Peer-Reviewed Journals –
Yow, W.Q., & Lim, Z.M.T. (in press). Sharing the Same Languages Helps Us Work Better Together. Nature Palgrave Communications.
Yow, W.Q., & S. Priyashri (2019). Computerized electronic features direct children’s attention to print in single and dual language e-books. AERA Open, 5(3), 1-15. https://doi.org/10.1177/2332858419878126 pdf
Priyashri, S., Chan, S. W. T., Chua, Y., Yow, W.Q., & Nanayakkara, S. (2019). Going Beyond Performance Scores: Understanding Cognitive Affective States in Kindergarteners and Applications of Framework in Classrooms. International Journal of Child Computer Interactions, 21, 37-53. https://doi.org/10.1016/j.ijcci.2019.04.002
Manivannan, A., Yow, W.Q., Bouffanais, R., & Barrat, A. (2018). Are the different layers of a social network conveying the same information? EPJ Data Science, 7: 34. https://doi.org/10.1140/epjds/s13688-018-0161- https://link.springer.com/article/10.1140/epjds/s13688-018-0161-9
Li, X. & Yow, W.Q. (2018). Willingness to revise own testimony: 3- and 4-year-olds’ selective trust in unexpected testimony from accurate and inaccurate informants. Journal of Experimental Child Psychology, 173, 1-15. https://doi.org/10.1016/j.jecp.2018.03.008
Yow, W.Q., & Li, X. (2018). The influence of language behavior in social preferences and selective trust of monolingual and bilingual children. Journal of Experimental Child Psychology, 166, 635-651. doi: https://doi.org/10.1016/j.jecp.2017.09.019 pdf
Yow, W.Q., Tan, S.H., & Flynn, S. (2017). Code-switching and its impact on linguistic competency in bilingual preschoolers. Bilingualism: Language and Cognition, 1-16. doi:10.1017/S1366728917000335 pdf
Yow, W.Q., Li, X., Lam, S., Gliga, T., Chong, Y.S., Kwek, K., & Broekman, B.F.P. (2017). A bilingual advantage in 54-month-olds’ use of referential cues in fast mapping. Developmental Science. DOI:10.1111/desc.12482 pdf
Yow, W.Q., & Markman, E.M. (2016). Children increase their sensitivity to a speaker’s nonlinguistic cues following a communicative breakdown. Child Development. DOI: 10.1111/cdev.12479c pdf
Yow, W. Q. (2015). Monolingual and bilingual preschoolers’ use of gestures to interpret ambiguous pronouns. Journal of Child Language, 42, 1394-1407. pdf
Hung, W-Y., Patrycia, F., & Yow, W.Q. (2015). Bilingual children weigh speaker’s referential cues and word-learning heuristics differently in different language contexts when interpreting a speaker’s intent. Frontiers in Psychology: Cognitive Sciences, 6:796. doi: 10.3389/fpsyg.2015.00796. pdf
Yow, W.Q., & Li, X. (2015). Balanced bilingualism and early age of second language acquisition as the underlying mechanisms of a bilingual executive control advantage: Why variations in bilingual experiences matter. Frontiers in Psychology, 6:164. doi: 10.3389/fpsyg.2015.00164. pdf
Chong, K.H., Yow, W.Q., Loo, D., & Patrycia, F. (2015). Senior activity center or coffeeshop? Perception of matured estate and socio-psychological wellbeing of the elderly. Journal of Housing For The Elderly, 29 (3), 259-297. pdf
Yow, W.Q., & Markman, E.M. (2015). A bilingual advantage in how children integrate multiple cues to understand a speaker’s referential intent. Bilingualism: Language and Cognition, 18(3), 391-399. pdf
Yow, W. Q., Li, X., Hung, W., Goldring, M., Cheng, L., Gu, Y. (2014). Predicting Social Networks and Psychological Outcomes from Mobile Phone Sensing. IEEE ICC. pdf
Yow, W.Q. (2012). Experience of communication breakdown increases preschoolers’ sensitivity to communicative cues. International Journal of Psychology, 47 (Special issue), 272-272.
Yow, W.Q., & Markman, E.M. (2011). Young bilingual children’s heightened sensitivity to referential cues. Journal of Cognition and Development, 12 (1), 12-31.pdf
Yow, W.Q., & Markman, E.M. (2011). Bilingualism and children’s use of paralinguistic cues to interpret emotion in speech. Bilingualism: Language and Cognition, 14(4), 562-569.pdf
Peer-Reviewed Conference Proceedings –
Yow, W.Q., Tan, Y.N., & Lokanathan, T. (2019). Understanding, Designing and Developing Assistive Technology for Students with Dyslexia in a Singapore Classroom. Proceedings of the 11thAsian Conference on Education.
Asaba, M., Li X., Yow, W.Q., & Gweon, H. (2019). A friend, or a toy? Four-year-olds strategically demonstrate their competence to a puppet but only when others treat it as an agent. Proceedings of the 40thAnnual Meeting of the Cognitive Science Society.
Setiawan, V., Chor, T., Lai, V., Wang, G., Yap, W.L., & Yow, W.Q. (2018). Transfer learning of cognitive control using mobile applications.Proceedings of the 15th International Conference on Cognition and Exploratory Learning (CELDA 2018).
Tamasi, K., & Yow, W.Q. (2018). Early onset of bilingualism and frequent language switching confers advantage in executive functioning: A study of two bilingual populations. Proceedings of the 40th Annual Boston University Conference on Language Development.
Tamasi, K., Zhang, L., & Yow, W.Q. (2018). Early onset of bilingualism and frequent language switching confers executive control advantage: A Principal Component Analysis of two bilingual populations. Proceedings of the 7th Annual International Conference on Cognitive and Behavioral Psychology.
Yow, W.Q., A. Oei, & Li, X. (2017). Novel evidence for the bilingual advantage: Effects of language control on executive function in balanced and unbalanced dual-language users. Proceedings of the 39th Annual Meeting of the Cognitive Science Society.
Li, X., & Yow, W.Q. (2017). “I’m better than you at labeling!”: Preschoolers use past reliability when accepting unexpected labels. Proceedings of the 39th Annual Meeting of the Cognitive Science Society.
Yow, W.Q., Li, X., Lam, S., Gliga, T., Tan, K.H., Shek, L., Yap, F., Chong, Y.S., & Broekman, B.F.P. (2017). Effects of bilingualism on children’s use of social cues in word learning. Proceedings of the 40th Annual Boston University Conference on Language Development.
Yow, W.Q., & Oei, A. (2017). Cognitive mixing costs advantage in balanced bilingual elderly. Proceedings of the 6th Annual International Conference on Cognitive and Behavioral Psychology, Singapore.
Lim, Z., & Yow, W. Q. (2016). ‘The Relations between Language Diversity and Similarity and Adults’ Collaborative Creative Problem Solving’. World Academy of Science, Engineering and Technology, International Science Index, Psychological and Behavioral Sciences, 2(5), 577.
Yow, W. Q, & Patrycia, F. (2015). Challenging the “linguistic incompetency hypothesis” – Code-switching positively impacts on lexical development in bilingual preschoolers. Supplement Proceedings of the 39th Annual Boston University Conference on Language Development.
Yow, W. Q. (2013). Monolingual and bilingual children’s use of gestures and grammatical agreement in pronoun interpretation. In S. Baiz, N. Goldman, & R. Hawkes (Eds.), Proceedings of the 37th Annual Boston University Conference on Language Development (Vol. 2, pp. 482-494). pdf
Yow, W.Q. & Markman, E. M. (2010). Bilingual children’s integration of multiple cues to understand a speaker’s referential intent. In K. Franich, K.M. Iserman, & L.L. Keil (Eds.), Proceedings of the 34th Annual Boston University Conference on Language Development (Vol. 2, pp. 480-490).pdf
Yow, W.Q. & Markman, E. M. (2009). Understanding a speaker’s communicative intent: Bilingual children’s heightened sensitivity to referential gestures. In J. Chandlee, M. Franchini, S. Lord & G. Rheiner (Eds.), Proceedings of the 33rd Annual Boston University Conference on Language Development (Vol. 2, pp. 646-657).pdf
Book Chapters –
Yow, W. Q., Patrycia, F., & Flynn, S. (2016). Code-switching in Childhood. In S. Montarnari & E. Nicoladis (Eds). Lifespan Perspectives on Bilingualism (pp.81-100). Washington, DC, US: American Psychological Association
Lepper, M.R., Master, A., & Yow, W.Q. (2008). Intrinsic motivation in education. In M.L. Maehr, S. Karabinick, & T. Urdan (Eds.), Advances in Motivation and Achievement (Vol 15, pp. 521-555). Bingley, UK: Emerald.