KHNG Kiat Hui, Fannie
Education and Cognitive Development Lab (ECDL),
National Institute of Education
Office: 6790 3771
I obtained my PhD (Psychology) from Nanyang Technological University, Singapore, in 2011, and have since been a research scientist with the Education and Cognitive Development Lab (ECDL, formerly known as Centre for Research in Pedagogy and Practice) in the National Institute of Education. My work is focused on several areas of interest situated within the interface between cognitive psychology and education. I have done extensive work examining the role of cognitive control functions—working memory, executive functions (particularly attention and inhibitory control)—in various aspects of learning, performance and intervention, in children, adolescents and adults, on both behavioral and neurofunctional levels.
Inspired by issues faced in the classrooms, one area of work focused on the role of inhibitory control functions in preventing old, previously learnt knowledge/skills from interfering with the acquisition/execution of new knowledge/skills. Another area of work examined the interaction between the inhibitory control of attention and emotional-motivational factors (e.g., test anxiety) and other aspects of attention and working memory, in influencing academic and socio-behavioral outcomes. Of special interest are the effects, mechanisms and boundary conditions of interventions, both on the individual (e.g., mindfulness; cognitive training) and classroom level, to enhance self-regulation, learning and performance, especially for low achieving or at-risk children/adolescents. Parallel to these lines is work related to the construct definition and measurement of inhibitory control functions, how these relate to working memory and other cognitive functions, and academic outcomes. The overarching aim is to help optimize each individual’s learning and performance.
Applied cognitive development; executive functions and working memory, inhibition and attention; proactive and reactive control; executive function and attention training; mindfulness; measurement of cognitive functions; cognitive neuroscience and educational neuroscience; cognitive correlates of dance & movement
Research Interest in the Neuroscience of Learning and Education
I am interested in both using neuroscience as a tool to understand the process and product (outcomes) of learning, the interactions amongst the learner, learning, and performance environments, and also in the translation from neuroscience findings to classroom applications. I have previously utilized functional neuroimaging for some of these purposes and am looking into using more portable technology (EEG, fNIRS) for school-based investigations.