Pierina Cheung

Department of Psychology University of Toronto, Toronto, ON, Canada 
"Pierina Cheung"
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Muñez D, Bull R, Cheung P, et al. (2022) Non-symbolic Ratio Reasoning in Kindergarteners: Underlying Unidimensional Heuristics and Relations With Math Abilities. Frontiers in Psychology. 13: 800977
Cheung P, Ansari D. (2022) A million is more than a thousand: Children's acquisition of very large number words. Developmental Science. e13246
Cheung P, Toomey M, Jiang YH, et al. (2021) Acquisition of the counting principles during the subset-knower stages: Insights from children's errors. Developmental Science
Cheung P, Ansari D. (2020) Cracking the code of place value: The relationship between place and value takes years to master. Developmental Psychology
Chu J, Cheung P, Schneider RM, et al. (2020) Counting to Infinity: Does Learning the Syntax of the Count List Predict Knowledge That Numbers Are Infinite? Cognitive Science. 44: e12875
Cheung P, Le Corre M. (2018) Parallel individuation supports numerical comparisons in preschoolers Journal of Numerical Cognition. 4: 380-409
Shusterman A, Cheung P, Taggart J, et al. (2017) Conceptual correlates of counting: Children’s spontaneous matching and tracking of large sets reflects their knowledge of the cardinal principle Journal of Numerical Cognition. 3: 1-30
Cheung P, Rubenson M, Barner D. (2016) To infinity and beyond: Children generalize the successor function to all possible numbers years after learning to count. Cognitive Psychology. 92: 22-36
Wagner K, Kimura K, Cheung P, et al. (2015) Why is number word learning hard? Evidence from bilingual learners. Cognitive Psychology. 83: 1-21
Cheung P, Barner D, Li P. (2009) Syntactic Cues to Individuation in Mandarin Chinese. Journal of Cognitive Science. 10: 135-148
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