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Mengyi Li, Yujie Lu, Xinlin Zhou (2023). The involvement of the semantic neural network in rule identification of mathematical processing. Cortex, 164, 11-20.
Li, T., Cheng, D., Chen, C., Gong, G., Lv, J., & Zhou, X. (2023). Altered resting-state functional connectivity in the prefrontal cortex was related to the development of dyscalculia in patients with Turner syndrome. Psychiatry and Clinical Neurosciences.
Lin, P., Zhou, X., Zang, S., Zhu, Y., Zhang, L., Bai, Y., & Wang, H. (2023). Early neural markers for individual difference in mathematical achievement determined from rational number processing. Neuropsychologia, 181, 108493.
Han, H., An, N., Zhou, X., & Cui, Z. (2023). Representations of numerals in Tibetan–Mandarin bilinguals. Language and Cognition, 1-21. doi:10.1017/langcog.2023.2
Yu, X., Wang, X., Zheng, H., Zhen, X., Shao, M., Wang, H., & Zhou, X. (2023). Academic achievement is more closely associated with student-peer relationships than with student-parent relationships or student-teacher relationships. Frontiers in Psychology, 14.
Yan, Z., Yu, X., Cheng, D., Ma, C., & Zhou, X. (2023). Spatial ability and science achievement more closely associated in eighth-graders than in fourth-graders: a large-scale study. International Journal of Science Education, 1-22.
Pei, L., Zhou, X., Leung, F. K. S., & Ouyang, G. (2023). Differential associations between scale-free neural dynamics and different levels of cognitive ability. Psychophysiology, e14259–e14259. https://doi.org/10.1111/psyp.14259
Lin, P., Zhou, X., Zang, S., Zhu, Y., Zhang, L., Bai, Y., & Wang, H. (2023). Early neural markers for individual difference in mathematical achievement determined from rational number processing. Neuropsychologia, 181, 108493. https://doi.org/10.1016/j.neuropsychologia.2023.108493
Yu, X., Zhou, H., Sheng, P., Ren, B., Wang, Y., Wang, H., & Zhou, X. (2023). Math anxiety is more closely associated with math performance in female students than in male students. Current Psychology, 1-14.
Cheng, D., Cui, Z., Chen, C. et al(2023). The database for extracting numerical and visual properties of numerosity processing in the Chinese population. Scientific Data 10, 28. https://doi.org/10.1038/s41597-023-01933-6
Lu, Y., Zhang, X., & Zhou, X. (2023). Assessing gender difference in mathematics achievement. School Psychology International, 0(0). https://doi.org/10.1177/01430343221149689
Li, T., Chen, C., & Zhou, X. (2022). How are different math knowledge presentations associated with math anxiety? Annals of the New York Academy of Sciences, 00, 1– 8. https://doi.org/10.1111/nyas.14951
Zhang, Y. , Fang, S. , Chen, Z. , & Zhou, X. . (2022). Form-perception speed predicts mathematical performance in adults and children. Current Psychology, 1-18. https://doi.org/10.1007/s12144-022-04153-0
Phonological activation improves semantic access provided by Arabic digits and number words
Shijia Fang, Xinlin Zhou (2022). Form perception speed is critical for the relationship between non-verbal number sense and arithmetic fluency, Intelligence, Volume 95, ISSN 0160-2896, https://doi.org/10.1016/j.intell.2022.101704.
Yu, M., Cui, J., Wang, L., Gao, X., Cui, Z., & Zhou, X. (2022). Spatial processing rather than logical reasoning was found to be critical for mathematical problem-solving. Learning and Individual Differences, 100, 102230.
Cheng, D., Cui, Z., Hu, Y., & Zhou, X. (2022). Which visual property correlates with the relationship between numerosity sense and arithmetic fluency. Visual Cognition, 1–10. https://doi.org/10.1080/13506285.2022.2128130
Cheng D, Ren B, Yu X, Wang H, Chen Q, Zhou X. Math anxiety as an independent psychological construct among social-emotional attitudes: An exploratory factor analysis. Ann N Y Acad Sci. 2022 Sep 19. doi: 10.1111/nyas.14902. Epub ahead of print. PMID: 36123799.
Sheng, Y., Yu, M., Liu, P., Wang, X., Bai, X., & Zhou, X. (2022). The association between experience‐based risky choice and mathematical ability. PsyCh Journal.DOI: 10.1002/pchj.612
Yiyun Zhang, Ning An, Jiani Chen, Xinlin Zhou, Zhanling Cui (2022). Numerosity sense correlates with fluent mathematical abilities. Acta Psychologica. Volume 228. ISSN 0001-6918. https://doi.org/10.1016/j.actpsy.2022.103655.
Yiyun Zhang, Yuanyuan Ma, Xinlin Zhou(2022). The association between non?symbolic number comparison and mathematical abilities depends on ?uency. Cognitive Processing, 23(2), 1-17.https://doi.org/10.1007/s10339-022-01098-x
Wang, L., Zeng, J., Ran, X., Cui, Z., Zhou, X. (2022). Different cognitive mechanisms for process-open and process-constrained math problem solving. ZDM-Mathematics education. 54(3), 529-541,https://doi.org/10.1007/s11858-022-01373-3
Cheng, D., Shi, K., Wang, N., Miao, X., & Zhou, X. (2022). Examining the Differential Role of General and Specific Processing Speed in Predicting Mathematical Achievement in Junior High School. Journal of Intelligence, 10(1). 1-13
Mou, C., Wei, X., & Zhou, X. (2022). Non-cognitive differences between abacus-trained students and their counterparts. Personality and Individual Differences, 191, Article 111558. https://doi.org/10.1016/j.paid.2022.111558
Cheng, D., Chen, D., Chen, Q. & Zhou, X. (2022).Effects of attention on arithmetic and reading comprehension in children with attention-deficit hyperactivity disorder. Current Psychology. https://doi.org/10.1007/s12144-022-02888-4
Wang, L., Cao, C., Zhou, X., & Qi, C. (2022). Spatial abilities associated with open math problem solving. Applied Cognitive Psychology, 36( 2), 306– 317. https://doi.org/10.1002/acp.3919
Wang, L., Li, M., Yang, T., Li, W., & Zhou, X. (2022). Mathematics Meets Science in the Brain. Cerebral Cortex, 32(1), 123-136.
Cheng, D., Miao, X., Wu, H., Chen, C., Chen, Q., & Zhou, X. (2022). Dyscalculia and dyslexia in Chinese children with idiopathic epilepsy: Different patterns of prevalence, comorbidity, and gender differences. Epilepsia Open, 7(1), 160-169.
Cheng, D., Li, M., Cui, J., Wang, L., Wang, N., Ouyang, L., Wang, X., Bai, X., & Zhou, X. (2022). Algebra dissociates from arithmetic in the brain semantic network. Behavioral and Brain Functions, 18(1), 1-12.
Zhou, X., & Zeng, J. (2022). Three-component mathematics for students. Infant and Child Development, 31(1), Article e2283. https://doi.org/10.1002/icd.2283
Wang, L., Li, M., Yang, T., & Zhou, X. (2021). Mathematics Meets Science in the Brain. Cerebral Cortex. https://doi.org/10.1093/cercor/bhab198
He, Y., Nuerk, H.-C., Derksen, A., Shi, J., Zhou, X., & Cipora, K. (2021). A gifted SNARC? Directional spatial–numerical associations in gifted children with high-level math skills do not differ from controls. Psychological Research, 85(4), 1645-1661. https://doi.org/10.1007/s00426-020-01354-9
Lu, Y., Li, M., Cui, Z., Wang, L., Hu, Y., & Zhou, X. (2021). Transfer effects of abacus training on cognition. Current Psychology. https://doi.org/10.1007/s12144-021-01968-1
He, X., Guo, P., Li, S., Shen, X., & Zhou, X. (2021). Non-symbolic and symbolic number lines are dissociated. Cognitive Processing. https://doi.org/10.1007/s10339-021-01019-4
Li, T., Cui, J., Yuan, L., Yu, X., & Zhou, X. (2020). Common neural circuit for semantic-based articulation of numbers and words: A case study of a patient with Broca's aphasia. Journal of Neurolinguistics, 58, 100969. doi: https://doi.org/10.1016/j.jneuroling.2020.100969
Li, M., Cheng, D., Lu, Y., & Zhou, X. (2020). Neural association between non-verbal number sense and arithmetic fluency. Human Brain Mapping, 41(18), 5128-5140. doi:https://doi.org/10.1002/hbm.25179
Lu, Y., Ma, M., Chen, G., & Zhou, X. (2021). Can abacus course eradicate developmental dyscalculia. Psychology in the Schools, 58(2), 235-251. doi:https://doi.org/10.1002/pits.22441
Zhou, X., Hu, Y., Yuan, L., Gu, T., & Li, D. (2020). Visual form perception predicts 3-year longitudinal development of mathematical achievement. Cogn Process, 21(4), 521-532. doi:10.1007/s10339-020-00980-w
Cui, J., Xiao, R., Ma, M., Yuan, L., Cohen Kodash, R., & Zhou, X. (2020). Children skilled in mental abacus show enhanced non-symbolic number sense. Current Psychology. doi: 10.1007/s12144-020-00717-0
Cui, J., Li, L., Li, M., Siegler, R., & Zhou, X. (2020). Middle temporal cortex is involved in processing fractions. Neuroscience Letters, 725, 134901. https://doi.org/10/ggrmph
Cheng, D. Z., Xiao, Q., Cui, J. X., Chen, C. S., Zeng, J. Y., Chen, Q., & Zhou, X. L. (2019) Short-term numerosity training promotes symbolic arithmetic in children with developmental dyscalculia: The mediating role of visual form perception. Developmental Science, 8. doi:10.1111/desc.12910
Li, M., Tan, Y., Cui, J., Chen, C., Dong, Q., & Zhou, X. (2019). The semantic network supports approximate computation. Neuropsychology, 33(6), 842-854.
Cui,J.,Zhang,Y.,Wan,S.,Chen,C.,Zeng,J.,& Zhou,X. (2019). Visual form perception is fundamental for both reading comprehension and arithmetic computation. Cognition,189,141-154.
Liu, J., Yuan, L., Chen, C. S., Cui, J. X., Zhang, H., & Zhou, X.(2019). The Semantic System Supports the Processing of Mathematical Principles. Neuroscience, 404, 102-118.
Cui, J., Zhang, Y., Wan, S., Chen, C., Zeng, J., & Zhou, X. (2019). Visual form perception is fundamental for both reading comprehension and arithmetic computation. Cognition,189,141-154.
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.
Zhou, X., Li, M., Zhou, H., Li, L., Cui, J. (2018). Item-wise interindividual brain-behavior correlation in task neuroimaging analysis. Frontiers in Neuroscience,12.
Zhou, X., Li, M., Zhou, H., Li, L., Cui, J. (2018). Item-wise interindividual brain-behavior correlation in task neuroimaging analysis. Frontiers in Neuroscience,12.
Cheng, D., Xiao, Q., Chen, Q., Cui, J., & Zhou, X. (2018). Dyslexia and dyscalculia are characterized by common visual perception deficits. Developmental Neuropsychology, 43(6), 497.
Rodic, M., Cui, J., Malykh, S., Zhou, X., Gynku, E. I., & Bogdanova, E. L., et al. (2018). Cognition, emotion, and arithmetic in primary school: a cross-cultural investigation. British Journal of Developmental Psychology, 36(2), 255-276.
Zhou, X., Li, M., Li, L., Zhang, Y., Cui, J., Liu, J., & Chen, C. (2018). The semantic system is involved in mathematical problem solving. NeuroImage, 166, 360-370.
Cheng, D., Wu, H., Yuan, L., Xu, R., Chen, Q., & Zhou, X., et al. (2017). Modality-dependent or modality-independent processing in mental arithmetic: evidence from unimpaired auditory multiplication for a patient with left frontotemporal stroke. Journal of the International Neuropsychological Society, 23(8), 692-699.
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.
Liu, J., Zhang, H., Chen, C., Chen, H., Cui, J., & Zhou, X. (2017). The neural circuits for arithmetic principles. NeuroImage, 147, 432-446.
Cui, J., Georgiou, G. 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.doi:10.1016/j.jecp.2016.10.008
Cheng, D., Yan, X., Gao, Z., Xu, K., Zhou, X., & Chen, Q. (2017). Neurocognitive profiles in childhood absence epilepsy. Journal of Child Neurology, 32(1), 46-52.
Wang, L., Sun, Y., & Zhou, X. (2016). Relation between approximate number system acuity and mathematical achievement: the influence of fluency. Frontiers in Psychology, 7, 1966.
Wei, W., Chen, C., Dong, Q., & Zhou, X. (2016). Sex Differences in Gray Matter Volume of the Right Anterior Hippocampus Explain Sex Differences in Three-Dimensional Mental Rotation. Frontiers in human neuroscience, 10, 580.
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,28(7),807-824.
He, Y., Zhou, X., Shi, D., Song, H., Zhang, H., & Shi, J. (2016). New evidence on causal relationship between approximate number system (ANS) acuity and arithmetic ability in elementary-school students: a longitudinal cross-lagged analysis. Frontiers in Psychology,7, 8.
Zhou, X., Shen, C., Li, L., Li, D., & Cui, J. (2016). Mental numerosity line in the human’s approximate number system. Experimental Psychology, 63(3), 169-179.
Yu, X., Liu, J., Li, D., Liu, H., Cui, J., & Zhou, X. (2016). Dynamic mental number line in simple arithmetic. Psychological Research, 80(3), 410-421.
Wei, W., Chen, C., & Zhou, X. (2016). Spatial ability explains the male advantage in approximate arithmetic. Frontiers in Psychology, 7(218).
Zhang, Y.,Zhou, X. (2014). Building Knowledge Structures by Testing Helps Children With Mathematical Learning Difficulty. Journal of Learning Disabilities, 49(2) 166–175.
Zhang, H., Chen, C., Sun, Z., Lin, J., Zhou, W., & Zhou, X. (2015). Early occipital injury affects numerosity counting but not simple arithmetic. Neurocase, 22(1), 1-10.
Zhang, H., Chen, C., Sun, Z., Lin, J., Zhou, W., & Zhou, X. (2015). Early occipital injury affects numerosity counting but not simple arithmetic. Neurocase, 22(1), 1-10.
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), 1364.
Bailey, D. H., Zhou, X., Zhang, Y., Cui, J., Fuchs, L. S., & Jordan, N. C., et al. (2015). Development of fraction concepts and procedures in u.s. and chinese children. Journal of Experimental Child Psychology, 129, 68-83.
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Wei,W., Chen,C., Yang,T., Zhang,H., & Zhou,X. (2014). Dissociated neural correlates of quantity processing of quantifiers,numbers,and numerosities. Human Brain Mapping, 35(2),444-454.
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Cheng, D., Zhou, A., Yu, X., Chen, C., Jia, J., & Zhou, X. (2013). Quantifier processing can be dissociated from numerical processing: evidence from semantic dementia patients. Neuropsychologia, 51(11), 2172-2183.
Cui, J., Yu, X., Yang, H., Chen, C., Liang, P., & Zhou, X. (2013). Neural correlates of quantity processing of numeral classifiers. Neuropsychology, 27(5), 583-594.
Zhang, L., Wang, Q., Lin, C. D., Ding, C. D., & Zhou, X. L. (2013). An ERP Study of the Processing of Common and Decimal Fractions: How Different They Are. PLoS One, 8(7), 10. doi:10.1371/journal.pone.0069487
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Zhou, F., Zhao, Q., Chen, C., & Zhou, X. (2012). Mental representations of arithmetic facts: evidence from eye movement recordings supports the preferred operand-order-specific representation hypothesis. Quarterly Journal of Experimental Psychology, 65(4), 661-674.
Zhang, H., Chen, C., & Zhou, X. (2012). Neural correlates of numbers and mathematical terms. Neuroimage, 60(1), 230-240.
Wei, W., Yuan, H., Chen, C., & Zhou, X. (2012). Cognitive correlates of performance in advanced mathematics. British Journal of Educational Psychology, 82(1), 157-181.
Wei, W., Lu, H., Zhao, H., Chen, C. S., Dong, Q., & Zhou, X. L. (2012). Gender Differences in Children's Arithmetic Performance Are Accounted for by Gender Differences in Language Abilities. Psychological Science, 23(3), 320-330. doi:10.1177/0956797611427168
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