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About Dr Yingyi Liu

Yingyi joined the department as a Senior Lecturer in 2023.

She is an educational and developmental psychologist with a strong interest in how children’s cognitive and emotional development trajectories and how parents and family support this process.

She has been involved in different international projects with a focus on young children’s literacy and mathematics learning.

She also studies children’s learning English as a second language in different cultural contexts, e.g., Hong Kong and Arabic.

Most of her research involves children at the kindergarten and primary school ages. 

Teaching

Yingyi is the module lead for PS4207 and PS5207.
She also supports undergraduate and postgraduate programmes in a broader way

Research

Yingyi’s current research focuses on children’s cognitive and emotional development and how parents and teachers provide support for children’s development. She is also the consulting editor of Educational Psychology and has been taking the role of reviewers for many  journals in the field of educational and developmental psychology.

Yingyi is highly familiar with advanced quantitative skills and is an expert in longitudinal data analysis including (Sequential) Mediation Analysis, Latent Variable Models (LVM), Multilevel Modeling, Mixture Models (Latent Class Models, Growth Mixture Models) and most of the statistics software including SPSS, R, Mplus, SAS, Stata, SQL, Amos

Published Work

Liu, Y., & Zhang, X. (2022). Spatial skills and counting sequence knowledge: Investigating reciprocal longitudinal relations in early years. Early Childhood Research Quarterly, 59, 1-11.

Wang, X., Lin, W., Jiang, Y., Wu, Y., Liu, Y., & Zhou, W. Q. (2021). Active learning and instructor accessibility in online talent training: a field experiment in China during COVID-19. Development and Learning in Organizations: An International Journal, 30(1), 14-16.

Shen, Q; Liu, Y., & Yeung, S. S. (2021). Mechanisms in which morphological awareness contributed to Chinese and English reading comprehension. Journal of Research in Reading, 44(1), 189-209.

Yeung, S. S., Liu, Y., & Lin, D. (2020). Growth of phonemic awareness and spelling in a second language. International Journal of Bilingual Education and Bilingualism, 23(6), 754-768.

Liu, Y., & Liu, D. (2020). Morphological awareness and orthographic awareness link Chinese writing to reading comprehension. Reading and Writing, 33(7), 1701-1720.

Xu, N., & Liu, Y.* (2020). Coping strategy mediates the relationship between body image evaluation and mental health: A study with Chinese college students with disabilities. Disability and Health Journal, 13(1), 100830. (* co-first author)

Liu, Y., & Wong, T. T. Y. (2020). The growth rates of dot enumeration ability predict mathematics achievements: A 5‐year longitudinal study. British Journal of Educational Psychology, 90(3), 604-617.

Lin, D., Mo, J., Liu, Y., & Li, H. (2019). Developmental changes in the relationship between character reading ability and orthographic awareness in Chinese. Frontiers in Psychology, 10, 2397.

Liu, Y., Zhang, X., Lin, D., Yang. W., & Song, Z. (2019). The unique role of father-child numeracy activities in number competence of young Chinese children. Infant and Child Development, 28(4), e2135.

Liu, Y., Sun, H., Lin, D., Li, H., Yeung, S. S., & Wong, T. T. (2018). The unique role of executive function skills in predicting Hong Kong kindergarteners’ reading comprehension. British Journal of Educational Psychology, 88(4), 628-644.

Liu, Y., & Liu, D. (2018). Noncompound and compound Chinese character reading: Are they the same for second-grade Hong Kong Chinese children? Learning and Individual Differences, 62, 62-68.

Liu, Y. (2018). Fraction magnitude understanding and its unique role in predicting general mathematics achievement at two early stages of fraction instruction. British Journal of Educational Psychology, 88(3), 345-362.

Lin, D., Chen, G., Liu, Y., Liu, J., Pan, J., & Mo, L. (2018). Tracking the eye movement of four years old children learning Chinese words. Journal of Psycholinguistic Research, 47(1), 79-93.

Liu, Y., Yeung, S. S., Lin, D., & Wong, R. K. S. (2017). English expressive vocabulary growth and its unique role in predicting English word reading: A longitudinal study involving Hong Kong Chinese ESL children. Contemporary Educational Psychology, 49, 195-202.

Lin, D., Liu, Y., Sun, H., Wong, R. K. S., & Yeung, S. S. (2017). The pathway to English word reading in Chinese ESL children: The role of spelling. Reading and Writing, 30(1), 87-103.

Huang, Q., Zhang, X., Liu, Y., Yang, W., & Song, Z. (2017). The contribution of parent–child numeracy activities to young Chinese children's mathematical ability. British Journal of Educational Psychology, 87(3), 328-344.

Liu, Y., Lin, D., & Zhang, X. (2016). Morphological awareness longitudinally predicts counting ability in Chinese kindergarteners. Learning and Individual Differences, 47, 215-221.

Lin, D., Shiu, L. P., & Liu, Y. (2016). Understanding the mapping principle of one syllable one character as a predictor of word reading development in Chinese. Child Studies in Asia-Pacific Contexts, 6(2), 73-85.

Qualifications

Yingyi completed her PhD from the Department of Educational Psychology at the Chinese University of Hong Kong on the topic of cognitive predictors of children’s fraction concepts learning in the primary school.

Yingyi has an undergraduate degree in Psychology from East China Normal University and obtained her MEd from Zhejiang University.