Lai-Sang is a Senior Lecturer in the Department of Psychology. She is the admission tutor in the department, organising NTU Open Days. She is also the Year 2 Single Honours tutor, providing student support across the cohort. She is a module leader of modules on developmental psychology and disorders at both undergraduate and postgraduate levels. She also teaches undergraduate tutorials, research methods and critical thinking in Educational and Developmental Psychology. She is also a project supervisor supervising research projects at both undergraduate and postgraduate levels.
Postdoctoral Fellow at the University of Hong Kong (2011-2014)
Lai-Sang is interested in social and cognitive development in typically developing individuals and individuals with neurodevelopmental disorders, particularly Autism Spectrum Disorders (ASD) and Specific Language Impairment (SLI). Lai-Sang currently works on three main areas of investigation: Theory of Mind, Emotion Regulation and Statistical Learning. She aims to understand the basic mechanism of different kinds of social and cognitive processing and how neurodevelopmental disorders deviate from the typical developmental pathways so as to provide theoretical and practical implications.
Right to Read Volunteering
Iao, L.-S., Wippich, A., & Lam, Y. H. (2017). Discrimination of foreign speech pitch and autistic traits in non-clinical population. Journal of Autism and Developmental Disorders.
Iao, L.-S., Ng, L. Y., Wong, M. Y., & Lee, O. T. (2017). Non-adjacent dependency learning in Cantonese-speaking children with and without a history of specific language impairment. Journal of Speech, Language, and Hearing Research, 60, 694-700.
Iao, L.-S., Tsang, Y. T., Wong, M. Y., & Ho, Y. H. (2015). Talking while thinking about another’s mind in preschoolers: Evidence of getting Vygotskian about social cognition. Early Childhood Research Quarterly, 31, 1-8.
To, K. S., Yim, F. Y., Lam, Y. H., & Iao, L.-S. (2014). Persuasion in Chinese school-age children with and without Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities, 31, 231-240.
Iao, L.-S., & Leekam, S. (2014). Non-Specificity and theory of mind: New evidence from a non-verbal false sign task and children with Autism Spectrum Disorders. Journal of Experimental Child Psychology, 122, 1-20.
Iao, L.-S. (2014). Understanding of False Beliefs, Photos and Signs: What we Learn From Typical Development, Autism, and the Brain. In O. N. Saracho (Ed.), Contemporary Perspectives on Research in Theory of Mind in Early Childhood Education (pp. 175-191). Charlotte, NC: Information Age Publishing.
Wong, W., Weekes, B., Iao, L.-S., To, K., & Su, I. (2014). Is reading aloud semantically mediated in Chinese Hyperlexia? Procedia - Social and Behavioral Sciences.
Iao, L.-S., Leekam, S., Perner, J., & McConachie, H. (2011). Further evidence for non-specificity of theory of mind in preschoolers: Training and transferability in the understanding of false beliefs and false signs. Journal of Cognition and Development, 12, 56-79.
Lee, Y., Iao, L.-S., & Lin, C. (2007). False Memory and schizophrenia: Evidence for gist memory impairment. Psychological Medicine, 37, 559-567.
Iao, L.-S., Tseng, C., & Soong, W. (2006). Cognitive-behavioral therapy for a preschooler with Asperger’s Disorder. Archives of Clinical Psychology, 3, 46-55. (ISSN: 1813-6419)
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