About Us

曹宏業教授

Prof. Ricky Tso

Prof. Ricky Tso is presently an Assistant Professor in special education at a local university. He was an Assistant Professor at EdUHK from 2017 to 2023, where he served as the supervisor and co-founder of the Psychological Assessment and Clinical Research Unit.

In 2022, he was selected as one of the Emerging Research Scholars. He obtained his PhD (Education Psychology) from HKU and is a registered teacher, a registered practitioner in educational psychology and Associate Fellow in Hong Kong Psychological Society, as well as a Member of Register of Educational Psychologists accredited by Department of Health. His work aims to uncover the neuro-cognitive mechanisms of learning, particularly in special populations, and translate his research findings into practice. He published in various international academic journals such as Psychological science, Psychonomic Bulletin & Review, and Clinical Infectious Disease. Prof. Tso's work aims at improving our understanding of learning and cognition and for developing effective interventions to support students with diverse learning needs.

Registered Practitioner Psychologist (Educational Psychologist), HCPC(UK)

Associate Fellow & Registered Educational Psychologist, HKPS

Registered Teacher, HKSARG

Educational Psychologist in Accredited Register (Department of Health, HKSAR)

Professional qualifications

PgDE (PVE), EdUHK

Ph.D. (In Ed. Psy.), HKU,

M.Phil., HKU

B.Soc.Sc. (1st Hon.), HKU

Academic qualifications

Publications in Peer-reviewed Journals:

Zhang, W. Leung, R. Y. F.; Mak, K., Ge, H., Kwok, T. T., Tso, R. V., Wang, A. Ma, P. H., & Wong. Y. Y. (Accepted). GPT-powered chatbot-based positive psychology intervention to promote well-being among parents of children with autism spectrum disorder: A pilot study. JMIR Formative Research.

Yeung, K. K., Chan, R. T., Chan, H., Shum, K. K., & Tso R. V. (2023). Word reading transfer in two distinct languages in reading interventions: How Chinese-English bilingual children with reading difficulties learn to read. Research in Developmental Disabilities, 137, 104501. (5-year IF: 3.129; Ranking: Q1; Contribution: co-first and corresponding author, https://doi.org/10.1016/j.ridd.2023.104501)

Tso, R. V., Chui, O., & Hsiao, J. H. (2022). How does face mask in COVID-19 pandemic disrupt face learning and recognition in adults with autism spectrum disorder? Cognitive Research: Principles and Implications, 7, 64. (5-year IF: 4.1; Ranking: Q1 (Exp. Psy.); Contribution: first and corresponding author, https://doi.org/10.1186/s41235-022-00407-4)

Tso, R. V., Au, T. K., & Hsiao, J. H. (2022). Non-monotonic developmental trend of holistic processing in visual expertise: The case of Chinese character recognition. Cognitive Research: Principles and Implications, 7, 39. (5-year IF: 4.1; Ranking: Q1 (Exp. Psy.); Contribution: first and corresponding author, https://doi.org/10.1186/s41235-022-00389-3)

Hsiao, J. H., Liao, W., & Tso, R. V. (2022). Impact of mask use on face recognition: An eye tracking study. Cognitive Research: Principles and Implications, 7, 32. (5-year IF: 4.1; Ranking: Q1 (Exp. Psy.); Contribution: co-author, https://doi.org/10.1186/s41235-022-00382-w)

Tso, R. V., Chan, R. T., Chan, Y., & Lin, D. (2021). Holistic processing of Chinese characters in college students with dyslexia. Scientific Reports, 11(1), 1973. (5-year IF: 5.516; Ranking: Q1 (SJR - Multidisciplinary); Contribution: first and corresponding author, https://doi.org/10.1038/s41598-021-81553-5)

Tso, R.V., & Cowling, B. (2020). Importance of face masks for COVID-19 – a call for effective public education. Clinical Infectious Diseases, 71(16), 2195–2198. (5-Year IF: 9.604; Ranking: Q1; Contribution: first and corresponding author, https://doi.org/10.1093/cid/ciaa593)

Tso, R. V., Chan, R. T., & Hsiao, J. H. (2020). Holistic but with reduced right-hemisphere involvement: The case of dyslexia in Chinese character recognition. Psychonomic Bulletin and Review, 27, 553–562. (IF in 2020: 5.536; Ranking: Q1; Contribution: first and corresponding author, http://dx.doi.org/10.3758/s13423-020-01721-y)

Au, T. K., Chan, S. W., Chan, W. W. L., Cheng, L., Siegel, L. L., Tso, R. V. (2015). Can Non-interactive Language Input Benefit Young Second-Language Learners? Journal of Child Language, 42(2), 323-350. (IF: 1.174; Ranking: Q1; http://dx.doi.org/10.1017/S0305000913000627)

Tso, R. V., Au, T. K., & Hsiao, J. H. (2014). Perceptual Expertise: Can Sensorimotor Experience Change Holistic Processing and Left-side Bias? Psychological Science, 25(9), 1757-1767. (IF: 5.476; Ranking: Q1; Contribution: first and corresponding author], http://dx.doi.org/10.1177/0956797614541284)

Publications in Peer-reviewed Journals:

Tso, R. V.-Y., Yeung P. P.-S., & Yeung, K. K.-Y. (2023). A Convenient Package for Study Skills Training for College Students with Neurodevelopmental Disorders. Hong Kong: EdUHK

Tso, R. V.-Y., & Yeung, K. K.-Y. (2021). Phonotopia (拼樂園). Hong Kong: EdUHK

Tso, R.V.Y. & Chui, O.H.C. (2021). Guideline in Supporting College Students with Special Need in Neurodevelopmental Disorders (SpLD, ASD and ADHD): The need for Psychoeducational Reassessment. Hong Kong: EdUHK.

Academic publications

17-1-2024

Source: TVB Jade

流行都市: 見工焦慮 (interview on how to tackle job interview anxiety)

https://www.mytvsuper.com/tc/programme/bigcityshop_118508/流行都市/e/685329/

https://youtu.be/Qi7vn2EPKrg?si=cMxvXEkNzXLNK1h0

9-8-2022

Source: TVB Jade

時事多面睇: 未有規管 (interview on how lack of statutory licensing of some healthcare professions poses a challenge for parents with SEN children to access services)

https://news.tvb.com/tc/programme/closerlook/62f284a11e43018c96dd420c/未有規管

https://youtu.be/Q0yIfDfmtyY?si=Wvx3DrysehqeoXKC