Email: Miranda.Wong@warwick.ac.uk

Research Group: Lifespan Health and Wellbeing

Research Interests

My Ph.D. project focuses on the long-term consequences of early adversity defined as being born very preterm and/or very low birth weight. I am particularly interested in understanding how very preterm birth affects reproductive success, partnering, and parenting, and how such influences evolve during the life course and across generations.

My previous research centred around social cognition as well as social and emotional development of typically- and atypically-developing children, with an emphasis on verbal and nonverbal communication of young children with autism, which has involved experimental, intervention, and longitudinal designs to examine the cognitive and linguistic development, and social communication of children.

Supervisors

Prof Dieter Wolke
Dr Ahuti Das Friebel

Recent Selected Publications

Sum, E. S. W., Wong, M. K. Y., Yip, A. Y. T., & Seah, W. T. (2023). Using storytelling to develop fraction concepts with culturally and linguistically diverse learners. International Journal of Science and Mathematics Education.
Huang, Y., Wong, M. K. Y., Lam, W. Y., Cheng, C. H., & So, W. C. (2022). What affects gestural learning in children with and without Autism? The role of prior knowledge and imitation. Research in Developmental Disabilities, 129, 104305.
Huang, Y., Wong, M. K. Y., Lam, W. Y., Cheng, C. H., & So, W. C. (2020). Gestures in Storytelling by preschool Chinese-speaking children with and without autism. Frontiers in Psychology, 11, 573212.
So, W. C., Wong, M. K. Y., Lam, W. Y., Cheng, C. H., Ku, S. Y., Lam, K. Y., Huang, Y., & Wong, W. L. (2019). Who is a better teacher for children with autism? Comparison of learning outcomes between robot-based and human-based interventions in gestural production and recognition. Research in Developmental Disabilities, 86, 62–75.
So, W. C., & Wong, M. K. Y. (2018). Tracing the development of spatially-modulated gestures in the manual modality in non-signing Chinese-speaking children. Applied Psycholinguistics, 39, 3, 527–544.
So, W. C., Wong, M. K. Y., Lam, K. Y, Lam, W. Y., Chui T. F., Lee, T. L., Ng, H. M., Chan, C. H., Fok, C. W. (2018). Using a social robot to teach gestural recognition and production in children with autism spectrum disorders. Disability and Rehabilitation: Assistive Technology, 13:6, 527–539.
So, W. C., Wong, M. K. Y., Lam, W. Y., Cheng, C. H., Yang, J. H., Huang, Y., Ng, P., Wong, W. L., Ho, C. L., Yeung, K. L., & Lee, C. C. (2018). Robot-based intervention may reduce delay in the production of intransitive gestures in Chinese-speaking preschoolers with Autism Spectrum Disorder. Molecular Autism, 9; 34.
Wong, M. K. Y., & So, W. C. (2018). Absence of delay in spontaneous use of gestures in spoken narratives among children with Autism Spectrum Disorders. Research in Developmental Disabilities, 72, 128–139.
Wong, M. K. Y., & So, W. C. (2016). Spoken narrative assessment: A supplementary measure of children's creativity. Creativity Research Journal, 28(4), 471–477.
So, W, C., & Wong, M. K. Y. (2016). I use my space not yours: Use of gesture space for referential identification among children with Autism Spectrum Disorder. Research in Autism Spectrum Disorders, 26, 33–47.

Miranda Wong