Jing Tian
@_TIANJing
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Postdoc @templeuniv * Psychologist * 🇨🇳 * Enthusiastic about food, traveling, and climbing
Pennsylvania, USA
Joined September 2020
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RT @mwalibali: The University of Wisconsin–Madison Department of Psychology is hiring in perception and in cognitive or perceptual developm….
psych.wisc.edu
Psychology Department Employment Opportunities NOTE: The University of Wisconsin-Madison is an Equal Opportunity Affirmative Action Employer and encourages women and minorities to apply. Unless...
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RT @gbramani: We are hiring!!! Our dept at @UofMaryland is looking to hire 2 assistant professors. One position that is open topic in human….
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RT @AnnaSchapiro: Neural network models require interleaved input for building representations that learn & generalize efficiently. Do huma….
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RT @AveryHClosser: ✨ECRs in STEM Learning, Dev., & Ed ✨. @CEL_Purdue will host a 2-day professional development workshop for early career r….
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RT @mwalibali: Postdoc opportunity at UW-Madison! We are seeking a postdoctoral fellow for an NSF-funded project on fractions understanding….
drive.google.com
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RT @gbramani: Dissertation Research Opportunity: @CenterforFM @NAFSCE is offering a $10k, 18-mo dissertation fellowship for doc candidates….
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New paper alert! We found brief exposure to different decimal labels led children to process decimal magnitudes differently. See how Liz nicely laid out the highlights here.
How do you say “0.68���? Does it matter for learning? We taught 5th & 6th graders to use either decomposed labels (six tenths and eight hundredths), common-unit labels (sixty-eight hundredths), or point labels (point six eight). @_TIANJing @Ren_Kexin (1/x).
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Finally, I’ll be hiring a full-time lab manager on the grant staring in the fall. If you know anyone who might be interested, please put them in touch with me. Stayed tuned for the official job ad!.
Special thanks to my mentor and role model @GundersonLab! I’m truly grateful to the many other mentors and colleagues who have supported and inspired me over the years!.
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Special thanks to my mentor and role model @GundersonLab! I’m truly grateful to the many other mentors and colleagues who have supported and inspired me over the years!.
I’m overjoyed to share that I will be joining the Psych. Dept. at Fordham as an Assistant Professor this coming fall AND that I was awarded an NSF ECR grant to study how practice problem distributions can impact children’s decimal learning!.
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I’m overjoyed to share that I will be joining the Psych. Dept. at Fordham as an Assistant Professor this coming fall AND that I was awarded an NSF ECR grant to study how practice problem distributions can impact children’s decimal learning!.
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RT @GundersonLab: New paper from our lab! Spatial skills in 4th grade longitudinally predict students' STEM major choice and help explain g….
onlinelibrary.wiley.com
Using a national longitudinal dataset (SECCYD; N = 690), we showed that 4th-grade spatial skills directly predicted choosing STEM majors in college, above and beyond math and verbal achievement,...
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RT @TUGSA_6290: Today, TUGSA members finished voting on the Tentative Agreement reached with @TempleUniv on Friday. Membership voted over 9….
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Here's a sneak peek into our poster You can also check out our preregistration here
osf.io
In the current study, we investigate the role of early achievement and self-concept of ability (SCA) in STEM (science, technology, engineering, and mathematics) major choice in higher education....
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Key takeaway - The gender gap in STEM college majors starts to take shape as early as middle childhood, in the form of a male advantage of spatial skills. Enhancing early spatial skills may help set more children, especially girls, on a pathway to STEM.
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Critically, the male advantage in 4th-grade spatial skills contributed to women's underrepresentation in STEM college majors. Multi-group SEM suggested that spatial skills predicted STEM major choice to a similar extent and via similar mechanisms among boys and girls.
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Further, Grade 4 spatial skills predicted STEM major choice via indirect pathways involving math ability self-concept in the intervening years.
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We found that Grade 4 spatial skills directly predicted STEM major choice, over and above the effects of Grade 5 and age-15 math and verbal achievement, Grade 6 and age-15 math and verbal ability self-concept, gender, maternal education, and family-income-to needs ratio.
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Using data of 690 participants from a national longitudinal dataset (SECCYD), we modeled the relation between Grade 4 spatial skills and STEM majors while accounting for competing for cognitive and motivational mechanisms in a comprehensive, preregistered model.
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