Publications

SCU student authors are highlighted in blue. *Co-authors

Chen L, Abate M, Fredericks M, Guo Y, Tao Z and Zhang X (2024). Long‐term abacus training gains in children are predicted by medial temporal lobe anatomy and circuitry. Developmental Science, Front. Hum. Neurosci. 18:1394706..

Xie, Y., Chang, H., Zhang, Y., Wang, C., Zhang, Y., Chen, L., … & Chen, F. (2024). Long‐term abacus training gains in children are predicted by medial temporal lobe anatomy and circuitry. Developmental Science, e13489.

Peake, E., Miller, I., Flannery, J., Chen, L., Lake, J., & Padmanabhan, A. (2024). Preliminary Efficacy of a Digital Intervention for Adolescent Depression: Randomized Controlled Trial. Journal of Medical Internet Research, 26, e48467.

Xie, Y., Chang, H., Zhang, Y., Wang, C., Zhang, Y., Chen, L., … & Chen, F. (2024). Long‐term abacus training gains in children are predicted by medial temporal lobe anatomy and circuitry. Developmental Science, e13489.

Chen, L., Liu, J., Kang, J. B., Rosenberg-Lee, M., Abrams, D. A., & Menon, V. (2024). Atypical pattern separation memory and its association with restricted interests and repetitive behaviors in autistic children. Autism, 13623613231223354.Xie, Y., Chang, H., Zhang, Y., Wang, C., Zhang, Y., Chen, L., … & Chen, F. (2024). Long‐term abacus training gains in children are predicted by medial temporal lobe anatomy and circuitry. Developmental Science, e13489.

Liu, J., Chen, L., Chang, H., Rudoler, J., Al-Zughoul, A. B., Kang, J. B., … & Menon, V. (2023). Replicable patterns of memory impairments in children with autism and their links to hyperconnected brain circuits. Biological Psychiatry: Cognitive Neuroscience and Neuroimaging, 8(11), 1113-1123.

Liu, J., Chang, H., Abrams, D. A., Kang, J. B., Chen, L., Rosenberg-Lee, M., & Menon, V. (2023). Atypical cognitive training-induced learning and brain plasticity and their relation to insistence on sameness in children with autism. Elife, 12, e86035.

Tablante, J., Krossa, L., Azimi, T., & Chen, L. (2023). Dysfunctions associated with the intraparietal sulcus and a distributed network in individuals with math learning difficulties: An ALE meta‐analysis. Human Brain Mapping, 44(7), 2726-2740.

Krossa, L., Azimi, T., Lieberman, J., & Chen, L. (2023). Limited Neural Capacity and Hyper-Excitability Affect Quantity Processing: A Computational Account. In Proceedings of the Annual Meeting of the Cognitive Science Society (Vol. 45, No. 45).

Chang, H., Chen, L., Zhang, Y., Xie, Y., de Los Angeles, C., Adair, E., … & Menon, V. (2022). Foundational number sense training gains are predicted by hippocampal–parietal circuits. Journal of Neuroscience, 42(19), 4000-4015.

Richter, M., Koopmann-Holm, B., & Chen, L. (2022). Verbal Labels Affect Holistic and Analytic Thinking Styles in Native English Speakers. In Proceedings of the Annual Meeting of the Cognitive Science Society (Vol. 44, No. 44).

Derderian, K. D., Zhou, X., & Chen, L. (2021). Category-specific activations depend on imaging mode, task demand, and stimuli modality: An ALE meta-analysis. Neuropsychologia, 161, 108002.

*Chen, L., *Iuculano, T., Mistry, P., Nicholas, J., Zhang, Y., & Menon, V. (2021). Linear and nonlinear profiles of weak behavioral and neural differentiation between numerical operations in children with math learning difficulties. Neuropsychologia, 160, 107977.

Iuculano, T., Padmanabhan, A., Chen, L., Nicholas, J., Mitsven, S., de los Angeles, C., & Menon, V. (2020). Neural correlates of cognitive variability in childhood autism and relation to heterogeneity in decision-making dynamics. Developmental Cognitive Neuroscience, 42, 100754.

Derderian, K. D., Zhou, X., & Chen, L. (2020). Where for what: A meta-analysis for the category-specific activations for living/nonliving concepts in the past two decades. Proceedings of 42nd Annual Meetings of Cognitive Science Society.

Chen, L., Wassermann, D., Abrams, D. A. D. A., Kochalka, J., Gallardo-Diez, G., & Menon, V. (2019). The visual word form area (VWFA) is part of both language and attention circuitry. Nature Communications, 10(1), 1–12.

Chen, L., Abrams, D. A., Rosenberg-Lee, M., Iuculano, T., Wakeman, H. N., Prathap, S., Chen, T., & Menon, V. (2019). Quantitative analysis of heterogeneity in academic achievement of children with autism. Clinical Psychological Science, 7(2), 362–380.

Chen, L., Bae, S. R., Battista, C., Qin, S., Chen, T., Evans, T. M., & Menon, V. (2018). Positive Attitude Toward Math Supports Early Academic Success: Behavioral Evidence and Neurocognitive Mechanisms. Psychological Science, 29(3), 390–402.

Battista, C., Evans, T. M., Ngoon, T. J., Chen, T., Chen, L., Kochalka, J., & Menon, V. (2018). Mechanisms of interactive specialization and emergence of functional brain circuits supporting cognitive development in children. Npj Science of Learning, 3(1).

Chen, L., Lambon Ralph, M. A., & Rogers, T. T. (2017). A unified model of human semantic knowledge and its disorders. Nature Human Behaviour, 1(March), 39.

*Wu, S. S., *Chen, L., Battista, C., Smith Watts, A. K., Willcutt, E. G., & Menon, V. (2017). Distinct influences of affective and cognitive factors on children’s non-verbal and verbal mathematical abilities. Cognition, 166, 118–129.

Schapiro, Anna C, McDevitt, E. A., Chen, L., Norman, K. A., Mednick, S. C., & Rogers, T. T. (2017). Sleep benefits memory for semantic category structure while preserving exemplar-specific information. Scientific Reports, 7(1), 1–13.

Boaler, J., Chen, L., Williams, C., & Cordero, M. Seeing as Understanding: The Importance of Visual Mathematics for our Brain and Learning. Journal of Applied & Computational Mathematics.

Yang, J., Li, P., Fang, X., Shu, H., Liu, Y., & Chen, L. (2016). Hemispheric involvement in the processing of Chinese idioms: An fMRI study. Neuropsychologia, 87.

Chen, L., & Rogers, T. T. (2015). A Model of Emergent Category-specific Activation in the Posterior Fusiform Gyrus of Sighted and Congenitally Blind Populations. Journal of Cognitive Neuroscience, 27(10), 1981–1999.

Supekar, K., Iuculano, T., Chen, L., & Menon, V. (2015). Remediation of Childhood Math Anxiety and Associated Neural Circuits through Cognitive Tutoring. The Journal of Neuroscience : The Official Journal of the Society for Neuroscience, 35(36), 12574–12583.

Chen, L., & Rogers, T. T. (2014). Revisiting domain‐general accounts of category specificity in mind and brain. Wiley Interdisciplinary Reviews: Cognitive Science, 5(3), 327–344.

Lei, L., Pan, J., Liu, H., McBride-Chang, C., Li, H., Zhang, Y., Chen, L., Tardif, T., Liang, W., Zhang, Z., & Shu, H. (2011). Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children. Journal of Child Psychology and Psychiatry, 52(2), 212–220.

Chen, L., & Rogers, T. T. (2010). Nonverbal semantic processing disrupts visual word recognition in healthy adults. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 2194–2199).

Liu, Y., Li, P., Shu, H., Zhang, Q., & Chen, L. (2010). Structure and meaning in Chinese: An ERP study of idioms. Journal of Neurolinguistics, 23(6), 615–630.

Basnight-Brown, D. M., Chen, L., Shu, H., Kostic, A., & Feldman, L. B. (2007). Monolingual and bilingual recognition of regular and irregular English verbs: Sensitivity to form similarity varies with first language experience. Journal of Memory and Language, 57(1), 65–80.

Chen, L., Shu, H., Liu, Y., Zhao, J., & Li, P. (2007). ERP signatures of subject-verb agreement in L2 learning. Bilingualism-Language and Cognition, 10(2), 161–174.

Wang, A., Chen, L., Zhao, B., & Xu, Y. (2006). First-Year Students’ Psychological and Behavior Adaptation to College: The Role of Coping Strategies and Social Support. US-China Education Review, 3(5), 51–57.