牟毅

牟毅

太阳成集团tyc151cc 副教授

E-mail：mouyi5@mail.sysu.edu.cn

研究方向：发展心理学；认知神经科学； 儿童神经发育和行为障碍

个人主页：https://bcdlabsysu.github.io/bcdlabsysu/

研究领域

  1. 个体从婴儿期到成年期在数量、空间、逻辑推理等方面认知能力的起源发展，并使用行为和脑电等研究方法探索上述能力的认知和大脑神经机制；
  2. 儿童早期学习困难的认知成因及相关教育；
  3. 儿童早期认知发展的家庭教育
  4. 特殊儿童（如自闭症）的认知发展及相应的大脑神经机制；特殊儿童融合教育

教育背景

2007-2014 美国密苏里大学哥伦比亚校区太阳成集团tyc151cc（博士）

2004-2007 中国科学院心理研究所（硕士）

职业经历

2014-2017 美国伊利诺大学香槟校区太阳成集团tyc151cc（博士后）

基金项目

在研或已完成国家自然科学基金（面上）、广东省自然科学（面上）、广东省哲学社会科学规划（一般）等多项基金项目。

 

论文  (*通讯作者；  #同等贡献;    ____所指导学生/博后)      

  • 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. 12:10731911241255841 (Q1, IF=3.5)

  • 牟毅. (2024). 言语数词习得的认知机制. 北京师范大学学报（社会科学版）. 3, 64-71.
  • 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. 26(1),101-120. (Q2, IF =2.1)     
  • 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. 56, 4850-4861. (Q1, IF =5.4)

  • 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. (Q1, IF =5.2)

  • 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. (Q2, IF =2.6)

  • 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. (Q1, IF =4.6)

  • 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. (Q3, IF =1.7)

  • 毛伙敏, 刘琴, 吕建相, 牟毅* (2021). 非符号数量表征和符号分数表征的关系. 心理科学进展. 29,2161-2171. 
  • 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. (Q1, IF =3.8)
  • 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. (Q2, IF =3.8)

  • 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.*, 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. (Q1, IF =3.0)
  • 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. (Q1, IF =2.8)

  • vanMarle, K.*, Chu, F., Mou, Y., Seok, J., Rouder, J., & Geary, D. (2018). Attaching meaning to the number words: Contributions of the object tracking and approximate number systems. Developmental Science. 21, e12495. (Q1, IF =4.1)

  • Mou, Y.*, & Luo, Y. (2017). Is it a container? Young infants’ understanding of containment events. Infancy, 22, 256-

    270. (Q2, IF =1.9)

  • Luo, Y.*, Hennefield, L., Mou, Y., vanMarle, K., & Markson, L. (2017). Infants’ understanding of preferences when agents make inconsistent choices. Infancy, 22, 843-856. (Q2, IF =1.9)

  • Hyde, D. C.* & Mou, Y. (2017). Magnitude rather than number: Evidence needed. Behavioral and Brain Sciences

    (commentary). 40, e173. (Q1, IF =15.1)

  • 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. 20, e12464. (Q1, IF =4.1)
  • Mou, Y., Li, Y., Hoard, M, K., Nugent, L. D., Chu, F. W., Rouder, J. N., & Geary, D. C.* (2016). Developmental foundations of children’s fraction magnitude knowledge. Cognitive Development, 39, 141-153. (Q3, IF =1.4)
  • 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. (Q4, IF =1.1)
  • Mou, Y., Zhu, L.*, & Chen, Z. (2015). Developmental changes in children's understanding of horizontal projectile motion. International Journal of Psychology, 50, 256-264. (Q2, IF =1.3)
  • 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. Developmental Review, 34, 1-25. (Q1, IF =4.0)

  • Mou, Y., Province, J., & Luo, Y.* (2014). Can infants make transitive inferences? Cognitive Psychology, 68, 98-112. (Q1, IF =5.1)