Yang, T.-X#., Allen, R. J., Waterman, A. H., Zhang, S. Y., Su, X.-M., & Chan, R. C. K. (accepted). Comparing motor imagery and verbal rehearsal strategies in children's ability to follow spoken instructions. Journal of Experimental Child Psychology.
Zheng, Q., Yang, T.,# & Ye, Z. # (2020). Emotional stop cues facilitate inhibitory control in schizophrenia. Journal of the International Neuropsychological Society, 26, 286-293. doi: 10.1017/S1355617719001152
Yang, T., Jia, L., Zheng, Q., Allen, R. J., & Ye, Z #. (2019). Forward and backward recall of serial actions: Exploring the temporal dynamics of working memory for instruction. Memory & Cognition, 47(2), 279-291. doi: 10.3758/s13421-018-0865-x
Yang, T.-X., Wang, Y.-Y., Wang, Y., Qian, Y., Cheung, E. F. C., & Chan, R. C. K #. (2019). Event-, time- and activity-based prospective memory in children with ADHD. Developmental Neuropsychology, 1-12. doi: 10.1080/87565641.2019.1695801
Yang, T., Cui, X., Wang, Y., Huang, J., Lui, S. S. Y., Zhang, R., . . . Chan, R. C. K #. (2018). Effect of emotional cues on prospective memory performance in patients with schizophrenia and major depressive disorder. Schizophrenia Research, 201, 145-150. doi: 10.1016/j.schres.2018.05.023
Yang, T.-X., Xie, W., Chen, C.-S., Altgassen, M., Wang, Y., Cheung, E. F. C., & Chan, R. C. K #. (2017). The development of multitasking in children aged 7?2 years: Evidence from cross-sectional and longitudinal data. Journal of Experimental Child Psychology, 161, 63-80. doi: https://doi.org/10.1016/j.jecp.2017.04.003
Yang, T#., Allen, R. J., Holmes, J., & Chan, R. C. K. (2017). Impaired memory for instructions in children with attention-deficit hyperactivity disorder is improved by action at presentation and recall. Frontiers in Psychology, 8(39). doi: 10.3389/fpsyg.2017.00039
Lui, S., Yang, T., Ng, C., Wong, T., Wong, J., Ettinger, U., . . . Chan, R. C. K. (2017). Following instructions in patients with schizophrenia: the benefits of actions at encoding and recall. Schizophrenia Bulletin, 44(1), 137-146. doi: 10.1093/schbul/sbx026
Yang, T#., Allen, R. J., & Gathercole, S. E. (2016). Examining the role of working memory resources in following spoken instructions. Journal of Cognitive Psychology, 28(2), 186-198. doi: 10.1080/20445911.2015.1101118
Yang, T#., Allen, R. J., Yu, Q., & Chan, R. C. K. (2015). The influence of input and output modality on following instructions in working memory. Scientific Reports, 5. doi: 10.1038/srep17657
Yang, T., Peng, Z., Wang, Y., Geng, F., Miao, G.-d., Cheung, E. F. C., & Chan, R. C. K#. (2015). The nature of prospective memory deficit in patients with obsessive-compulsive disorders. Psychiatry Research, 230, 479-486. doi: 10.1016/j.psychres.2015.09.041
Wang, Y#., Yang, T., Su, L., Chao, Y., Wang, Y., Huang, J., . . . Chan, R. (2014). Neural correlates of prospective memory in individuals with schizotypal personality features. Neuropsychology, 28(3), 373-381. doi: doi: 10.1037/neu0000035
Yang, T#., Gathercole, S. E., & Allen, R. J. (2014). Benefit of enactment over oral repetition of verbal instruction does not require additional working memory during encoding. Psychon Bull Rev, 21(1), 186-192. doi: 10.3758/s13423-013-0471-7
Yang, T., Wang, Y., Lin, H., Zheng, L., & Chan, R. C. K#. (2013). Impact of the aging process on event-, time-, and activity-based prospective memory. PsyCh Journal, 2(1), 63-73. doi: 10.1002/pchj.19
Lin, H., Chan, R. C. K#., Zheng, L., Yang, T., & Ya, W. (2007). Executive functioning in healthy elderly Chinese people. Archives of Clinical Neuropsychology, 22.
Yang, T., Chan, R. C. K#., & Shum, D. (2011). The development of prospective memory in typically developing children. Neuropsychology, 25(3), 342?52. doi: 10.1037/a0022239
