Publications

Qin, J., & Opfer, J. E. (2025). Language and the algebraic mind. Memory & Cognition, 1-14. https://doi.org/10.3758/s13421-025-01738-5

Wei, W., Wu, S., Xu, C., Qin, J., & LeFevre J. (2025). The relation between home numeracy activities and children's math skills: The moderating role of home numeracy resources. Learning and Individual Differences, 122, 102734. https://doi.org/10.1016/j.lindif.2025.102734

Zhou, Q., Qin, J., Roberts, D. (2025). Language and the algebraic mind: learning unfamiliar rules. In G. Gunzelmann, A. Howes, T. Tenbrink, & E. J. Davelaar (Eds.), Proceedings of the 47th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.

Qin, J., Kim, D., & Opfer, J. E. (2024). Varieties of number-line estimation: systematic review, models, and data. Developmental Review, 74, 101161. https://doi.org/10.1016/j.dr.2024.101161.

Krasa, N., Qin, J., & Bell, Z. (2024). Mirror invariance in the subsequent acquisition of a script with separate forms for reading and writing. Trends in Neuroscience and Education, 100233. https://doi.org/10.1016/j.tine.2024.100233

Wang, Y., Qin, J., Zhou, Q., Chen, T., & Shcheglova, I. (2024). Chapter 1. In Y. Wang et al. (Eds.), Constructing and guiding the mental health service system for primary and secondary school students: An overview of international experiences (pp. 1–30). People's Education Press. (in Chinese)

Duan, J., Yan, R., Zare, S., & Qin, J. (2024). Exploring children's reasoning about continuous causal processes through visual cues and non-verbal assessment in science education: a case study of Chinese primary school children. Asia-Pacific Science Education, 1(aop), 1-27.

Qin, J., Zhou, Q., Chen, T., Shcheglova, I. (2023). Developing mental health services in challenging circumstances in Russia. Basic Education Review. (in Chinese)

Qin, J., & Opfer, J. E. (2022). Children's cardinality knowledge isn't always beneficial. In J. Culbertson, A. Perfors, H. Rabagliati & V. Ramenzoni (Eds.), Proceedings of the 44th Annual Conference of the Cognitive Science Society. Retrieved from https://escholarship.org/uc/item/1z39h57r

Qin, J., & Opfer, J. E. (2018). Rote versus rule: revisiting the role of language in mathematical thinking. In T.T. Rogers, M. Rau, X. Zhu, & C. W. Kalish (Eds.), Proceedings of the 40th Annual Conference of the Cognitive Science Society (pp. 918-923). Austin, TX: Cognitive Science Society.

Opfer, J. E., Kim, D., & Qin, J. (2018). How does the "learning gap" open? A cognitive theory of nation effects on mathematics proficiency. In Language and Culture in Mathematical Cognition (pp. 99-130). Academic Press.

Wei, W., Deng, W., Chen, C., He, J., Qin, J., & Kovas, Y. (2018). A mechanistic study of the association between symbolic approximate arithmetic performance and basic number magnitude processing based on task difficulty. Frontiers in Psychology, 9, 1551. https://doi.org/10.3389/fpsyg.2018.01551

Qin, J., Kim, D., Opfer, J. E. (2017). Varieties of numerical estimation: A unified framework. In G. Gunzelmann, A. Howes, T. Tenbrink, & E. J. Davelaar (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 2943-2948). Austin, TX: Cognitive Science Society.

Qin. J., & Zhou, X. (2016). Class-based numeorsity training and number line training promote numerical abilities for Chinese kindergartners. In Educational Neuroscience: The Innovation of Mathematics Education. Educational Science Publishing House. (in Chinese)

Qin, J., & Chen, C. (2011). The Influence of the Unexpected Stimulus' Color and Shape on Inattentional Blindness. Journal of Psychological Research. 4 (in Chinese)