Publications

  • Atypical cognitive training-induced learning and brain plasticity and their relation to insistence on sameness in children with autism

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  • Replicable patterns of memory impairments in children with autism and their links to hyperconnected brain circuits

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  • Cognitive training enhances growth mindset in children through plasticity of cortico-striatal circuits

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  • Foundational number sense training gains are predicted by hippocampal – parietal circuits

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  • Neural representational similarity between symbolic and non-symbolic quantities predicts arithmetic skills in childhood but not adolescence

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  • Emerging neurodevelopmental perspectives on mathematical learning

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  • Neurocognitive modeling of latent memory processes reveals hippocampal-cortical circuit reorganization underlying learning and efficient strategies

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  • Faster learners transfer their knowledge better: Behavioral, mnemonic, and neural mechanisms of individual differences in children's learning

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  • Simple arithmetic: not so simple for highly math anxious individuals

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  • The math anxiety-math performance link and its relation to individual and environmental factors: a review of current behavioral and psychophysiological research

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  • On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies

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  • The odd-even effect in Sudoku puzzles: Effects of working memory, aging, and experience

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  • Metabolic risks in older adults receiving second-generation antipsychotic medication

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Teaching

My goals for teaching are to help students get excited about the topics they learn and to enable them to become independent learners who acquire knowledge and skills that are useful beyond the academic setting. By practicing various ways that facilitate student-centered active learning, I am committed to creating a collaborative environment where each student engages in and contributes to learning in the classroom. I have taught Cognitive Psychology as a stand-alone instructor and Psychological Research Methods, Cognitive Psychology, and Psychological Statistics as a teaching assistant at the University of Chicago. As a mentor, I am dedicated to providing resources and support for research, teaching, and career development to those who are becoming independent scholars and teachers. I have served as Chicago Center for Teaching Fellow (mentor for graduate students) and Undergraduate Psychology Program Preceptor (mentor for undergraduate students) at the University.

Contact

  • Department of Psychiatry and Behavioral Sciences
    Stanford University School of Medicine
    Stanford, CA 94305
  • changh@stanford.edu