(1) Zhang, Y., Wang, Z., Chen, Z., Yang, Q., Dong, C., & Qu, K. (2024). Spaced example-based learning facilitates advanced mathematics learning in college students. Journal of Cognitive Psychology, 36(2), 205–219.
(2) Cui, J., Zhang, Y., Zhou, A., Gao, X., Zhang, C., & Zhou, X. (2024). Typical Mathematical Education Cannot Predict Non‐Verbal Number Sense. Applied Cognitive Psychology, 38(5), e4256.
(3) Zhang, Y., Fang, S., Chen, Z., & Zhou, X. (2023). Form-perception speed predicts mathematical performance in adults and children. Current Psychology, 42(36), 31783–31800.
(4) Zhang, Y., Ma, Y., & Zhou, X. (2022). The association between non-symbolic number comparison and mathematical abilities depends on fluency. Cognitive processing, 23(3), 423–439.
(5) 张译允,马媛媛,赵锦,周新林 & 邵园颖.(2022).视觉形状知觉在近似数量系统和计算流畅性关系中的作用. 心理科学进展, 30(06), 1242–1252.
(6) Zhang, Y., An, N., Chen, J., Zhou, X., & Cui, Z. (2022). Numerosity sense correlates with fluent mathematical abilities. Acta Psychologica, 228, 103655. 4.
(7) He, X., Zhou, X., Zhao, J., & Zhang, Y. (2021). Visual Perception Supports Adults in Numerosity Processing and Arithmetical Performance. Frontiers in Psychology, 12, 722261.
(8) 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.
(9) 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.
