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

关注数量、空间、物体认知以及逻辑推理等能力从婴儿到成人的毕生发展，同时也研究儿童学习困难、神经发育障碍和行为问题（如自闭症）。研究采用行为和脑电等多种测量方法。

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）

论文

  • Zhang, J., Wu, Z., Wu, J., Mou, Y., & Yue, Z. (accepted). The Effect of Auditory Numerosity and Magnitude on Visual Nonsymbolic Numerosity Cognition: An ERP Study. Journal of Numerical Cognition. 
  • 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.
  • 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.
  • Luo, Y., Hennefield, L., Mou, Y., vanMarle, K., & Markson, L. (2017). Infants’ understanding of preferences when agents make inconsistent choices. Infancy, 22, 843-856.
  • Hyde, D. C. & Mou, Y. (in press). Magnitude rather than number: Evidence needed. Behavioral and Brain Sciences (commentary).
  • vanMarle, K., Chu, F., Mou, Y., Seok, J., Rouder, J., & Geary, D. (in press). Attaching meaning to the number words: Contributions of the object tracking and approximate number systems. Developmental Science.
  • Hyde, D. C, Simon, C., Berteletti, I., & Mou, Y. (in press). The relationship between non-verbal systems of number and counting development: A neural signatures approach. Developmental Science.
  • Mou, Y., & Luo, Y. (2017). Is it a container? Young infants’ understanding of containment events. Infancy, 22, 256-270.
  • 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. 
  • 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. 
  • 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.
  • Mou, Y., Province, J., & Luo, Y. (2014). Can infants make transitive inferences? Cognitive Psychology, 68, 98-112.