2000.9-2004.7    北京师范大学数学科学学院数学与应用数学专业

2004.9-2009.7    北京师范大学管理学院（现系统科学学院）系统理论专业

2009.9-2012.8    中科院心理所博士后

2012.8- 2019.6   北京师范大学认知神经科学与学习国家重点实验室

2019.8- 2025.8    williamhill英国中文教育学院

2025.8-至今       william威廉英国

学习科学、教育心理学、心理学基础

1.Xue, H.#, Han, H.#, Shi, K., Cui, J.*, & Cui, Z.*. (2025). Influence of bilingual proffciency on the reversed language dominance effect. Current Psychology, 44:13718–13732. doi: 10.1007/s12144-025-07981-y

2.Wu, X. #, Cui, J. #, Han, H., Gao, X., Zhou, X., & Cui, Z. (2025). The relationships between working memory components and mental arithmetic performance in Chinese participants. Current Psychology, 44, doi: 10.1007/s12144-025-07408-8.

3.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 (Q2), 38(5), e4256.

4.Zheng L., Fang, H., Fan, W., Wu, J., Cui, J., Li, B., & Wang, C. (2024). Brain markers of subtraction and multiplication skills in childhood: task-based functional connectivity and individual structural similarity. Cerebral Cortex, 34(9). DOI:10.1093/cercor/bhae374.

5.Lyu, J. #, Cui, J. #, Yang, F. #, Gao, X., Cui, Z., & Zhou, X. * (2024). The Interconnection of Orthographic, Phonetic, and Semantic Skills with Arithmetic Fluency. Psychological Research (Q2), 88(8), 2320-2334. doi: 10.1007/s00426-024-02005-z

6.Cui, J., Lv, L., Yang, F., Wang, L., Cui, Z., & Zhou, X. (2024).The structure correspondence hypothesis predicts how word and sentence in language correlate with term and principle in mathematics. Cognitive Processing.

7.Cui, J., Yang, F., Peng, Y., Wang, S., & Zhou, X. * (2024). Differential Cognitive Correlates in Processing Symbolic and Situational Mathematics. Infant and Child Development, 33(4), e2500.

8.崔佳歆，冯佳佳，左钰涵，崔占玲，周新林. (2024). 形状知觉在儿童语言能力中的独立性预测作用. 心理发展与教育, 40(06), 782-791.

9.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.

10.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

11.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, DOI: 10.1002/ijop.12934

12.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.

13.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.

14.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

15.Li, T., 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

16.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.

17.Cui, J., Li, L., Li, M., Siegler, R., & Zhou, X. (2020). Middle temporal cortex is involved in processing fractions. Neuroscience Letters, 725, 134901.

18.Cui, J., Xiao, R., Ma, M., Li Yuan, Cohen Kodash R., & Zhou, X. (2020). Children skilled in mental abacus show enhanced non-symbolic number sense. Current Psychology.

19.崔佳歆, 张译允, (2020). 数学脑存在吗? 教育家, 28, 66-68.

20.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.

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

22.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.

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

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

25.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.

26.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.

27.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.

28.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.

29.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.

30.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.

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

32.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.

33.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.

34.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.

35.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.

36.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.

37.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.

主持国家自然科学基金面上和青年项目、脑计划子课题项目、河北省社科基金项目、河北省教育厅重点项目、博士后面上项目。

参与973、国自然、国社科和教育部等十余项基金项目。

中国学生营养与健康促进会心理健康分会委员

中国高等教育学会学习科学研究分会理事

河北省心理学会学习与认知专委会副主任委员