Publication
- Wei, W., Chen, C., & Zhou, X. (2016). Spatial ability explains the male advantage in approximate arithmetic. Frontiers in Psychology, 7(218).
2016-06-01
- Zhou, X., Shen, C., Li, L., Li, D., & Cui, J. (2016). Mental Numerosity Line in the Human’s Approximate Number System. Experimental psychology, 62(3), 169-179.
2016-06-01
- Yang, X., Guo, X., & Yu, S. (2016). Effects of cooperative translation on Chinese EFL student levels of interest and self-efficacy in specialized English translation. Computer Assisted Language Learning, 29(3), 477-493.
2016-06-01
- Yang, X., Guo, X., & Yu, S. (2016). Student‐generated content in college teaching: content quality, behavioural pattern and learning performance. Journal of Computer Assisted Learning, 32(1), 1-15.
2016-06-01
- Fazio, L. K., DeWolf, M., & Siegler, R. S. (2016). Strategy use and strategy choice in fraction magnitude comparison. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42(1), 1.
2016-06-01
- 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.
2016-06-01
- Siegler, R. S., & Lortie-Forgues, H. (2015). Conceptual knowledge of fraction arithmetic. Journal of Educational Psychology, 107(3), 909.
2016-06-01
- Lortie-Forgues, H., Tian, J., & Siegler, R. S. (2015). Why is learning fraction and decimal arithmetic so difficult?. Developmental Review, 38, 201-221.
2016-06-01
- : Yu, S., Yang, X., Cheng, G., & Wang, M. (2015). From Learning Object to Learning Cell: A Resource Organization Model for Ubiquitous Learning. Educational Technology & Society, 18(2), 206-224
2016-06-01
