Prof LEE, Kerry   李敬廉
Professor
Department of Early Childhood Education
Phone No: (852) 2948 7517
Fax No: (852) 2948 7160
Email: kerrylee@eduhk.hk
Contact
ORCiD
0000-0002-8296-8028
Phone
(852) 2948 7517
Fax
(852) 2948 7160
Email
kerrylee@eduhk.hk
Scopus ID
35424227100
ResearcherID
A-9427-2011
Research Interest

I have fairly broad interests in individual differences in mathematical achievement, working memory, and executive functioning. Much of my recent work has taken a longitudinal approach and has provided me opportunities to delve into complex longitudinal data analysis.

Teaching Interest

I am currently teaching the Honours Project research methods class. I have also taught various courses in quantitative analyses and child development.

Professional Profile

Professor Kerry Lee joined the Education University of Hong Kong in 2017 and is affiliated with the Department of Early Childhood Education in the Faculty of Education and Human Development. He is also Director of the Centre for Educational and Developmental Sciences. Prior to joining the university, Professor Lee was at the National Institute of Education, Nanyang Technological University, where he had a number of leadership roles including Head of Research at the Education and Cognitive Development Lab and Associate Dean at the Office of Educational Research. Professor Lee earned his Bachelor degree from the University of Sydney and his Doctorate from Macquarie University in Sydney, Australia. Professor Lee is trained as a cognitive developmental psychologist. His work focuses on mathematical achievement, working memory, and the development of executive functioning. He has published extensively in journals such as the Journal of Educational Psychology and Child Development. He is a member of the Society for Research in Child Development and the European Association for Research in Learning and Instruction. He serves on the editorial or review boards of Learning and Individual Differences, the European Journal of Psychological Assessment, and Frontline Learning Research.

Research Interest

I have fairly broad interests in individual differences in mathematical achievement, working memory, and executive functioning. Much of my recent work has taken a longitudinal approach and has provided me opportunities to delve into complex longitudinal data analysis.

Teaching Interest

I am currently teaching the Honours Project research methods class. I have also taught various courses in quantitative analyses and child development.

Selected Output

Scholarly Books, Monographs and Chapters
James A., Chua, Y. H. V., Maszcyk, T., Núñez, A. M., Bull, R., Lee, K., Dauwels, J. (2019). Automated Classification of Classroom Climate by Audio Analysis. 9th International Workshop on Spoken Dialogue System Technology. In D'Haro L., Banchs R., Li H. (eds), Lecture Notes in Electrical Engineering, vol 579 (41-49). Singapore: Springer.
Ng, E. L. & Lee, K. (2019). The different involvement of working memory in math and test anxiety. Mammarella, S. Caviola, & A. Dowker, Mathematics anxiety: What is known and what is to be understood (126-140). Oxford, UK: Oxon: Routledge.
Ang, S. Y., Lee, K., Poon, K. K., & Suryadarma, I. (2019). Helping children with mathematical difficulties level up: Evaluating the efficacy of a novel updating training programme. Siao See Teng, Maria Manzon, Kenneth K. Poon, Equity in excellence: Experiences of East Asian high-performing education systems (161-181). Singapore: Springer.
Lee, K., & Aunio, P. (2018). Individual differences in math achievement: Finland and Singapore. Gulyas. B. & Vasbinder, J. W., Cultural patterns and neurocognitive circuits II: East–west connections (169-186). Singapore: World Scientific Publishing.
Lee, K., Ng, S. F., & Bull, R. (2017). Learning and solving more complex problems: The roles of working memory, updating, and prior skills for general mathematical achievement and algebra. Geary, D. C., Berch, D. B., Ochsendorf, R., & Mann Koepke, K., Acquisition of complex arithmetic skills and higher-order mathematics concepts (197-220). San Diego: Elsevier Academic Press.

Journal Publications
Capio, C. M., Lee, K., Jones, R. A., Masters, R (2021). Examining the antecedent role of movement proficiency in child development: study protocol. Frontiers in Psychology, accepted, Online, accepted.
Munez, D., Bull, R. & Lee, K. (2021). Socioeconomic status, home mathematics environment and math achievement in kindergarten: a mediation analysis. Developmental Science, Accepted, TBC.
Gao, X. & Lee, K (2021). Factorial Structure and Cross-Cultural Invariance of the Parenting Stress Index-Short Form in Hong Kong and Thailand. Frontiers in Psychology, 12, 1319.
Kawabata, M., & Lee, K., Choo, H. C., & Burns, S.F. (2021). Breakfast and exercise improve academic and cognitive performance in adolescents. Nutrients, 13, 1278.
Bautista, A., Bull, R., Ng, EL, Lee, K. (2021). “That’s just impossible in my kindergarten.” Advocating for ‘glocal' early childhood curriculum frameworks. Policy Futures in Education, 19(2), 155-174.
Bull, R, Munez, D., & Lee, K. (2020). (In press) Numerical magnitude understanding in kindergartners: a specific and sensitive predictor of later mathematical difficulties?. Journal of Educational Psychology, 10.1037/edu0000640, TBC.
Lau, E. & Lee, K. (2020). (In press) Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspension in Hong Kong. Early Education and Development, https://doi.org/10.1080/104092, TBC.
Wallace, M. P. & Lee, K. (2020). Examining Second Language Listening, Vocabulary, and Executive Functioning. Frontiers in Psychology, 11, 1122.
Luo, W. Liem, G. A. D. & Lee, K. (2019). Implicit Beliefs of Ability and Maladaptive Learning: Does Self-efficacy Matter?. Educational Psychology, 39(2), 153-168.
Tornee, N., Bunterm, T., Lee, K., Muchimapura, S., Srikoon, S. (2019). Examining the Effectiveness of Guided Inquiry with Problem Solving Process and Cognitive Function Training in a High School Chemistry Course. Pedagogies, 14(2), 126-149.
Lee, K., Lee, H. W. (2019). Inhibition and Mathematical Performance: Poorly Correlated, Poorly Measured, or Poorly Matched?. Child Development Perspectives, 13(1), 28-33.
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), 1758-1772.
Ng, J., Lee, K., & Khng, K. H. (2017). Irrelevant information in math problems need not be inhibited: Students might just need to spot them. Learning and Individual Differences, 60, 46-55.
Yao, S-Y., Muñez, D., Bull, R., Lee, K., Khng, K. H., & Poon, K. (2017). Rasch Modeling of the Test of Early Mathematics Ability–Third Edition with a Sample of K1 Children in Singapore. Journal of Psychoeducational Assessment, 35(6), 615-627.
Bull, R., Lee, K., Koh, I. H. C., & Poon, K. 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). Mathematical competence, teaching, and learning: Reflections on 'challenges in mathematical cognition' by Alcock et al. (2016). Journal of Numerical Cognition, 2(1), 48-52.
Lee, K., & Bull, R. (2016). Developmental changes in working memory, updating, and math achievement. Journal of Educational Psychology, 108(6), 869-882.
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. L., & 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.
Ang, S. Y., Lee, K., Cheam, F., Poon, K., & Koh, J. (2015). Updating and working memory training: Immediate improvement, long-term maintenance, and generalisability to non-trained tasks. Journal of Applied Research in Memory and Cognition, 4(2), 121-128.
Luo, W., Lee, K., & Koh, I. C. H. (2015). Do competitive performance goals and cooperative social goals conflict? A latent interaction analysis. Learning and Individual Differences, 39, 186-192.
Ng, E., & Lee, K. (2015). Effects of trait test anxiety and state anxiety on children's working memory task performance. Learning and Individual Differences, 40, 141-148.
Bull, R., & Lee, K. (2014). Executive functioning and mathematics achievement. Child Development Perspectives, 8(1), 36-41.
Bunterm, T., Lee, K., Ng, J. L. K., 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.
Lee, K., Ning, F., & Goh, H. C. (2014). Interaction between cognitive and non-cognitive factors: The influences of academic goal orientation and working memory on mathematical performance. Educational Psychology, 34(1), 73-91.
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.
Lee, K., Bull, R., & Ho, R. M. H. (2013). Developmental changes in executive functioning. Child Development, 84(6), 1933-1953.
Lee, K., Khng, K. H., Ng, S. F., & Ng, J. L. K. (2013). Longer bars for bigger numbers? Children's usage and understanding of graphical representations of algebraic problems. Frontline Learning Research, 1(1), 81-96.

Conference Papers
Lee, K. (2019, June). Home numeracy activities and mathematical achievement. Paper presented at the meeting of the Mathematical Cognition and Learning Society, Ottawa, Canada.
Lee, K. (2019, June). Working memory and math performance: the influences of SES and parenting practices. Collaboration pitch presented at the meeting of the Mathematical Cognition and Learning Society, Ottawa, Canada.
Lee, K. & Tan, B. L. (2019, June). Susceptibility to distraction and math performance. Paper presented at the meeting of the Mathematical Cognition and Learning Society, Ottawa, Canada.
Lee, K. (2018, September). Is effective executive functioning important for mathematical achievement?. the International Conference on Educational Research, Khon Kaen, Thailand.
Anusha James, Victoria Yi Han Chua, Tomasz Maszczyk, Justin Dauwels, Rebecca Bull, Kerry Lee, Ana Moreno-Núñez (2018, May). Automated Classification of Classroom Climate by Audio Analysis. Paper presented at the International workshop on Spoken Dialogue Systems Technology, Singapore.
Lee, K. (2018, April). Are we barking up the wrong tree? The relation between inhibitory abilities and mathematical achievement. Paper presented at the meeting of the Mathematical Cognition and Learning Society, Oxford, U.K.
Luo, W., Lee, K., Ong, J., Wong, H. M., & Foo, S. F. (2014, May). Implicit theories of ability, homework behavior, and achievement. Paper presented at the IAEA 40th Annual Conference: Assessment Innovations for the 21st Century, Singapore.
K. K. Ang, C. Guan, K. Lee, J. Q. Lee, S. Nioka, and B. Chance. (2010, July). Application of rough set-based neuro-fuzzy system in NIRS-based BCI for assessing numerical cognition in classroom. Proceedings of the IEEE International Joint Conference on Neural Networks, Barcelona, Spain.

All Other Outputs
Khng, K. H., Lee, K., Ang, K. K., & Lim, J. (2019). Effects and Mechanisms of a Deep Breathing Intervention for Test Anxiety: An Exploratory Study on the Use of Mobile EEG Headsets in Educational Research (NIE Research Brief Series No. 19-024). Singapore: National Institute of Education.
Burns, S. F., Kawabata, M., & Lee, K. (2017). Breakfast and exercise influence academic performance in adolescents. Singapore.
Khng, K. H., Ang, S. Y., Bull, R., & Lee, K. (2015). Trends in applied cognitive development. Singapore: National Institute of Education, Centre for Research in Pedagogy and Practice.
Luo, W., Lee, K., Foo, S. F., & Wong, H. M. (2015). Assessing students' academic motivation, emotion and strategies. Singapore: National Institute of Education.

Project

Role of distraction on children's math performance
Math is a key subject that paves the way for success in higher education and in many professional areas. Indeed, early math performance is closely and linearly related to future earnings. Research on math development and math learning has documented the main determiners of children’s math performance. Children’s performance in math is influenced by a variety of parameters, including participants’ characteristics (e.g., their age, school level, working-memory and executive control skills), stimul . . .
Project Start Year: 2021, Principal Investigator(s): LEE, Kerry 李敬廉
 
Early Childhood Education STEM and Maker Education
This pilot project aims at promoting age-appropriate and authentic STEM learning experiences in early childhood settings through co-developing 24 sets of STEM teaching packages with early childhood teachers. This project aim at building up children’s STEM awareness, knowledge and skills through STEM-rich maker learning experience. 12 pilot project schools will be invited to join this project, including kindergartens and child care centres (both half-day & whole-day service). Children in the proj . . .
Project Start Year: 2020, Principal Investigator(s): LEE, Chi Kin John 李子建 (LEE, Kerry 李敬廉 as Team Member)
 
Kids with Character: A Positive Education Program to Promote Children’s Character Strengths and Well-being
The core element of this project involves the implementation of a character strengths program for kindergarten children. We also involve the parents, teachers, and the school to make the approach holistic.
Project Start Year: 2020, Principal Investigator(s): FONG, Wai Tsz Ricci 方蔚子 (LEE, Kerry 李敬廉 as Team Member)
 
The Impact of Absence from Kindergarten on Children's Development
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Project Start Year: 2020, Principal Investigator(s): LEE, Kerry 李敬廉
 
Hong Kong Kindergarten Teachers’ Professional Development Needs and Preferences Regarding Music and Movement: A Survey Study
The aim of this study is to survey the professional development (PD) needs and preferences of Hong Kong kindergarten teachers regarding music and movement. Our target population are all trained kindergarten teachers from all local and non-local kindergartens in Hong Kong. The survey is anonymous and confidential. Completion time is 6-8 minutes. Findings will allow local teacher educators and PD providers to design courses and workshops that are customized or more responsive to teachers’ specific . . .
Project Start Year: 2019, Principal Investigator(s): BAUTISTA ARELLANO, Alfredo (LEE, Kerry 李敬廉 as Co-Principal Investigator)
 
A Multi-disciplinary Research Programme in Child Development
This research programme is directed at research that seeks to improve key child developmental outcomes (physical and psychological well-being, numeracy, literacy, cognitive and socio-emotional skills), and research designed to understand how these outcomes develop. The project that is the subject of this application is the first phase of a longitudinal study. It will examine the interplay between children’s psychological and physical characteristics and how they interact with their experiences i . . .
Project Start Year: 2018, Principal Investigator(s): LEE, Kerry 李敬廉
 
Identifying the Source of Individual Difference in Working Memory Capacity and Improving Performance
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Project Start Year: 2018, Principal Investigator(s): LEE, Kerry 李敬廉