learning. Sustainability, 14(4), 2205. https://doi.org/10.3390/su14042205 Shi, J., Li, L., Wu, D., & Li, H. (2021). Are only children always better? Testing the sibling effects on academic performance in rural Chinese adolescents. Children and Youth Services Review, 131, 106291. https://doi.org/10.1016/j.childyouth.2021.106291 Cai, L., Wu, D., Chen, X., Zhu, J., & Li, H. (2021). The fusion of Constructivism and Instructivism in Chinese Kindergartens: An Analysis of the Teaching Dialogues in the Engineer Block Building Activities. Early education and development, 32(7), 1033-1052. https://doi.org/10.1080/10409289.2020.1812936 Xie, S., Wu, D., Yang, J., Luo, J., Chang, C., & Li, H. (2021). An fNIRS Examination of Executive Function in Bilingual Young Children. International Journal of Bilingualism, 25(3), 516-530. https://doi.org/10.1177/1367006920952881 Wu, D., Li, H., & Degotardi, S. (2021). Early Spatial Language Development and Education: A Scoping Review. SN Social Sciences, 2(2), 1-31. https://doi.org/10.1007/s43545-021-00260-0 Li, H., Wu, D., Yang, J., Luo, J., Xie, S., & Chang, C. (2021). Tablet Use Affects Preschoolers’ Executive Function: fNIRS Evidence from the Dimensional Change Card Sort Task. Brain sciences, 11(5), 567. https://doi.org/10.3390/brainsci11050567 Li, H., Wu, D., Yang, J., Xie, S., Luo, J., & Chang, C. (2021). A Functional Near-Infrared Spectroscopy Examination of the Neural Correlates of Cognitive Shifting in Dimensional Change Card Sort Task. Frontiers in Human Neuroscience, 14, 561223. https://doi.org/10.3389/fnhum.2020.561223 Tsung, L., & Wu, D. (2021). A Corpus-Based Comparison of the Pragmatic Use of Qian and Hou to Examine the Applicability of Space-Time Metaphor Hypothesis in Early Child Chinese. Frontiers in Psychology, 11, 565763. https://doi.org/10.3389/fpsyg.2020.565763 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. https://doi.org/10.3389/fpsyg.2020.568439 Yang, J., Wu, D., Luo, J., Xie, S., Chang, C., & Li, H. (2020). Neural Correlates of Mental Rotation in Preschoolers with High or Low Working Memory Capacity: An fNIRS Study. Frontiers in Psychology, 11, 568382. https://doi.org/10.3389/fpsyg.2020.568382 Li, L., Chen, X., Wu, D., & Li, H. (2020). Effects of attending preschool on adolescents' reading literacy: Evidence from the ethnic minority children in China. Children and Youth Services Review, 116, 105211. https://doi.org/10.1016/j.childyouth.2020.105211. Hong, X., Zhu, W., Wu, D., & Li, H. (2020). Parental Satisfaction with Early Childhood Education Services in Rural China: A National Survey. Children and Youth Services Review, 115, 105110. https://doi.org/10.1016/j.childyouth.2020.105100 Li, L., Shi, J., Wu, D., & Li, H. (2020). Only Child, Parental Educational Expectation, Self-Expectation and Science Literacy in Zhuang Adolescents in China: A Serial Mediation Model. Children and Youth Services Review, 115, 105084. https://doi.org/10.1016/j.childyouth.2020.105084 Wu, D., Liao, T., Yang, W., & Li, H. (2020). Exploring the relationships between scientific epistemic beliefs, science teaching beliefs and science-specific PCK among pre-service kindergarten teachers in China. Early Education and Development, 32(1), 82-97. https://doi.org/10.1080/10409289.2020.1771971 Wu, D., Yang, J., Xie, S., Luo, J., Chang, C., & Li, H. (2020). An fNIRS examination of the neural correlates of mental rotation in preschoolers. Human Behaviour and Brain, 1(2), 37-42. https://doi.org/10.37716/HBAB.2020010201 Hong, X., Zhu, W., Wu, D., & Li, H. (2020). Are Parents Satisfied with Early Childhood Education Service in Urban China? Empirical Evidence from the Validation Study of the Parent Satisfaction with Educational Experiences Scale. Early Education and Development, 31(2), 200-217. https://doi.org/10.1080/10409289.2019.1651163. Li, H., Wu, D., Liang, L., & Jing, M. (2020). Predicting Chinese and English interrogative development in a multilingual context: a corpus-based study of Singapore preschoolers. International Journal of Bilingual Education and Bilingualism, 25(1), 241-260. https://doi.org/International Journal of Bilingual Education and Bilingualism Liang, L. Y., Wu, D., & Li, H. (2019). Chinese preschoolers’ acquisition of temporal adverbs indicating past, present, and future: a corpus-based study. Journal of child language, 46(4), 760-784. https://doi.org/10.1017/S0305000919000187 李輝 & 吳丹丹 (2019)。 美國幼兒園STEM教育最新研究成果。 幼兒教育，(Z3)，8-11。 https://doi.org/CNKI:SUN:YEJY.0.2019-Z3-002. Wu, D., Lau, C.K.L. & Li, H (2018). “Physical Space First!”: A Corpus-Based Study on the Use of Localizer ‘Shang’ in Early Child Mandarin. Corpus Pragmatics, 2(2), 149-166. https://doi.org/10.1007/s41701-017-0027-6 吳丹丹 & 李輝 (2017)。 幼兒普通話空間方位詞運用研究——基于語料庫的研究。 幼兒教育，(09)，33-36。 https://doi.org/CNKI:SUN:YEJY.0.2017-09-008 吳丹丹 & 李輝 (2016)。 香港粵語兒童的空間方位詞表達能力——基于語料庫的研究。 幼兒教育，(27)，27-31。 https://doi.org/CNKI:SUN:YEJY.0.2016-27-006. 吳丹丹 & 李輝 (2016)。 幼兒漢語方位詞習得研究的進展與困惑。 幼兒教育，(Z6)，61-65。 https://doi.org/CNKI:SUN:YEJY.0.2016-Z6-014.
|
Conference Papers
Choy, Y, N., Wu, D., Zhang, Z., & Luo, Y. (2025, May). Navigating Short-form Videos: Translation and Validation of a Chinese Parental Mediation Scale [Poster presentation]. Society for Research in Child Development 2025 Biennial Meeting (SRCD 2025), Minneapolis, MN, United States. Ding, K., Shen, Y., Dong, X., Wu, D., & Li, H. (2025, April). The Effect of Left-Behind Experience on Inhibitory Control in Elementary School Children: An fNIRS Comparative Study [Paper presentation]. The 2025 AERA Annual Meeting (AERA 2025), Denver, Colorado, United States. Wu, D., Li, Y., Dong, X., Ding, K., & Li, H. (2025, April). Impact of Parental Absence on Executive Function and Orthographic Processing in Chinese Left-Behind Children: An fNIRS Study [Paper presentation]. The 2025 AERA Annual Meeting (AERA 2025), Denver, Colorado, Un. Wu, D., Cheung, S. K., Zhang, Z., Choi K, M., & Chan, P, L. (2024, November). Exploring AI Literacy among Early Childhood Education Students in Hong Kong: the Status Quo and Predictors. GAELDH Conference 2024, Hong Kong, China. Luo, Y. S., & Wu, D. (2024, August). The Joint Media Engagement between Parents and Their Young Children Aged0-8: A Scoping Review [Poster presentation]. PECERA Annual Conference 2024 (PECERA, 2024), Tokyo, Japan. Wu, D., Cai, L., Chen, J. J., & Li, H. (2024, August). Questioning to Elicit Preschoolers’ Inferential Thinking: A Study of Chinese Teacher Child Linguistic Interactions during Block Play Activities [Paper presentation]. PECERA Annual Conference 2024 (PECERA, 2024), Tokyo, Japan. Li, X., Zhang, Z., Li, L., & Wu, D (2024, June). Maternal Educational Degree and Mother-child Interaction Co-mediate the Parents' Childhood Left-behind Experience Effect on Rural Children's Development: A Chain Mediation Model. GRIFE Conference 2024, Hong Kong, China. Zhang, Z., Li, X., Li, L., & Wu, D (2024, June). Parental Education vs. Parent-Child Interaction: Their Differentiated Roles on Language Development in Rural Chinese Toddlers. GRIFE Conference 2024, Hong Kong, China. Choy, Y. N., Lau, Y. H. E., & Wu, D. (2024, April). Digital Parenting in the Early Years: A Scoping Review [Paper presentation]. The 2024 AERA Annual Meeting (AERA 2024), Philadelphia, Pennsylvania, United States. Wu, D., Dong, X. Y., Liu, D. Q., & Li, H. (2024, April). How Early Digital Experience Shapes Young Brains: A Systematic Review [Paper Presentation]. The 2024 AERA Annual Meeting (AERA 2024), Philadelphia, Pennsylvania, United States. Lau, Y.H.E., Power, T.G., & Wu, D. (2023, March). Effectiveness of Mixed-Mode Parenting Program during the COVID-19 Pandemic: A Quasi-experiment Study in Hong Kong. Paper presented at Society for Research in Child Development (SRCD) 2023 Biennial Meeting, Salt Lake City, USA. Wu, D., Yang, J., Xie, S., Luo, J., Chang, C., & Li, H. (2021, April). Neural Correlates of Mental Rotation in Preschoolers with Differentiated Working Memory Capacity: An fNIRS Study. 2021 SRCD Biennial Meeting, Virtually. Xie, S., Wu, D., Yang, J., Luo, J., Chang, C., & Li, H. (2021, April). An fNIRS Examination of the Neural Correlates of Cognitive Shifting in DCCS Task. 2021 SRCD Biennial Meeting, Virtually. Cai, L. M., Wu, D., Zhu, J., Chen, X. & Li, H. (2019, December). How do Chinese Kindergarten Teachers Interact with Children during Engineering Designed Process (EDP) in the Architecture-based Blocks Building Activity: Teacher-Child Interaction Patterns and the Perceived Obstacles. 2019 ASTEM Conference in The Education University of Hong Kong, Hong Kong, China. Wu, D., Liao, T., Yang, W., Tsai, C.C., & Li, H. (2019, November). The Role of Science Epistemic Beliefs in Predicting Science Teaching Beliefs among Chinese Pre-service Kindergarten Teachers: A Preliminary Exploration. The 3rd PEL conference, NTNU, Taiwan. Hai, Y., Wu, D., & Liu, T. (2019, April). Understanding Preschool Teachers' Self-Regulated Learning in China. 2019 AERA Annual Meeting, Toronto, Canada. Liang, L., Wu, D., Jing, M.G., & Li, H. (2019, March). English Questions Versus Chinese Questions: A Corpus-based Study of English-Chinese Bilingual Preschoolers in Singapore. 2019 SRCD Biennial Meeting, Baltimore, United States. Wu, D. & Sun, J. (2019, March). Could Executive Function Predict Spatial Ability in Early Years? A Preliminary Study. 2019 SRCD Biennial Meeting, Baltimore, United States.
|
