Winnie Wai Lan Winnie

Winnie Wai Lan Winnie
The Education University of Hong Kong | ied · Department of Special Education and Counselling (SEC)

PhD

About

24
Publications
4,192
Reads
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232
Citations
Citations since 2016
20 Research Items
219 Citations
20162017201820192020202120220102030405060
20162017201820192020202120220102030405060
20162017201820192020202120220102030405060
20162017201820192020202120220102030405060

Publications

Publications (24)
Article
Parents’ high academic expectations have often been found to benefit children’s academic outcomes. Nonetheless, little is known whether different ways of expressing the high expectations exert similar influences on early numeracy development. This study therefore investigated the relations of two forms of parents’ perfectionistic tendencies—namely...
Article
Spatial abilities are closely connected to mathematical performance. However, previous work do not determine whether sub-domains of spatial abilities are equally important for different mathematics tasks. This study addressed this gap by adopting Uttal et al.’s (2013) typology of spatial abilities along the intrinsic/extrinsic and static/dynamic di...
Article
Full-text available
Objectives Research in recent years has shown that mindfulness-based interventions can enhance teachers’ mental and physical health. However, the existing studies were predominantly conducted in Western, educated, industrialized, rich, and democratic (WEIRD) societies. As a randomized controlled trial in a non-WEIRD society, the present study exami...
Article
This study investigated the relationships of four executive functioning skills (including verbal working memory, spatial working memory, inhibitory control, and cognitive flexibility) with young children’s mental computation and applied mathematical problem‐solving. Two hundred and twenty‐five Chinese kindergarteners were tested with a battery of g...
Article
Full-text available
This article synthesizes findings from an international virtual conference, funded by the United States National Science Foundation, focused on the home mathematics environment (HME). In light of inconsistencies and gaps in research investigating relations between the HME and children’s outcomes, the purpose of the conference was to discuss actiona...
Article
When solving word problems, many children encounter difficulties in making sense of the information and integrate it into a meaningful schema. This is the fundamental phase on which subsequent problem solution depends. To better understand the processing underlying this fundamental phase, this study examined the roles of schema construction and kno...
Article
This study explored whether kindergarteners who had yet to learn about multi-digit numbers at school could automatically process the underlying magnitudes, i.e., place-values, represented by the digits in a multi-digit number. A place-value Stroop task showed a pair of price tags in each trial. Each price tag contained a three-digit number, of whic...
Article
Background. Schools around the world are increasingly diverse in ethnicity. Given the importance of peer acceptance in children’s well-being and development, it is a pressing concern for educators to promote intergroup acceptance in schools. Aims. First, to examine the developmental trends of acceptance of outgroup members in both the ethnic minori...
Article
This study examined the relations between majority/minority group membership and cross-cultural acceptance, and their linkage to school adjustment. A total of 2016 students (ethnic minority, EM: 51%; boys: 50%) at Grades 2, 5, 8, and 11 from 15 schools in Hong Kong participated in the study. These schools were either of low (below 30%) or high EM c...
Article
This study examined the relations between majority/minority group membership and cross-cultural acceptance, and their linkage to school adjustment. A total of 2016 students (ethnic minority, EM: 51%; boys: 50%) at Grades 2, 5, 8, and 11 from 15 schools in Hong Kong participated in the study. These schools were either of low (below 30%) or high EM c...
Article
Full-text available
We can make sense of how many a number represents by mapping the symbolic number word system onto the non-symbolic, approximate number system. This study adopted an intervention design to examine whether counting is essential in driving the formation of such symbolic-non-symbolic mappings. We compared kindergarteners' mapping ability after reading...
Poster
Given that children spend more time in the home than in an academic institution, one can easily assume that the home environment plays an important role in the growth of children's early mathematical knowledge. "Home numeracy" (Blevins-Knabe & Austin, 2016) are practices associated with children's mathematical abilities. Further, parents consider t...
Article
Some children struggle with mathematics. Among these children, some of them may be learners with mathematical difficulties. While research has revealed multiple deficits as candidate causes for mathematical difficulties and probable subtypes, the cognitive profiles of these subtypes are not fully understood. Moreover, we have yet to discover whethe...
Article
Children having better visuospatial working memory, or the capacity to store and manipulate visuospatial information, perform better in mathematics. Yet, the underlying mechanisms are not well understood. In this study, we proposed a pathway model which linked up visuospatial working memory and mathematical achievement through two routes: numerical...
Article
Although an increasing number of research studies have investigated the cognitive deficits related to difficulties in learning mathematics, little is known about whether these cognitive deficits longitudinally predict low mathematics achievement over time. The current 6-year longitudinal study was conducted to address this issue. A sample of 101 st...
Article
Spatial skills are positively related to mathematical abilities, yet the mechanism of such relation remains unclear. This study examined the mediating role of mental number line representation in the relations between spatial skills and performance in various mathematical tasks. One hundred and nine second-graders were tested on mental rotation, pe...
Article
Full-text available
Testing has been found to facilitate students’ long-term retention of information. However, the learning performance of highly test-anxious students can be impaired by tests. Thus, these students may learn ineffectively in a testing context. By contrast, summary writing may not trigger test anxiety and is therefore another learning strategy to enha...
Article
People map numbers onto space. The well-replicated SNARC (spatial-numerical association of response codes) effect indicates that people have a left-sided bias when responding to small numbers and a right-sided bias when responding to large numbers. This study examined whether such spatial codes were tagged to the ordinal or magnitude information of...
Article
Full-text available
Chinese children learn mathematics using a user-friendly, regular number naming system. Such a number naming system has been suggested to facilitate Chinese children's mathematical development. Recent studies investigated how Chinese children, with such a language advantage, understand and process Arabic numerals. These studies consistently indicat...
Article
Children's counting strategies reflect how much they understand the place-value structure of numbers. In Study 1, a novel task, namely the strategic counting task, elicited strategies from kindergarteners and first graders that showed a trend of increasing place-value knowledge – from perceiving number as an undivided entity to seeing it as a colle...
Article
Children struggle with mathematics for different reasons. Developmental dyscalculia and low numeracy - two kinds of mathematical difficulties - may have their roots, respectively, in poor understanding of exact non-symbolic numerosities and of symbolic numerals. This study was the first to explore whether Chinese children, despite cultural and ling...
Article
Even when two-digit numbers are irrelevant to the task at hand, adults process them. Do children process numbers automatically, and if so, what kind of information is activated? In a novel dot-number Stroop task, children (Grades 1-5) and adults were shown two different two-digit numbers made up of dots. Participants were asked to select the number...

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