Title: Professor
Research: Brain and mathematical cognition
Address: Room 9415, Jingshi Building, No. 19, Xinjiekouwai St., Haidian District, Bejing, P. R. China
Postcode: 100875
Email: zhou_xinlin@bnu.edu.cn
Webpage: http://www.dweipsy.com/mathematicalbrain/

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· Professor, State Key Laboratory of Cognitive Neuroscience and Learning, Faculty of Psychology, Beijing Normal University, 2012-present
·  Associate Professor, Institute of Cognitive Neuroscience and Learning, Beijing Normal University, 2005-2011
·  Local director for The Siegler Center for Innovative Learning in Beijing Normal University, 2012-present
·  Assistant researcher, School of Psychology, Beijing Normal University, Beijing, 2002-2005


·   Institue of Psychology, Chinese Academy of Sciences, Ph.D. in General Psychology, 2002
·  Hubei University, B.S. in Education, 1991


Our center is dedicated to investigating the influence of learning experience on the cognitive processes of mathematics and its neural correlates, brain mechanism of dyscalculia (mathematical disability), diagnosis and intervention, specificity of mathematical brain, and other math-related questions. By revealing patterns of brain activity during effective mathematics learning, we also try to propose and test the plans and systems for mathematical education and instruction.
The main research topics of our research are as follows:

1.      Cognitive and neural correlates of mathematical processing
We would like to investigate how to account for the role of approximate number system in mathematical performance. The visual form perception hypothesis has been proposed for cognitive mechanism; What are the fundamental cognitive processing to support mathematical abilities? The brain systems to support mathematical performance can be identified.     
2.      Development and acquisition of mathematical abilities 
  The approaches to promote the development of mathematical abilities would be designed and tested. The experience (from culture and education) to shape Chinese mathematical brain would be systematically investigated. The comparison of cognition and brain systems between children and adults can shed light on how children develop mathematical abilities.     
3.      Dyscalculia research
   We focus on the types and characteristics of acquired and  developmental mathematical disabilities (including dyscalculia). The diagnostic tools and effective interventions for the developmental dyscalculia would be designed and tested.
State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, PR China