Linxi Lu

Biographic Data

ID4420544
NAMELinxi Lu
GIVEN NAMESLinxi
FAMILY NAMELu
SIGNATURELU L
AFFILIATIONSUniversity of Chicago
ORCID0000-0003-1832-6837
VERIFIEDYes
TOTAL WORKS7
TOTAL CITATIONS5
AUTHOR COUNT7
EDITOR COUNT0
FIRST PUBLICATION YEAR2022
LATEST PUBLICATION YEAR2025
H-INDEX2

  • Compensatory Relation Between Executive Function and Fluid Intelligence in Predicting Math Learning

    Open AccessMarina Vasilyeva, Linxi Lu et al.ARTICLEEducation Sciences2025

    Math learning is a key educational goal, and one marked by substantial individual differences even in the earliest grades. Although considerable research has examined the extent to which domain-general processes, such as executive functions and fluid intelligence, contribute to this variability, there is a notable gap in understanding how they may interact to predict early math learning. In particular, prior work had not examined potential modera…

  • Home math environment as a mediator of socioeconomic differences in early math skills: A study of Chinese families from disparate backgrounds

    Linxi Lu, Marina Vasilyeva et al.ARTICLEDevelopmental Psychology2025Cited by: 2

    Children exhibit substantial variation in their early math skills, with pronounced achievement gaps by socioeconomic status (SES) observable even before formal schooling. These SES-related differences in math skills are long-standing and globally observed, prompting investigations into how SES variations in home math environment contribute to early math development. The present study employed a mixed-methods design to examine the relations among …

  • Recruiting spatial-numerical representations to increase arithmetic fluency in low-income students

    Open AccessMarina Vasilyeva, Elida V Laski et al.ARTICLEDevelopmental Psychology2025

    This study examined the effects of training involving spatial versus nonspatial representations of numerical magnitude for promoting arithmetic fluency. The key goal was to advance theoretical understanding of the relation between spatial and math learning, while simultaneously laying the groundwork for the development of future educational interventions. Toward this goal, the study tested the hypothesis that the use of spatial representations du…

  • Navigating Trade-Offs in Early Math: How Informational Priming Influences Parent–Child Interaction

    Open AccessLinxi Lu, Marina Vasilyeva et al.ARTICLEChild Development2025References: 76

    Home math interventions often incorporate informational priming—explicit prompts emphasizing parental math input. While effective in increasing math talk, its impact on child outcome is mixed. This study examined how informational priming shapes the content and dynamic of math interactions. In year 2023, 122 Chinese parent–child dyads (MChildAge_Years = 5.25, 52% girls) participated in a business-as-usual play session, followed 2 weeks later by a…

  • Parental input as a mediating pathway for gender differences in early academic skills

    Open AccessMarina Vasilyeva, Catalina Rey‐guerra et al.ARTICLEEarly Childhood Research Quarterly2025References: 2

  • Minor changes, big differences? Effects of manipulating play materials on parental math talk

    Linxi Lu, Marina Vasilyeva et al.ARTICLEDevelopmental Psychology2023Cited by: 3

    Given the established role of parental talk in the growth of math knowledge in preschoolers, there has been an increasing focus on identifying ways to promote parental math talk at this stage of child development. The current study investigated how parental math talk is affected by features of play materials and contexts. The features were manipulated along two dimensions: homogeneity (whether the toys were unique or included identical sets) and …

  • Socioeconomic Variations in the Frequency of Parent Number Talk: A Meta-Analysis

    Open AccessEric Dearing, Brenna M Casey et al.ARTICLEEducation Sciences2022

    Using data from 12 studies, we meta-analyze correlations between parent number talk during interactions with their young children (mean sample age ranging from 22 to 79 months) and two aspects of family socioeconomics, parent education, and family income. Potential variations in correlation sizes as a function of study characteristics were explored. Statistically significant positive correlations were found between the amount of number talk in pa…