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Jing Tian
Jing Tian
Verified email at temple.edu
Title
Cited by
Cited by
Year
Why is learning fraction and decimal arithmetic so difficult?
H Lortie-Forgues, J Tian, RS Siegler
Developmental Review 38, 201-221, 2015
2552015
Fractions learning in children with mathematics difficulties
J Tian, RS Siegler
Journal of learning disabilities 50 (6), 614-620, 2017
762017
Which type of rational numbers should students learn first?
J Tian, RS Siegler
Educational Psychology Review 30 (2), 351-372, 2018
572018
Do children understand fraction addition?
DW Braithwaite, J Tian, RS Siegler
Developmental Science 21 (4), e12601, 2018
392018
Distributions of textbook problems predict student learning: Data from decimal arithmetic.
J Tian, DW Braithwaite, RS Siegler
Journal of Educational Psychology 113 (3), 516-529, 2021
142021
The Sleep of Reason Produces Monsters: How and When Biased Input Shapes Mathematics Learning.
RS Siegler, S Im, LK Schiller, J Tian, DW Braithwaite
Annual Review of Developmental Psychology 2, 2020
102020
Learning improper fractions with the number line and the area model
J Tian, V Bartek, MZ Rahman, EA Gunderson
Journal of Cognition and Development 22 (2), 305-327, 2021
72021
Risk perception of air pollution: An exploration of self-relevancy
Y Zhou, Y Song, J Tian
Human and Ecological Risk Assessment: An International Journal 22 (7), 1506-1518, 2016
72016
How do people choose among rational number notations?
J Tian, DW Braithwaite, RS Siegler
Cognitive Psychology 123, 101333, 2020
52020
Biased problem distributions in assignments parallel those in textbooks: Evidence from fraction and decimal arithmetic
J Tian, ER Leib, C Griger, CO Oppenzato, RS Siegler
Journal of Numerical Cognition 8 (1), 73-88, 2022
22022
Reminders of mortality alter pain-evoked potentials in a Chinese sample
C Wang, J Tian
Frontiers in Psychology 9, 1667, 2018
22018
Supplementary materials to: Biased problem distributions in assignments parallel those in textbooks: Evidence from fraction and decimal arithmetic
J Tian, ER Leib, C Griger, CO Oppenzato, RS Siegler
PsychOpenGOLD, 2022
12022
Spatial skills, but not spatial anxiety, mediate the gender difference in number line estimation.
J Tian, S Dam, EA Gunderson
Developmental Psychology 58 (1), 138-151, 2022
12022
Tracing the origins of the STEM gender gap: The contribution of childhood spatial skills
J Tian, K Ren, NS Newcombe, M Weinraub, DL Vandell, EA Gunderson
Developmental Science, e13302, 2022
2022
Why do we have three rational number notations? The importance of percentages
RS Siegler, J Tian
Advances in Child Development and Behavior, 2022
2022
Teaching fractions to young children
J Tian, E Gunderson
YC Young Children 75 (4), 62-67, 2020
2020
Difficulty in understanding rational numbers and potential solutions
J Tian
Cognitive Development from a Strategy Perspective, 120-133, 2017
2017
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