# Felicia W. Chu

My broad research interests involve the development of children’s mathematical abilities. Previous research has demonstrated that deficits in early quantitative knowledge can have cumulative and long-lasting effects, and thus, a primary goal of my research is to investigate how children’s early quantitative knowledge predicts their later mathematics achievement. More specifically, I have looked at the role of symbolic knowledge (e.g., knowledge of Arabic numerals and number words) and nonsymbolic knowledge (e.g., ability to process magnitudes associated with collections of objects) in contributing to mathematical development. This includes identifying early risk factors that may contribute to mathematical learning disabilities, as well as identifying the early quantitative knowledge that predicts mathematics achievement and development of arithmetic strategies.

Geary, D. C., vanMarle, K., **Chu, F. W.**, Rouder, J. N., Hoard, M. K., & Nugent, L. D. (accepted). Young children’s conceptual understanding of number symbols, not their evolved sensitivity to quantity is foundational to mathematical development. Psychological Science.

vanMarle, K., **Chu, F.W.**, Mou, Y., Seok, J., Rouder, J., Geary, D.C. (2016). Attaching meaning to the number words: Contributions of the object tracking and approximate number systems. *Developmental Science*.

Mou, Y., Li, Y., Hoard, M. K., Nugent, L. D., **Chu, F. W.**, Rouder, J. N., & Geary, D. C. (2016). Developmental foundations of children’s fraction magnitude knowledge. Cognitive Development, 39, 141–153. doi: 10.1016/j.cogdev.2016.05.002

**Chu, F. W.**, vanMarle, K., & Geary, D. C. (2016). Predicting children’s reading and mathematics achievement from early quantitative knowledge and domain-general cognitive abilities. Frontiers in Psychology, 7, 775. doi: 10.3389/fpsyg.2016.00775

**Chu, F. W.**, vanMarle, K., & Geary, D. C. (2015). Early numerical foundations of young children’s mathematical development. *Journal of Experimental Child Psychology, 132*, 205-212. doi: 10.1016/j.jecp.2015.01.006

vanMarle, K., **Chu, F. W.**, Li, Y., & Geary, D. C. (2014). Acuity of the approximate number system and preschoolers’ quantitative development. *Developmental Science, 17*(4), 492-505. doi: 10.1111/desc.12143

**Chu, F. W.**, vanMarle, K., & Geary, D. C. (2013). Quantitative deficits of preschool children at risk for mathematical learning disability. *Frontiers in Psychology, 4*. doi: 10.3389/fpsyg.2013.00195