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> Professor Wan Chi WONG
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Professor WONG Wan Chi
Personal Information
Position and Department
Professor
,
Department of Educational Psychology
ORCiD
0000-0002-7807-9498
CUHK Research Outputs
1 of 2
Understanding the development of creativity across the life span
(
2019
)
Arts exposure and creative thinking: New insights on creativity education
(
2018
)
Can music exposure enhance computational thinking? Insights from the findings on the music-creativity relations
(
2017
)
Chinese Young Children's Understanding of Restorative Justice
(
2017
)
Emotional reactions mediate the effect of music listening on creative thinking: Perspective of the arousal-and-mood hypothesis
(
2017
)
Music exposure, emotional responses, and creativity: Perspective from the arousal-and-mood hypothesis
(
2017
)
Overexcitabilities as important psychological attributes of creativity: A Dabrowskian perspective
(
2017
)
Stress appraisals of school transition in early adolescence: Longitudinal trends and gender differences
(
2017
)
A study of the predictive power of overexcitabilities to creativity
(
2016
)
Birth cohort change in collectivism: A study of Chinese adolescents and their parents
(
2016
)
从“想”到“做” — 卢比孔模型 的解释力和应用 [From wishes to action: The explanatory power of the Rubicon model and its application]
(
2016
)
從“隱性–顯性”角度理解兒童分配正義概念的發展 (Understanding children’s conceptual development of distributive justice along the implicit-explicit dimension)
(
2016
)
Creativity slump and school transition stress: A sequential study from the perspective of the cognitive-relational theory of stress
(
2015
)
Gender differences in means and variability on creative thinking: Patterns in childhood, adolescence, and emerging adulthood
(
2015
)
Teaching Is More Difficult Than Learning: How Could We Understand the Essence of Teaching (In Chinese)
(
2015
)
The Role of Cultural Sign in Cultivating the Dialogical Self: The Case of The Ox-Herding Pictures
(
2015
)
Walking through the Umbrella Movement in Hong Kong: A case study for the meaning-making process and inner spiritual journeys of participants who engaged in large-scale civic disobedient movement
(
2015
)
A genealogy of self in Chinese culture
(
2014
)
Caregivers' Verbal and Non-verbal Scaffolding Effect on Children's Learning in Tasks Varied with Difficulty
(
2014
)
Children's Mastery of the Concepts of Procedural and Distributive Justice Reflected in a Distributive Activity
(
2014
)
Creative Potentials of HIV/AIDS-Affected Adolescents
(
2014
)
Gender Differences in Means and Variability on Creative Thinking: Patterns in Childhood, Adolescence, and Emergent Adulthood
(
2014
)
Greater male variability in overexcitabilities: Domain-specific patterns
(
2014
)
The control processes and subjective well-being of Chinese teachers: evidence of convergence with and divergence from the key propositions of the motivational theory of life-span development
(
2014
)
What Can We Know About the Creative Potentials of Teachers and Students? What Can We Hope for in Terms of the Cultivation of Creativity?
(
2014
)
A study of the greater male variability hypothesis in creative thinking in Mainland China: Male superiority exists
(
2013
)
The Nature and Importance of Authenticity: Historical Horizon and Contemporary Inquires
(
2013
)
Gender differences in creative thinking revisited: Findings from analysis of variability
(
2011
)
Understanding Conceptual Development Along the Implicit-Explicit Dimension: Looking Through the Lens of the Representational Redescription Model
(
2011
)
RETRACING THE FOOTSTEPS OF WILHELM WUNDT: Explorations in the Disciplinary Frontiers of Psychology and in Volkerpsychologie
(
2009
)
The genealogy of self in Chinese culture
(
2009
)
Exploring the acculturation of young new arrivals in Hong Kong via the reconstruction of life space: An application of Lewinian Field Theory
(
2008
)
Rawls’s Principles of Justice: From a Thought Experiment to an Empirical Study
(
2008
)
The Ox-Herding Pictures as a unique cultural sign for cultivating the dialogical self
(
2008
)
Learning to teach: Tracing and understanding changes in pre-service teachers' pedagogical knowledge
(
2006
)
The Gould versus Heckhausen and Schulz debate in the light of control processes among Chinese students
(
2006
)
Understanding dialectical thinking from a cultural-historical perspective
(
2006
)
有經驗的教師關於教育專長的集体觀念
(
2006
)
Reconceptualizing Moral Judgment within a Reflectivity Framework
(
2005
)
內隱理論的歷史視野與當代探索: 概念澄清及方法考慮
(
2005
)
洞喻重釋
(
2005
)
中國教師關於教育專長的內隱理論
(
2004
)
Learning to Teach: Changes in Pedagogical Knowledge of Pre-service Teachers
(
2002
)
Revitalizing the metaphoric process in commonsense psychology
(
2002
)
Co-constructing the personal space-time totality: Listening to the dialogue of Vygotsky, Lewin, Bronfenbrenner, and Stern
(
2001
)
Visual medium in the service and disservice of education
(
2001
)
A Reflection upon "Reflective Practice" in Education: Brief Notes on a Sidetracked Journey
(
1999
)
延遲滿足－－一個值得在我國開展的研究計劃
(
1999
)
Modes of historical view among young citizens in Hong Kong before the changeover of sovereignty
(
1998
)
The Cave-Metaphor Reinterpreted
(
1998
)
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