Zhe Chen's research while affiliated with University of California, Davis and other places

... Our results therefore suggest that impaired joint attention, a characteristic of ASD, corresponds to a lower level of analogical reasoning in children with ASD. Most reports of earlier studies describe comparable performance in analogical reasoning between ASD and control groups when IQ scores were matched (Morsanyi & Holyoak, 2010;Scott & Baron-Cohen, 1996;Tan et al., 2018). If joint attention deficits are a general marker of autistic pathology, those studies contradict the present results because individuals with ASD are then expected to have a lower level of analogical reasoning. ...

... For example, it is consistent with other studies employing neuroeconomics paradigms like the ultimatum game (Ikuse et al., 2018), dictator game (Klapwijk et al., 2017), or other resource allocation games (Tei et al., 2019), which found more prosocial behavior in ASD than in non-ASD participants of child, adolescent, and adult age (Paulus & Rosal-Grifoll, 2017). Moreover, research found that high-functioning ASD children judged the immoral behavior of an unknown peer more strictly (Li et al., 2014) and endorsed punishment of immoral behavior in a prisoner's dilemma game more often than NC (Li et al., 2018); which is in line with Baron-Cohen's (2005) conclusion that despite being rather self-focused, people scoring high on the autism spectrum have strong moral values, sense of justice, and think deeply about how to do good. ...

... It's important for parents to engage in conversations with their children during media exposure, read with them, and provide a context for their children's media consumption. Adopting a restrictive approach can also have positive effects on children's language development (Zimmerman et al. 2009;Rutherford et al. 2011;Lee et al. 2017;Yang et al. 2017). ...

... The concept of assigning certain values for infinite divergent series was attributed to Italian mathematician Ernesto Cesaro (BLUMS et al., 2017;ULATOWSKI et al., 2016;GENLOTT;GRÖNLUND, 2016). The Cesaro summation discuss about the limit of sequence of partial sums of a given series (LEYVA et al., 2015). ...

... The first examination of children's matrix completion strategies using eyetracking suggested interesting commonalities with and divergences from adults. Like in adults, indices reflecting constructive matching were associated with better performance: High-performing 5-6-and 7-8-year-olds had more trials on which they scanned across a matrix row or column (Chen et al., 2016). Older children also performed better and scanned rows and columns more than younger children. ...

... In the existing research, techniques for overcoming the Einstellung effect were studied in a laboratory on relatively abstract mathematical tasks in the form of water-jar problems, or anagrams, labyrinths, etc. (Chen & Mo, 2004;Lovett & Anderson, 1996;Louis Lee & Johnson-Laird, 2004). It was shown that one of the possible ways to weaken the effect is a change in the direction of awareness and cognitive control: its enhancement on the target task or refocusing on an additional task (Tukhtieva, 2016, arXiv:2307.06673v1 ...

... The tasks used in the latter studies include objects falling after moving horizontally drawing parabolic trajectories in the direction of horizontal motion (Kaiser, Proffitt, and McCloskey 1985;Kim and Spelke 1999;Howe 2017). Research on this issue demonstrates that individuals' physical knowledge was only piecemeal and their predictions and interpretations on physical events were task specific (Mou, Zhu, and Chen 2015;Eckstein and Shemesh 1993). Previous studies confirmed the alleged benefits of physical manipulation in correcting misconceptions about object characteristics that are perceived by touch (Lazonder and Ehrenhard 2014). ...

... Coordination of control engagement, which has been hypothesized to rely on dorsal anterior cingulate cortex (dACC) activity (Shenhav, Botvinick, & Cohen, 2013), may reflect decisions of the cognitive system about (a) which task goal is worth pursuing, (b) how much control to engage to reach it, and (c) how to engage control, i.e., which control strategy to use. Such coordination is distinct from actual control engagement (which relies on lateral prefrontal cortex) and may critically depend on the use of prior experiences to predict which control strategy (e.g., reactive or proactive) is most appropriate (i.e., most likely to succeed) for the current task demands (Chen & Siegler, 2000;Lemaire & Brun, 2014;Shenhav et al., 2013). In turn, to accumulate Metacognitive monitoring of executive control 6 information about strategy efficiency (i.e., cost and benefit), one must be able to track which strategy is being used and how well is it engaged. ...

... In contrast, research on learners seeking out evidence confirming their hypotheses (confirmation bias) leads back to a study by Wason (1960) sixty years ago. Overall, the findings reveal an intensive research focus on neglect of the control-ofvariables strategy (for example, the following studies: Chen & Klahr, 1999;Dasgupta et al., 2016) and the engineering approach (for example, the following studies: García-Carmona et al., 2017;Schauble et al., 1991b), both of which are not only found among younger students at the elementary school level (e.g., Erdosne Toth et al., 2000), but remain challenging in adulthood (e.g., Dasgupta et al., 2016). This review's findings demonstrate that empirical evidence on challenges during experimentation exists in different fields, including science education, psychology and education research, highlighting not only the importance of this topic across disciplines but also the interdisciplinary and domain-general nature of the identified challenges during experimentation. ...

... Therefore, it is important to approach the work from a gender perspective and ascertain why differences in the perception of Computer Science between genders are not expected in primary education, but are expected in secondary education. Another important aspect that can affect the emotions felt by students is related to the methodology of the activity they perform, guided or discovery, as well as the order in which they perform them (Goo et al., 2006), or even a combination of both, guided-discovery (Honomichl & Chen, 2012). ...