PPE Research Group

Publications:

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Journal Publications:​

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• Yao, S-Y., Munez, 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, 36(6), 615-627. 

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• 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, 175-282. 

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• 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.

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• Lee, K. & Bull, R. (2016). Developmental Changes in Working Memory, Updating, and Math Achievement. Journal of Educational Psychology, 108(6), 869-882. 

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• Lee, K. (2016). Mathematical Competence, Teaching, and Learning. Reflections on 'Challenges in Mathematical Cognition' by Alcock et al. (2016) Journal of Mathematical Cognition, 2(1), 48-522.

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• Bull, R. Lee, K. Koh, I., Poon, K. K. (2016). Confirmatory Factor Analysis of the Strengths and Difficulties Questionnaire in Singaporean Kindergartners. Child: Care, Health & Development, 42(1), 109-116. 

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• Luo, W., Lee, K., Koh, I. (2015). Do competitive performance goals and cooperative social goals conflict? A latent interaction analysis. Learning and Individual Differences, 39, 186-192. 

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• Ng, E. L. & 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. 

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• Ang, S. Y., Lee, K.*, Cheam, F., Poon K. K., & Koh, J. Y. Y. (2015). Working memory and updating training: immediate improvement, long-term sustainability, and generalizability to non-trained tasks. Journal of Applied Research in Memory and Cognition,4(2), 121-128.

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• Bunterm, T., Lee, K.*, Ng Lan Kong, J., Srikoon S., Vangpoomyai, P., Ratthanawongsa, J., Rachahoon, K. (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. 

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• Luo, W. S., 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. 

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• Khng, F., & 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. 

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• Bull, R. & Lee, K. (2014). Executive functioning and mathematical performance. Child Development Perspectives,8(1), 36-41. 

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• 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. 

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• Lee, K., Bull, R., & Ho, R. M. H. (2013). Developmental Changes in Executive Functioning. Child Development, 84(6), 1933-1953. 

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• Lee, K., Khng, K. H., Ng, S. F.,  Ng Lan Kong, J. (2013). Longer Bars for Bigger Numbers? Children’s Usage and Understanding of Graphic Representations of Algebraic Problems. Frontline Learning Research, 1,81-96 .

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• Lee, K., Ng, S. F., Pe, M. L., Ang, Su. Y., Mohd Hasshim, M. N. A., Bull, R. (2012).  The Cognitive Underpinnings of Emerging Mathematical Skills: Executive Functioning, Patterns, Numeracy, and Arithmetic. British Journal of Educational Psychology, 82(1), 82-99. 

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• Lee, K., Ng, S. F., Bull, R., Pe, M. L., Ho, R. M. H. (2011). Are patterns important? An investigation of the relationships between proficiencies in patterns, computation, executive functioning, and algebraic word problems. Journal of Educational Psychology, 103(2), 269-281. 

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• Lee, K., & Ng, S. F. (2011). Neuroscience and the teaching of mathematics. Educational Philosophy and Theory,43(1), 81-86. 

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• Lee, K., Yeung, S., Ng, S. F., Venkatramun, V., Graham, S., Chee, M. W. L., (2010). Computing Solutions to Algebraic Problems Using a Symbolic Versus a Schematic Strategy. ZDM - International Journal of Mathematics Education, 42(6), 591-605. 

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• Ng, E. L. & Lee, K. (2010). Children’s Task Performance under Stress and Non-stress Conditions. Cognition & Emotion, 24(7), 1229-1238. 

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• Ang, S. Y. & Lee, K.* (2010). Exploring developmental differences in visual short-term and working memory. Developmental Psychology, 46(1), 279-285. 

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• Lee, K., Pe, M. L., Ang, S. Y., & Stankov, L. (2009). Do Measures of Working Memory Predict Academic Proficiency Better Than Measures of Intelligence?. Psychological Science Quarterly, 51(4), 403 - 419. 

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• Khng, F., & Lee, K. (2009). Inhibiting interference from prior knowledge: Arithmetic intrusions in algebra word problem solving. Learning and Individual Differences, 19, 262 - 268. (Impact factor: 1.612, Rank: x/38, 2010 JCR)

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• Ng, S. F., & Lee, K. (2009). Model method:  singapore children’s tool for representing and solving algebra word problems. Journal for Research in Mathematics Education, 40(3), 282-313. 

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• Lee, K., Ng, E. L., Ng, S. F. (2009). The contributions of working memory and executive functioning to problem representation and solution generation in algebraic word problems. Journal of Educational Psychology,101(2), 373 - 387. 

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• Ang, S. Y. & Lee, K. (2008). Central executive involvement in children’s spatial memory. Memory, 16(8), 918 - 933. 

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• Lee, K. & Peh, Y. X. (2008). Differences in Working Memory Profiles amongst Children with Low versus Average Academic Performances. Korean Journal of Thinking and Problem Solving, 18(1), 21 - 41.

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• Ng, S. F., & Lee, K.. (2008). As long as the drawing is logical, size does not matter. Korean Journal of Thinking and Problem Solving,18(1), 67 -80.

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• Lee, K., Lim, Z. Y., Yeung, S., Venkatraman, V., Ng, S. F., & Chee, M. W. L., (2007). Strategic differences in algebraic problem solving: Neuroanatomical correlates. Brain Research, 1155 (June), 163 – 171.

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• Ng, S. F. & Lee, K. (2005). How Primary Five Pupils Use the Model Method to Solve Word Problems. The Mathematics Educator, 9 (1), 60 - 84.

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• Chee, M. W. L., Goh, J. O. S., Lim, Y. H., Graham, S., & Lee, K. (2004). Recognition memory for studied words is determined by cortical activation differences at encoding but not during retrieval. Neuroimage, 22(4), 1456 - 1465. 

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• Lee, K. (2004). Age, neuropsychological, and social cognitive measures as predictors of individual differences in susceptibility to the misinformation effect. Applied Cognitive Psychology, 18 (8), 997 - 1019. 

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• Lee, K., Ng, S. F., Ng, E. L., Lim, Z. Y. (2004). Working memory and literacy as predictors of performance on algebraic word problems. Journal of Experimental Child Psychology, 89(2), 140-158. 

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• Lee, K. (2003). Neuroscience and education: promises and pitfalls. Asia-Pacific Journal of Education, 23(2), 109-120.

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• Lee, K., & Bussey, K. (2001). Children’s susceptibility to retroactive interference: the effects of age and degree of learning. Journal of Experimental Child Psychology, 80, 372-391. 

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• Lee, K., & Bussey, K. (1999). The effects of misleading and inconsistent postevent information on children's recollections of criterion-learned information. Journal of Experimental Child Psychology, 73(3), 161-182.

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Book Chapters:

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• Lee, K., Ng, S. F., Bull, R. (2016). Learning and solving more complex problems: The roles of working memory, updating, and prior skills for general mathematical achievement and algebra. In Geary, D. C., Berch, D. B., Ochsendorf, R., & Mann Koepke, K. (Eds.), Acquiring complex arithmetic skills and higher-order mathematical concepts (pp. 000-000). San Diego, CA: Elsevier Academic Press.

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• Lee, K. & Ng, S. F. (2009). Solving Algebraic Word Problems: The Roles of Working Memory and the Model Method. In K. Y. Yoong, P. Y. Lee, B. Kaur, P. Y. Foong, & S. F. Ng (Eds.). Mathematics Education: The Singapore Journey (pp. 204-226). Singapore: World Scientific.

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• Ng, S. F. & Lee, K. (2009).  Model method: A visual tool to support algebra word problem solving at the primary level - A Pedagogical perspective. In K. Y. Yoong, P. Y. Lee, B. Kaur, P. Y. Foong, & S. F. Ng (Eds.). Mathematics Education: The Singapore Journey (pp. 169-203). Singapore: World Scientific.

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• Lee, K. & Ng, S. F. (2008). Working memory and cognitive functions. In O. S. Tan & A. S. H. Seng (Eds.). Cognitive Modifiability in Learning and Assessment:  International Perspectives. Singapore: Cengage Learning.

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• Ng, S. W., Lee, K*., Ang, S. Y., & Khng, F. (2006). Model Method: Obstacle or bridge to learning symbolic algebra. In Bokhorst-Heng, Osborne, Lee (Eds.). Redesigning Pedagogies. NY: Sense. 

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• Bussey, K., Lee, K., Grimbeek, J. (1993). Lies and Secrets:  Implications for Children's Reporting of Sexual Abuse.  In G. Goodman, & B. Bottoms (eds.), Child victims, child witnesses: Understanding and improving testimony (pp.147-168).  NY: Guildford Press.

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