Mou, Y., Zhang, B., Piazza, M., & Hyde, D. C. (in press). Comparing set-to-number and number-to-set measures of cardinal number knowledge in preschool children using latent variable modeling. Early Childhood Research Quarterly.
Choi, Y., Mou, Y., & Luo, Y. (2018). How do 3-month-old infants attribute preferences to a human agent? Journal of Experimental Child Psychology, 172, 96-106.pdf
Mou, Y., Berteletti, I., & Hyde, D. C. (2018). What counts in preschool number knowledge? A Bayes factor analytic approach towards theoretical model development. Journal of Experimental Child Psychology. 166, 116-133.pdf
Luo, Y., Hennefield, L., Mou, Y., vanMarle, K., & Markson, L. (2017). Infants’ understanding of preferences when agents make inconsistent choices. Infancy. 22, 843-856.pdf
Hyde, D., & Mou, Y. (2017). Magnitude rather than number: More evidence needed. The Behavioral and brain sciences, 40, e173. (commentary).pdf
vanMarle, K., Chu, F., Mou, Y., Seok, J., Rouder, J., & Geary, D. (2017). Attaching meaning to the number words:Contributions of the object tracking and approximate number systems. Developmental Science.pdf
Hyde, D. C, Simon, C., Berteletti, I., & Mou, Y. (2017). The relationship between non-verbal systems of number and counting development: A neural signatures approach. Developmental Science.pdf
Mou, Y., & Luo, Y. (2017). Is it a container? Young infants’ understanding of containment events. Infancy, 22, 256-270.pdf
Mou, Y., Li, Y., Hoard, M, K., Nugent, L. D., Chu, F. W., Rouder, J. N., & Geary, D. C. (2016). Developmental foundations of children’ fraction magnitude knowledge. Cognitive Development, 39, 141-153.pdf
Hyde, D. C., Berteletti, I., & Mou, Y. (2016). Approximate numerical abilities and mathematics: Insight from correlational and experimental training studies. In M. Cappelletti & W. Fias (Eds.), Progress in Brain Research: The Mathematical Brain Across the Lifespan (pp. 335-351). Oxford, UK: Elsevier.
vanMarle, K., Mou, Y., & Seok, J. H. (2016). Analog magnitudes support large number ordinal judgments in infancy. Perception, 45, 32-43.pdf
Mou, Y., Zhu, L., & Chen, Z. (2015). Developmental changes in children’s understanding of horizontal projectile motion. International Journal of Psychology, 50, 256-264.[pdf]
Hyde, D. C. & Mou, Y. (2015). Neural and behavioral signatures core numerical abilities and early numerical development. In D. B. Berch, D. C. Geary, & K. Mann Koepke (Eds.), Mathematical Cognition and Learning, Volume 2 (pp. 51-77). Elsevier.
Mou, Y., & vanMarle, K. (2014). Two core systems of numerical representation in infants. DevelopmentalReview, 34,1-25.pdf
Mou, Y., Province, J., & Luo, Y. (2014). Can infants make transitive inferences? Cognitive Psychology, 68, 98-112.pdf
