Li, M., Zhang, B., & Mou, Y. (2024). Though forced, still valid: Examining the psychometric performance of forced-choice measurement of personality in children and adolescents. Assessment.
Liao, Y., Dillenburger, K., Li X., Yao, X., & Mou, Y.* (2023). Applied behavior analytic intervention services for children with autism spectrum disorders: An investigation of Chinese parents. International Journal of Developmental Disabilities.
Mou, Y.*#, Xiao, H#., Zhang, B., Jiang, Y., & Wang, X. (2023). Are they equivalent? An examination of task variants of approximate number comparison. Behavior Research Methods.
Li, X#., Li, J#., Zhao, S., Liao, Y., Zhu. L. & Mou, Y.* (2023). Magnitude representation of preschool children with autism spectrum condition. Autism. 28(4),866-880.
Lv, J., Mao, H., Zeng, L., Wang, X., Zhou., X., & Mou, Y. (2023). The developmental relationship between nonsymbolic and symbolic fraction abilities. Journal of Experimental Child Psychology, 232, 1-17.
Mou, Y.*, Zhang, B., & Hyde, D. C. (2023). Directionality in the interrelations between approximate number, verbal number, and mathematics in preschool-aged children. Child Development. 94, e67-84.
Wu, Z., Zhang, J., Wu, J., Mou, Y., Yue, Z (2022). Does auditory numerosity and non-numerical magnitude affect visual non-symbolic numerical representation. Perception. 52, 21-39.
Mou, Y.*#, Zhang, B#., Piazza, M., & Hyde, D. C. (2021). Comparing set-to-number and number-to-set measures of cardinal number knowledge in preschool children using latent variable modeling. Early Childhood Research Quarterly. 54, 125-135.
Hyde, D. C.*, Mou, Y., Berteletti, I., Spelke, E. S., Dehaene, S., & Piazza, M. (2021). Testing the role of symbols in preschool numeracy: An experimental computer-based intervention study. Plos ONE. 16(11):e0259775.
Zhang, J., Wu, Z., Wu, J., Mou, Y., & Yue, Z.* (2020). The effect of auditory numerosity and magnitude on visual nonsymbolic numerosity cognition: An ERP study. Journal of Numerical Cognition. 6, 164-185.
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
