基本信息

姓名：崔佳歆

性别：女

职称：副教授

所在教研室：心理学

出生日期：1981.3

学历学位：博士

研究方向：脑与数学学习

E-mail：cuijx@hebtu.edu.cn

学习、工作经历（自大学始填）

2000-2004    北京师范大学，学士

2004-2009    北京师范大学，博士

2009-2012    中科院心理所，博士后

2012-2019    北京师范大学认知神经科学与学习国家重点实验室工作

2019-        bat365在线平台工作

教学工作

基础心理学专题研究

学术著作

《教育神经科学视野中的数学教育创新》，参与编写，2016。

学术论文

1.Tian Li, Jiaxin Cui, Li Yuan, Xing Yu, Xinlin Zhou. (2021). 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: 10.1016/j.jneuroling.2020.100969

2.崔佳歆，张译允，数学脑存在吗？教育家，2020年第28期，66-68页。

3.Jiaxin Cui, Leinian Li, Mengyi Li, Robert Siegler, Xinlin Zhou. (2020). Middle temporal cortex is involved in processing fractions. Neuroscience Letters, 725, 134901. doi: 10.1016/j.neulet.2020.134901

4.Jiaxin Cui, Rui Xiao, Mei Ma, Li Yuan, Roi Cohen Kodash & Xinlin Zhou. (2020). Children skilled in mental abacus show enhanced non-symbolic number sense. Current Psychology. doi: 10.1007/s12144-020-00717-0  

5.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.

6.周新林，崔佳歆，数学学习困难怎么办？人民政协报，2019 年 11 月6 日。

7.Cheng, D., Xiao, Q., Cui, J., Chen, C., Zeng, J., Chen Q., & Zhou, X. (2019). Short-term numerosity training promotes symbolic arithmetic in children with developmental dyscalculia: The mediating role of visual form perception. Developmental Science, e12910.

8.Cheng, D., Xiao, Q., Cui, J., Chen, C., Zeng, J., Chen Q., & Zhou, X. * (2019). Short-term numerosity training promotes symbolic arithmetic in children with developmental dyscalculia: The mediating role of visual form perception. Developmental Science, e12910.

9.Li, M., Tan, Y., Cui, J., Chen, C., Dong, Q., & Zhou, X.* (2019). The semantic network supports approximate computation. Neuropsychology, 33(6), 842-854.

10.Liu, J., Yuan, L., Chen, C., Cui, J., & Zhou, X. * (2019). The semantic system supports the processing of mathematical principles. Neuroscience, 404, 112-118.

11.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.

12.Rodic, M.#, Cui, J. #, Malykh, S., Zhou, X., Gynku, E.I., Bogdanova, E.L., … & Kovas, Y. * (2018). Cognition, emotion, and arithmetic in primary school: A cross-cultural investigation. British Journal of Developmental Psychology, 36, 255–276.

13.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, 817.

14.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), 497-507.

15.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, 146-153.

16.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.

17.Liu, J., Zhang, H., Chen, C., Chen, H., Cui, J., & Zhou, X. * (2017). The neural circuits for arithmetic principles. NeuroImage, 147, 432-446.

18.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.

19.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.

20.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.

21.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.

22.Bailey, D. H. *, Zhou, X., Zhang, Y., Cui, J., Fuchs, L. S., Jordand, N. C., Gerstene, R., & Siegler R.S. (2015). Development of fraction concepts and procedures in U.S. and Chinese children. Journal of Experimental Child Psychology, 129, 68-83.

23.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. 24.Cui, J., Yang, F., Peng, Y., Wang, S., & Zhou, X. (2024).Differential Cognitive Correlates in Processing Symbolic and Situational Mathematics. Infant and Child Development.

24.Cui, Z., Cui, W., Cui, J., & Zhou, X. (2023). Literacy rather than non-verbal number sense predicts kindergarteners’ numerical abilities persistently. Journal of Child and Family Studies.

25.Cui, J., Lv, L., Yang, F., Wang, L., Li, J., Cui, Z., & Zhou, X. (2023).The structure correspondence hypothesis predicts how word and sentence in language correlate with term and principle in mathematics. Cognitive Processing.

26.Cui, J. #, Wang, L. #, Li, D., & Zhou, X.. (2023). Verbalized arithmetic principles correlate with mathematics achievement. British Journal of Educational Psychology, DOI: 10.1111/bjep.12632

27.Cui, J. #, Wang, S. #, Lv, L., Ran, X., Cui, Z., & Zhou, X.. (2023). Different cognitive mechanisms used for solving open and closed math problems. International Journal of Psychology, 58(6), 584-593. DOI: 10.1002/ijop.12934

28.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.

29.Cui, J., Lv, L., Du, H., Cui, Z., & Zhou, X.. (2022). Language ability accounts for ethnic difference in mathematics achievement. Frontiers in Psychology, 13, 929719.

30.Cui, J., Xiao, R., Ma, M., Li Yuan, Cohen Kodash R., & Zhou, X. (2022). Children skilled in mental abacus show enhanced non-symbolic number sense. Current Psychology, 41, 2053–2066.

31.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), doi: 10.1186/s12993-022-00186-4

32.刘鹏飞, 崔佳歆, 任维聪, 张志杰. (2021). 4～7 岁儿童时间概念的获得方式, 心理与行为研究, 19(4), 454-459.

主持的科研项目

主持国自然面上项目1项、青年项目1项、博士后基金1项、河北省社会科学项目1项、河北省教育厅项目1项。参与脑计划1项、973项目2项、国自然重点、面上、青年项目5项、国社科后期资助1项、教育部全国民族教育研究课题1项。