Chenmu Xing

Postdoctoral Fellow in Psychology

Judd Hall, 004

BA Shanghai International Studies
MA Columbia University
PHD Columbia University

Chenmu Xing

Chenmu (Julia) Xing is a cognitive and educational psychologist interested in mathematical and numerical cognition and development, and educational applications in this domain.

Dr. Xing’s research seeks to understand how children and adults process mathematical and numerical information in reasoning, learning, and problem solving activities, and ultimately, how to improve numerical ability and mathematical reasoning. This includes how semantic and visual content influences the abstraction of mathematical problem structures and the formulation of solutions; and how contexts influence judgments of quantitative information.

Dr. Xing is receiving postdoctoral training at the Cognitive Development Lab and the Reasoning and Decision Making Lab at Wesleyan University. Prior to this, Dr. Xing completed her Ph.D. in Cognitive Studies in Education and M.A. in Developmental Psychology at Teachers College, Columbia University.

Current research projects:

Child Numerical & Mathematical Ability Project (PI: Dr. H. Barth): This project examines the predictive roles of two numerical abilities (number line estimation; approximate number system) for children’s math ability at 6-8 and the relationship between the two numerical abilities to understand the key cognitive processes underlying the operation of these two important numerical abilities in relation to math outcomes.

Decision Making under Contexts Project (PI: Dr. A. Patalano): In decision making under risk, people are typically biased to overestimate small probabilities and underestimate large ones, a pattern similar to that found in many perceptual and symbolic quantitative judgment tasks in which people are found to reason about magnitudes in relative proportion to the given contexts. This project explores the possibility of a psychophysical proportional judgment model explanation for this bias pattern in decision making, by testing whether this may be influenced by probability contexts.

Probability Problem Solving Project (PI: Dr. J. Corter): To understand the thinking process in math word problem solving, this project examines the content effect (semantic; visual) on the interpretation and abstraction of mathematical word problem structures by testing the hypothesis of analogical and relational mapping to match between the interpreted semantic, visual, and mathematical structures of mathematical word problems.

Publications & work in progress:

Xing, C., Corter, J. E., & Zahner, D. (2016). Diagrams affect choice of strategy in probability problem solving. In M. Jamnik, Y. Uesaka & S. Elzer Schwartz (Eds.), Lecture Notes in Computer Science (LNCS): Diagrammatic Representation and Inference (pp. 3-16). Heidelberg, Germany: Springer.

Xing, C., Corter, J. E., & Zahner, D. (in prep). Diagram type and level of representation affect strategy choice and solution accuracy in probability problem solving.

Xing, C., Corter, J. E., & Zahner, D. (in prep). The role of semantic schema in the categorization of probability word problems by experts and novices.

Xing, C., Zax, A., George, E., Taggart, J., Bass, I., & Barth, H. (in prep). Numerical estimation strategy and numerical acuity correlate with math ability in school-age children.

Xing, C., Paul, J., Zax, A., Cordes, S., Barth, H., & Patalano, A. L. (in prep). Probability-range effects on probability distortion in a gambling task.

Academic Affiliations

Office Hours

SPRING 2018: Mondays 10-11am; Tuesdays 10-11am (or by appointment)


Summer 2019
PSYC 200 - 01
Stats: Activity-Based Approach