Yu, Y., Zheng, Y., Chua, J.J.E., & Yang, Y. (under review). Familial mechanisms linking COVID-19 lockdown with mental health problems in Singaporean children and adolescents.
Jovanović, V., Rudnev, M., Abdelrahman, M. … Yu, Y. (2024). The Coronavirus Anxiety Scale: Cross-national measurement invariance and convergent validity evidence. Psychological Assessment, 36(1), 14-29. [IF=6.1]
Chwee, Y. H. (2023). Effects of pedagogical questioning on Singaporean young children’s learning of novel categories. Reinvention: An International Journal of Undergraduate Research, 16(2).
Karakulak, A., Tepe, B., Dimitrova, R. ... Yu, Y. ... et al. (2023). Trust in government moderates the association between fear of COVID-19 as well as empathic concern and preventive behaviour. Communications Psychology, 1(43).
Low, A., Yu, Y., Sim, L. W., Bureau, J. F., Tan, N. C., Chen, H., Yang, Y ... & Rifkin-Graboi, A. (2023). Maternal distress and parenting during COVID-19: differential effects related to pre-pandemic distress?. BMC Psychiatry, 23(1), 374. [IF=4.4]
Yang, Y., Chua, J.J.E., Khng, K.H. & Yu, Y. (2023). COVID-19, Family Dynamics, and Perceived Mental Health Among Families in Singapore. Journal of Child and Family Studies, 32, 555–570. [IF=1.3]
Yang, Y., & Wang, Q. (2023). Longitudinal relations of emotion knowledge to psychosocial adjustment in European and Chinese American school‐age children. Social Development.
Wang, J., Yang, Y., Macias, C., & Bonawitz E. (2021). Children with more uncertainty in their intuitive theories seek domain-relevant information. Psychological Science, 32(7).
Yang, Y., Wang, L., & Wang, Q. (2021). Take your word or tone for it? European American and Chinese children's attention to emotional cues in speech. Child Development, 92(3), 844-852.
Bonawitz, E., Shafto, P., Yu, Y., Gonzalez, A., Bridgers, S., & Gopnik, A. (2020). Children change their answers in response to neutral follow-up questions by a knowledgeable asker. Cognitive Science, 44(1), e12811. [IF=2.9] (Wiley top cited article 2020-2021)
Daubert, E.N., Yu, Y., Grados, M., Shafto, P., & Bonawitz, E. (2020). Pedagogical questions promote causal learning in preschoolers. Scientific Report, 10, 20700. [IF=4.6]
Phee, H.L.R., Karuppiah, N., & Yu, Y. (2020). Questioning during story-telling activities in Singapore pre-schools. Asia-pacific Journal of Research in Early Childhood Education,14(3), 73-90.
Yang, Y. & LoBue, V. (2020). The Child Affective Facial Expression set short versions (CAFE-Ss): Development and validation of two subsets of children’s emotional faces with variability. Frontiers in Psychology, 11, 599245.
Yang, Y., Song, Q., Doan, S., & Wang, Q. (2020). Maternal reactions to children’s negative emotions: The relations to psychological adjustment, emotion knowledge, and coping in cultural contexts. Transcultural Psychiatry, 57(3), 408-420.
Yu, Y., & Kushnir, T. (2020). The ontogeny of cumulative culture: Individual toddlers vary in faithful imitation and goal emulation. Developmental Science, 23(1), e12862. [IF=4.1]
Yu, Y., Shafto, P. & Bonawitz, E. (2020). Inconvenient samples: Modeling biases related to parental consent by coupling observational and experimental results. Open Mind: Discoveries in Cognitive Science, 4, 13-24. [IF=5.9]
Rifkin-Graboi, A.; Khng, K. H., Cheung, P., Tsotsi, S., Sun, H., Kwok, F., Yu, Y., Xie, H., Yang, Y., Chen, M., Ng, D.C.C., Hu, P.L., Tan, N.C. (2019). Will the future BE POSITIVE? How early life parenting signals the developing “pre” school brain. Learning: Research and Practice, 5(2), 99-125.
Song, Q., Yang, Y., Doan, S., & Wang, Q. (2019). Savoring or dampening? Maternal reactions to children’s positive emotions in cultural contexts. Culture and Brain, 7(2), 172-189.
Wang, Q. & Yang, Y. (2019). Culture and emotional development: introduction to the special issue. Culture and Brain, 7(2), 95-98.
Yang, S.C-H., Vong, W.K., Yu, Y., & Shafto, P. (2019). A unifying computational framework for teaching and active learning. Topics in Cognitive Science, 11(2), 316-337. [IF=2.3]
Yu, Y., Bonawitz, E., & Shafto, P. (2019). Pedagogical questions in parent-child conversations. Child Development, 90(1), 147-161. [IF=5.0]
Wang, Q., Hou, Y., Koh, J. B. K., Song, Q., & Yang, Y. (2018). Culturally motivated remembering: The moderating role of culture for the relation of episodic memory to well-being. Clinical Psychological Science, 6(6), 860-871.
Yu, Y., Landrum, A. R., Bonawitz, E., & Shafto, P. (2018). Questioning supports effective transmission of knowledge and increased exploratory learning in pre-kindergarten children. Developmental Science, 21(6), e12696. [Wiley author sharing] [IF=4.1]
Yu, Y., Shafto, P., Bonawitz, E., Yang, S.C-H., Golinkoff, R., Corriveau, K., Hirsh-Pasek, K. & Xu, F. (2018). The theoretical and methodological opportunities afforded by guided play. Frontiers in Psychology, 9, 1152. [IF=2.1]
Yang, Y. & Wang, Q. (2016). The relation of emotion knowledge to coping in European American and Chinese immigrant children. Journal of Child and Family Studies, 25(2), 452-463.
Yu, Y. & Kushnir, T. (2016). When what’s inside counts: Sequence of demonstrated actions affects preschooler’s categorization by non-obvious properties. Developmental Psychology, 52(3), 400-410. [IF=2.9]
Yu, Y. & Kushnir, T. (2014). Social context effects in 2- and 4-year-olds’ selective versus faithful imitation. Developmental Psychology, 50(3), 922-933. [IF=2.9]
Chan, R. C. K., Xu, T., Heinrichs, R. W., Yu, Y., & Gong, Q. (2010). Neurological soft signs in non-psychotic first-degree relatives of patients with schizophrenia: A systematic review and meta-analysis. Neuroscience and Biobehavioral Reviews, 34(6), 889–896. [IF=7.6]
Chan, R.C.K., Xu, T., Heinrichs, R.W., Yu, Y., & Wang, Y. (2010). Neurological soft signs in schizophrenia: A meta-analysis. Schizophrenia Bulletin, 36(6), 1089-1104. [IF=8.0]