Jiwei Si


School of Psychology, Shandong Normal University

No. 88, East Wenhua Rd., Jinan, China, 250014

Tel: + 86 531 8961 1130, E-mail: sijiwei1974@126.com


He is currently the associate dean of the School of Psychology at Shandong Normal University. He graduated from Southwest Normal University in 2002, where he received his Ph.D. From then on, he works in Shandong Normal University. At the beginning of 2008, he joined the Cognitive Psychology Lab of The French National Center for Scientific Research (CNRS) in Université de Provence as a visiting scholar. Since 2008, Prof. Jiwei Si has been leading the Cognition Development and Learning Lab in the School of Psychology. His current research focuses on Metacognition, Cognitive Development and Learning. His group also concerns about Thinking and Decision Making, Career Planning and Professional Development.


2008.09-2009.04 Senior Scholar, Cognitive Psychology Lab of The French National Center for Scientific Research (CNRS), Université de Provence

1999.09-2002.06 Ph.D., Department of Psychology, Southwest University, China

1996.09-1999.06 Master, Department of Psychology, Southwest University, China

1993.09-1996.06 Bachelor, Department of Education, Shandong Normal University, China


2019-Now Associate Dean, Department of Psychology, Shandong Normal University

2018-2019 Head of Department, Department of Psychology, Shandong Normal University

2006-2018 Deputy Head of Department, Associate Professor(2006-2008), Professor (2008-now), Department of Psychology, Shandong Normal University

2003-2006 Associate Professor, School of Educational Science, Shandong Normal University

2002-2003 Lecturer, School of Educational Science, Shandong Normal University


2015 - 2019 Frontiers in Psychological Science for Ph.D. students

2004 - 2019 Learning Theory and Cognitive Learning Psychology for master students

2002 - 2019 Educational Psychology for undergraduate students


1. Metacognition, cognitive development and learning. He is especially interested in basic processing and underling mechanism in problem solving and mathematical cognition. By behavior experiment, eye tracking and ERP technologies, he aims to reveal the time course and other individual characteristics of numerical cognition.

2. Thinking and decision making, and professional development. He is interested in the factors that may affect decision and career development.


He is a vice president of Shan Dong Psychological Society, a member of Educational Psychology Committee of Chinese Psychological Society, America Psychology Society (APS), International Metacognition Association (IMA), and Mathematical Cognition and Learning Society (MCLS). As well as he has been invited to be a reviewer of Personality and Individual Differences, Mathematical Thinking and Learning, Acta Psychological Sinica, Psychological Science, Advances in Psychological Science, Psychological Development and Education etc. for many years. He also serves as a reviewer of project applications in China Postdoctoral Science Foundation and National Science Foundation of China.


National Natural Science Foundation of China “Individual-Environmental Interactions in Changes of Math Anxiety in Children: Gene-Brain-Behavior Investigation” (31971010), PI, 2020-2023

Humanities and Social Sciences Fund of the Ministry of Education “The Rooting of Children Math Anxiety and the Reciprocal Relations between Math Anxiety and Math Performance: Evidence from Behavior and Brain” (18YJA190014), PI, 2019-2021

National Natural Science Foundation of China “The Cognitive and Neural Basis of Strategy Utilization of Arithmetic Estimation” (31371048), PI, 2014-2018

Natural Science Foundation of Shandong Province “The Effect of Central Execution on Strategy Choice of Arithmetic Estimation”(ZR2010CM059), PI, 2009-2013


Bijuan Huang, Xiaomeng Zhao, Hongxia Li, Weixing Yang, Shuang Cui, Yaru Gao, & Jiwei Si*.(2019) Arithmetic skill may refine the performance of individuals with high math anxiety, especially in the calculation task: An ERP study. Scientific Reports, 9, 13283. doi: 10.1038/s41598-019-49627-7.

Hongxia Li, Xiaoteng Hua, Yalin Yang, Bijuan Huang, & Jiwei Si*. (2019). How does task switching affect arithmetic strategy use in children with low mathematics achievement? Evidence from computational estimation. European Journal of Psychology of Education, online. doi: 10.1007/s10212-019-00425-9.

Weifang Liu, Jiwei Si*, Dongmei Hu, & Mingliang Zhang. (2019). Metacognitive monitoring and arithmetic knowledge restrict the development of strategy use in arithmetic calculation in primary school children: One-year longitudinal study. Psychological Development and Education, 35(4), 439-446.

Xiangyan Wang, Leilei Zhong, Jiwei Si*, Weixing Yang, & Yalin Yang. (2018). Cognitive switching affects arithmetic strategy selection: Evidence from eye-gaze and behavioral measures. Anales de Psicología, 34(3), 571-579.

Mingliang Zhang, Jiwei Si*, Weixing Yang, Shufeng Xing, Hongxia Li, & Jiajia Zhang. (2018). Interaction effects between BDNF gene rs6265 polymorphism and parent-involved education on basic mathematical ability in primary school children. Acta Paychologica Sinica, 50(9), 1007-1017.

Hongxia Li, Mingliang Zhang, Xiangyan Wang, Xiao Ding, Jiwei Si*. (2018). Central executive mediates the relationship between childrens approximate number system acuity and arithmetic strategy utilization in computational estimation. Frontiers in Psychology, 9, 943. doi: 10.3389/fpsyg.2018.00943.

Weixing Yang, Tangzheng Zhang, Hongxia Li, Jiajia Zhang, & Jiwei Si*. (2018). The effect of central executive load on strategy utilization of computational estimation in children with mathematics learning difficulties. Acta Paychologica Sinica, 50(5), 504-516.

Jiru Ai, Jia Yang, Tangzheng Zhang, Jiwei Si*, & Yaqiong Liu. (2017). The effect of central executive load on fourth and sixth graders' use of arithmetic strategies. Psychologica Belgica, 57(2), 154-172. doi: https://doi.org/10.5334/pb.360.

Xiao Ding, Na Lv, Yalin Yang, & Jiwei Si*. (2017). Age-related differences of different components of working memory: The predictive effect on strategy utilization in arithmetic. Acta Paychologica Sinica, 49(6), 759-770.

Jing Leng, Weizhen Liu, Dongmin Hou, & Jiwei Si*. (2017). The effect of implicit career-gender stereotype and information integrity on process of career decision making in college students. Psychological Development and Education, 34(2), 155-163.

Jiwei Si*, Hongxia Li, Yan Sun, Yanli Xu, & Yu Sun. (2016). Age-related differences of individuals’ arithmetic strategy utilization with different level of math anxiety. Frontiers in Psychology, 7,1612. doi:10.3389/fpsyg.2016.01612.

Bijuan Huang, Hongmin Feng, Jiwei Si*, Jie Zhang, Xiangyan Wang. (2016). Dual-task coordination and task presentation mode influence arithmetic strategy execution in adults: Evidence from computational estimation. Acta Paychologica Sinica, 48(6), 671-683.

Jiwei Si*, Yanli Xu, Hongmin Feng, Xiaohua Xu, & Chao Zhou. (2014). Differences of arithmetic strategy use in adults with different math anxieties: An ERP study. Acta Paychologica Sinica, 46(12), 1835-1849.