2018-2019 Visiting Fellow: Graduate School of Education, Harvard University
2016-2019 Ph.D.: Department of Psychology, The Chinese University of Hong Kong
2013-2016 M.A.: School of Psychological and Cognitive Sciences, Peking University
2009-2013 B.S.: School of Psychology, Beijing Normal University
2021.09-Present - Beijing Normal University - Associate Professor
2019.11-2021.08 - Beijing Normal University - Lecturer
2019.07-2019.11 - The Chinese University of Hong Kong - Postdoctoral Fellow
Mid-Career Award (2024): The Association for Reading and Writing in Asia
Excellent Freshmen Tutor (2021): Beijing Normal University
Excellent Educational Intern for Undergraduates (2020)
The Hong Kong PhD Fellowship Scheme (2016-2019): University Grants Committee (HK$ 900,000)
The Psychology Department Best Thesis Award (2019): CUHK
The First Prize for Graduation Thesis Competition (2019): The Chinese University of Hong Kong
The Global Scholarship for Research Excellence (2018): The Chinese University of Hong Kong
The Overseas Academic Activities Travel Grants (2016-2019): The Chinese University of Hong Kong
The Travel Fund of MCLS (2019): The Mathematical Cognition and Learning Society
Research
Children’s Cognitive Development and Learning Difficulties Parenting and Family Environment in Relation to Children’s Cognitive Development Children’s Cognition and Brain Plasticity
Developmental changes in the contributions of phonological processing skills to Chinese character reading and arithmetic, Yang, X., Zheng, M., & Liu, K., 2023
The longitudinal contribution of mapping to arithmetic: Do numeral knowledge, inhibition or analogical reasoning matter?, Liu, K., Qu, H., Yang, Y., & Yang, X., 2023
Relations among Phonological Processing Skills and Mathematics in Children: A Meta-analysis, Yang, X., Yan, M., Ruan, Y., Ku, S., Lo, J., Peng P., & McBride, C., 2021
Phonological processing and spatial attention contribute to mathematics performance in different ways: A 3-year longitudinal study, Meng, X., Zhao, L., Chen, X., Zhang, C., Cao, Y., & Yang, X., 2024
Visual-spatial skills Contribute to Chinese Reading and Arithmetic for Different Reasons: A Three-wave Longitudinal Study, Yang, X. J., Zhang, X., & Huo, S, T., 2021
Character and Word Reading in Chinese: Why and How They Should Be Considered Uniquely Vis-à-vis Literacy Development, Pan, D. J., Yang, X., Lui, K. F. H., Lo, J. C. M., McBride, C., & Ho, C. S. H., 2021
Dissociation between exact and approximate addition in developmental dyslexia, Yang, X. J. & Meng, X. Z., 2016
Phonological awareness and RAN contribute to Chinese reading and arithmetic for different reasons, Yang, X., Star, J. R., Zhu, X., Wang, R., Zhang, Y., Tong, J., & He, Z., 2024
The relationships among working memory, inhibitory control, and mathematical skills in primary school children: Analogical reasoning matters, Qi, Y., Chen, Y., Yu, X., Yang, X., He, X., & Ma, X., 2024
How do symbolic and non-symbolic spatial-numerical associations develop? Evidence from the parity judgment task and the magnitude comparison task, Jiang, J., Yang, X., Qi, Y., 2024
Visual perception and linguistic abilities, not quantitative knowledge, count in geometric knowledge of kindergarten children, Liu, K., Huang, X. & Yang, X., 2023
Longitudinal cognitive correlates of advanced mathematical performance in primary school children, Zhang, J., Yang, X., Yu, X., Xu, J., Jiang, J., & Chen, Y., 2023
What is the role of audiovisual associative learning in Chinese reading?, Zhao, X., Yang, X., & Meng, X., 2023
Contributions of cognitive flexibility, inhibition and number label knowledge to numerical equivalence in 3- to 5-year-old children, Chen, Han, C., Yu, X., Yang, X., Jiang, J., & Zhao, Y., 2022
Contributions of linguistic, quantitative, and spatial attention skills to young children’s math versus reading: Same, different, or both?, Liu, Zhao, N., Huang, T., He, W., Xu, L., Chi, X., & Yang, X., 2022
Transfer? Reading, writing, and parental factors in Hong Kong Chinese families across Chinese and English, Tong, C.KY., Ho, J.C.S., Yang, X., 2022
Contributions of Linguistic, Quantitative, and Spatial Attention Skills to Young Children’s Math versus Reading: Same, Different, or Both?, Liu, K., Zhao, N., & Yang, X., 2022
Variability in Asian parents’ English and mathematics skills: A family-based study, Pan, D. J., Yang, X., Ku, Y. Y. S., Dulay, K. M., Cheung, S. K., McBride, C., ... & Ho, C. S. H., 2022
Same or Different: Chinese Single Character Reading and 2-Character Word Reading of Young Readers with Development, Yang, X., Pan, D. J., Lo, J., & McBride, C., 2022
How does Working Memory Matter in Young Children’s Arithmetic Skills: The Mediating Role of Basic Number Processing, Qi, Y., Chen, Y., Yang, X., & Yusi Hao., 2022
How do phonological awareness, rapid automatized naming, and vocabulary contribute to early numeracy and print knowledge of Filipino children?, Yang, X. J., Dulay, K. M., Cheung, S. K., McBride, C., 2021
Distinguishing between high-confidence true and false memories: evidence from eye movements, Dang, X., Li, L., Chen, Y., & Yang, X., 2021
Bidirectional relationship between visual perception and mathematics performance in Chinese kindergartners, Yu, X., Chen, Y., Xie, W., & Yang, X., 2022
Effects of Spatial Skills and Working Memory on Chinese Character Reading in Young Children, Yang, X. J., & Qiao, L., 2021
Home literacy and numeracy environments in Asia, Cheung, S. K., Dulay, K. M., Yang, X. J., Mohseni, F., McBride, C., 2021
The relationship between mental rotation and arithmetic: Do number line estimation, working memory, or place-value concept matter?, Yang, X, J., & Yu, X., 2020
Dissociated contributions of cognitive profiles to symbolic and non-symbolic mathematics, Yang, X. J., Zhang, X., Huo, S, T., 2020
How do Working Memory and Inhibition Contribute to the SNARC Effect in Chinese School-aged Children?, Wu, H., Yang, X., Chen, Y., 2020
Visual processing matters in Chinese reading acquisition and early mathematics, Yang, X. J. & Meng, X. Z., 2020
The effect of twinning on Chinese and English vocabulary development, Wong, S. W. L., Zheng, M., Cheung, H., Yang, X. J., Ho, C. S. H., McBride, C., 2020
How do phonological processing abilities contribute to early Chinese reading and mathematics?, Yang, X. J., & McBride, C., 2020
Longitudinal associations of phonological processing skills, Chinese word reading, and arithmetic, Yang, X. J., McBride, C., Ho, C. S. H., & Chung, C. C., 2019
The contributions of executive functioning and visual-spatial skills to Chinese children’s mathematical learning, Yang, X. J., Chung, C. C., & McBride, C., 2019
The Domain-general Precursors of Chinese Reading Acquisition in Beginning Readers: The Mediation Effect of Domain-specific Factors, Yang, X. J., Peng, P., & Meng, X. Z., 2019
How do metalinguistic awareness, working memory, reasoning, and inhibition contribute to Chinese character reading of kindergarten children?, Yang, X. J., Peng, P., & Meng, X., 2019
Family and individual variables associated with young Filipino children's numeracy interest and competence, Cheung, S. K., Yang, X. J., Dulay, K. M., & McBride, C., 2018
The relation between approximate number system and early arithmetic
Area of Focus
Positive Behavior | Life Span | Cognition | Metacognition | Development | Children | Social Growth | Mechanisms | Behavior Shaping | Human Life
Area of Focus
Cognition | Metacognition | Development | Selective Trust | Moral Concepts | Children | Multiple Intelligences | Promotion | Mechanisms | Education
