Wai Leung (Brian) Wong

Huang, X., Wong, B.W.L., Ng, H.T.Y., Sommer, W., Dimigen, O., & Maurer, U. (2025). Neural mechanism underlying preview effects and masked priming effects in visual word processing. Attention Perception and Psychophysics, 87(1), 5-24. Doi:10.3758/s13414-024-02904-8

Wong, B.W.L., Hemelstrand, S., & Inoue, T. (2025). Revisiting the influence of phonological similarity on cognate processing: Evidence from Cantonese–Japanese bilinguals. Quarterly Journal of Experimental Psychology, 78(3), 619-637. Doi:10.1177/17470218241242631

Hemelstrand, S., Wong, B.W.L., McBride, C., Maurer, U., & Inoue, T. (2024). The Impact of Character Complexity on Chinese Literacy: A Generalized Additive Modeling Approach. Scientific Studies of Reading, 28(1), 1-20. Doi:10.1080/10888438.2023.2217967

Huo, S., Wang, J., Lam, T.K., Wong, B.W.L., Wu, K.C., Mo, J., & Maurer, U. (2024). Development of EEG alpha and theta oscillations in the maintenance stage of working memory. Biological Psychology, 191. Doi:10.1016/j.biopsycho.2024.108824

Wong, B.W.L., Huo, S., & Maurer, U. (2024). Adaptation patterns and their associations with mismatch negativity: An electroencephalogram (EEG) study with controlled expectations. European Journal of Neuroscience, 60(9), 6312-6329. Doi:10.1111/ejn.16546

Wong, B.W.L., Lam, H.C., Lo, J.W.K., Maurer, U., & Huo, S. (2024). How do Hong Kong bilingual children with Chinese dyslexia perceive dyslexia and academic learning? An interview study of metaphor analysis. Reading and Writing, 37(7), 1753-1777. Doi:10.1007/s11145-023-10434-2

Huang, X., Wong, W.L., Tse, C.Y., Sommer, W., Dimigen, O., & Maurer, U. (2022). Is there magnocellular facilitation of early neural processes underlying visual word recognition? Evidence from masked repetition priming with ERPs. Neuropsychologia, 170. Doi:10.1016/j.neuropsychologia.2022.108230

Wang, J., Huo, S., Wu, K.C., Mo, J., Wong, W.L., & Maurer, U. (2022). Behavioral and neurophysiological aspects of working memory impairment in children with dyslexia. Scientific Reports, 12(1). Doi:10.1038/s41598-022-16729-8

Wang, J., Wu, K.C., Mo, J., Wong, W.L., Siu, T.S.C., McBride, C., Chung, K.K.H., Wong, P.C.M., & Maurer, U. (2021). Remediation of a phonological representation deficit in Chinese children with dyslexia: A comparison between metalinguistic training and working memory training. Developmental Science, 24(3). Doi:10.1111/desc.13065

Wong, W.L., & Maurer, U. (2021). The effects of input and output modalities on language switching between Chinese and English. Bilingualism, 24(4), 719-729. Doi:10.1017/S136672892100002X

So, W.C., Wong, M.K.Y., Lam, W.Y., Cheng, C.H., Ku, S.Y., Lam, K.Y., Huang, Y., & Wong, W.L. (2019). Who is a better teacher for children with autism? Comparison of learning outcomes between robot-based and human-based interventions in gestural production and recognition. Research in Developmental Disabilities, 86, 62-75. Doi:10.1016/j.ridd.2019.01.002

So, W.C., Wong, M.K.Y., Lam, W.Y., Cheng, C.H., Yang, J.H., Huang, Y., Ng, P., Wong, W.L., Ho, C.L., Yeung, K.L., & Lee, C.C. (2018). Robot-based intervention may reduce delay in the production of intransitive gestures in Chinese-speaking preschoolers with autism spectrum disorder. Molecular Autism, 9(1). Doi:10.1186/s13229-018-0217-5