个人简介
张译允，女，满族，博士，讲师，辽宁师范大学四级特聘教授，中共党员。北京师范大学，发展与教育心理学博士。截至目前，主持国家自然科学基金项目1项、省级科研项目2项；荣获辽宁省高校心理健康教育教师教学一等奖、辽宁师范大学科研先进个体荣誉称号。
本人主持的项目：
1. 2017年，数学流畅性在近似数量系统与数学成就关系中的影响作用研究（31700971），国家自然科学基金青年项目
2. 2017年，大学新生多维心理特点和学习方式研究（L17WSZ017），辽宁省社科规划基金项目
研究领域
展与教育心理学，学习心理，脑与数学学习
1. 脑与数学认知
2. 有效数学学习方式
3. 特殊群体的学习干预与促进
近期论文
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1. Zhang,Y., Liu, T., Chen, C., & Zhou, X. (2019). Visual form perception supports approximate number system acuity and
arithmetic fluency. Learning and Individual Differences, 71, 1-12.
2. Zhou, X. , Li, M. , Li, L. , Zhang, Y. , Cui, J. , & Liu, J. , et al. (2018). The semantic system is involved in mathematical problem solving. NeuroImage, 166:360-370.
3. Cui, J. , Zhang,Y., Cheng, D., Li D., & Zhou, X., (2017). Visual form perception can be a cognitive correlate of lower level math categories for teenagers. Frontiers in Psychology,8, 1336.
4. Cui, J., George, K., Zhang, Y., Li, Y.,Shu, H., & Zhou, X., (2017). Examining the relationship between rapid automatized naming and arithmetic fluency in Chinese kindergarten children. Journal of Experimental Child Psychology, 154: 146-163.
5. Zhang, Y., & Zhou, X. (2016). Building Knowledge Structures by Testing Helps Children With Mathematical Learning Difficulty. Journal of learning disabilities, 49(2), 166-175.
6. Zhang, Y., Chen, C., Liu, H., Cui, J., & Zhou, X. (2016). Both non-symbolic and symbolic quantity processing are important for arithmetical computation but not for mathematical reasoning. Journal of Cognitive Psychology, 1-18.
7. Bailey, D. H., Zhou, X., Zhang, Y., Cui, J., Fuchs, L. S., Jordan, N. C., ... & Siegler, R. S. (2015). Development of fraction concepts and procedures in US and Chinese children. Journal of experimental child psychology, 129, 68-83.
8. Zhou, X., Wei, W., Zhang, Y., Cui, J., & Chen, C. (2015). Visual perception can account for the close relation between numerosity processing and computational fluency. Frontiers in Psychology, 6, 1364.
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