基本信息

姓名：崔佳歆

性别：女

职称：副教授

所在教研室：心理系教研室

出生日期：1981年3月

学历学位：博士研究生

研究方向：数学和语言能力发展的认知神经机制

E-mail：cuijx@bnu.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 北京师范大学科研人员

2019-     bat365在线平台学副教授

教学工作

讲授研究生课程：《数学认知与学习》，《数学认知神经科学研究前沿》，《教育实验研究》（北京师范大学）

《基础心理学专题研究》（bat365在线平台学）

科研工作

学术著作：

崔佳歆，《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. Li, R., Cui, J., Yuan, L., Yu, X., Zhou, X. (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. Cui, J., Li, L., Li, M., Siegler, R., & Zhou, X. (2020). Middle temporal cortex is involved in processing fractions. Neuroscience Letters, 725, 134901. doi: 10.1016/j.neulet.2020.134901

3. 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

4. 崔佳歆，张译允. (2020). 数学脑存在吗？教育家，第28期，66-68页。

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. 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.

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

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

9. 周新林，崔佳歆. (2019.11.06). 数学学习困难怎么办？人民政协报.

10. 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.

11. 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.

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, 817.

13. 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.

14. 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.

15. 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.

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

17. 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.

18. 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.

19. 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.

20. 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.

21. 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.

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.