- Cheng, C., & Kibbe, M. M. (2024). Children’s use of reasoning by exclusion to infer objects’ identities in working memory. Journal of Experimental Child Psychology, 237, 105765.
- Cheng, C., & Kibbe, M. M. (2023). Development of precision of non-symbolic arithmetic operations in 4-6-year-old children. Frontiers in Psychology, 14, 1286195.
- Cheng, C., & Kibbe, M. M. (2023). Is Nonsymbolic Arithmetic Truly “Arithmetic”? Examining the Computational Capacity of the Approximate Number System in Young Children. Cognitive Science, 47(6), e13299.
- Zhang, W., Dong, Q., Gong, L., Shang Q., Cheng C., Ding, X. (2022). The theoretical accounts and developmental predictors of operational momentum effect. Advances in Psychological Science (Chinese version). link.
- Cheng C., & Kibbe M. (2022). Development of updating in working memory in 4-7-year-old children. Developmental Psychology. https://doi.org/10.1037/dev0001337.
- Cheng, C., & Kibbe, M. M. (2021). Children’s use of reasoning by exclusion to track identities of occluded objects. In Proceedings of the 43th Annual Meeting of the Cognitive Science Society.
- Cheng, C., Kaldy, Z., & Blaser, E. (2020). Coding of featural information in visual working memory in 2.5-year-old toddlers. Cognitive Development, 55, 100892.
- Cheng, C., Kaldy, Z., & Blaser, E. (2019). Two-year-olds succeed at MIT: Multiple identity tracking in 20-and 25-month-old infants. Journal of Experimental Child Psychology, 187, 104649. pdf.
- Cheng, C., Kaldy, Z., & Blaser, E. (2019). Focused attention predicts visual working memory performance in 13-month-old infants: A pupillometric study. Developmental Cognitive Neuroscience, 100616. pdf.
- Deng, X., An, S., & Cheng, C. (2019). Cultural differences in the implicit and explicit attitudes toward emotion regulation. Personality and Individual Differences, 149, 220-222. pdf.
- Cheng, C., Kaldy, Z., & Blaser, E. (2018). Using object history to predict future behavior: are young infants essentialists? In Proceedings of the 40th Annual Meeting of the Cognitive Science Society. pdf.
- Deng, X., Cheng, C., Chow, H. M, & Ding, X. (2018). Prefer feeling bad? Subcultural differences in emotional preferences between Han Chinese and Mongolian Chinese. International Journal of Psychology. pdf.
- Hong, F., Cheng, C., Sang, B., Ku, Y., & Pan, T. (2017). Mood and contextual effects on Facial recognition: Cultural or Cultural Advantage? International Psychological Bulletin, 31(3), 34-44.
- Deng, X., Ding, X., Cheng, C., & Chou, H. M. (2016). Feeling Happy and Sad at the Same Time? Subcultural Differences in Experiencing Mixed Emotions between Han Chinese and Mongolian Chinese. Frontiers in psychology, 7. pdf.
- Song, Y., Hakoda, Y., Sanefuji, W., & Cheng, C. (2015). Can they see It? The functional field of view is narrower in individuals with Autism Spectrum Disorder. PloS one, 10(7), e0133237. pdf.
- Ding, X., Coplan, R. J., Sang, B., Liu, J., Pan, T., & Cheng, C. (2015). Young Chinese children's beliefs about the implications of subtypes of social withdrawal: A first look at social avoidance. British Journal of Developmental Psychology. pdf.
- Ding, X., Coplan, R. J., Sang, B., Liu, J., Pan, T., & Cheng, C. (2015). Starting small: Revisiting young children's perceptions of social withdrawal in China. British Journal of Developmental Psychology, 33(2), 183-186. pdf.
- Ding, X., Zhang T., Deng X., Sang B., Fang L., & Cheng C. (2015). “Alone but not lonely” or “alone and also lonely”: Cultural differences on relations between unsociability and adjustment functioning. Advances in Psychological Science (Chinese Version) 23(3), 439-447
- Cheng, C., Hu J. W., & Sang B. (2013). Cognitive neuroscience studies on adolescence risk-taking and its implication for educational practice. Journal of East China Normal University (education & science) (Chinese Version) 31(2), 56-62
Under review and in preparation
Ren T., Wang J., Li M., Ding X., & Cheng C. (under review). Cognitive processes underlying different forms of non-symbolic subtractive operations in preschool children.
Cheng C., & Kibbe M.M. (in prep.). Computational capacity beyond “1+1”: an investigation of young children’s arithmetic skills in small numbers.
Cheng C., Feigenson L., & Kibbe M.M. (in prep.). Fast-mapping labels onto sets in 2-year-olds.