李甦

Zhao, P., Zhao, J., Weng, X., &Li, S*. (2018). Event-related potential evidence in Chinese children: Type of literacy training modulates neural orthographic sensitivity.International Journal of Behavioral Development,42(3) 311–320.Li, S& Yin, L.(2017). Sensitivity to Stroke Emerges in Kindergartners Reading Chinese Script.Front. Psychol. 8:889. doi: 10.3389/fpsyg.2017.00889Lonnemann, J.,Li, S., Zhao, P., Li, P., Linkersdörfer, J., Lindberg, S., ... & Yan, S. (2017). Differences in arithmetic performance between Chinese and German adults are accompanied by differences in processing of non-symbolic numerical magnitude.PloS one, 12(4), e0174991.Zhao, P.,Li, S.,*Zhao, J., Gaspar, C. M., & Weng, X*. (2015). Training by visual identification and writing leads to different visual word expertise N170 effects in preliterate Chinese children.DevelopmentalCognitiveNeuroscience, 15, 106-116.Zhao, J., Kipp, K., Gaspar, C., Maurer, U., Weng, X., Mecklinger, A., &Li, S.* (2014). Fine neural tuning for orthographic properties of words emerges early in children reading alphabetic script.Journal of Cognitive Neuroscience, 26(11), 2431-2442.Zhao,J., Zhao, P., Weng, X., &Li, S*. (2014). Do preschool children learn to read words from environmental prints?PLoS ONE9(1): e85745. doi:10.1371/journal.pone.0085745Zhao, J., Wang, L., Wang, Y., Weng, X.,Li, S.,* & Jiang, Y*. (2014). Developmental tuning of reflexive attentional effect to biological motion cues.ScientificReports, 4.5558 doi:10.1038/srep05558Li, S.,* Lee, K.,Zhao, J.,Yang, Z., He, S., & Weng, X.C. (2013). Neural competition as a developmental process: Early hemispheric specialization for word processing delays specialization for face processing.Neuropsychologia, 51, 950-959.Zhao, J.,Li, S.*, Lin, S.E., Cao, X.H., He, S., & Weng, X.C. (2012). The selectivity of N170 in the left hemisphere as an electrophysiological maker for expertise in reading Chinese.Neuroscience Bulletin, 28,577-584.Cao, X.H.,Li, S., Zhao, J., Lin, S.E., & Weng, X. C. (2011). Left-lateralized early neurophysiological response for Chinese characters in young primary school children.Neuroscience Letters, 492, 165-169.Lin, S.E., Chen, H.C., Zhao, J.,Li, S., He, S., & Weng, X. C. (2011). Left-lateralized N170 response to unpronounceable pseudo but not false Chinese characters: the key role of orthography.Neuroscience, 190, 200-206.Lan, X. Z., Legare, C.H., Ponitz, C.C.,Li, S., & Morrison, F. J. (2011). Investigating the links between the subcomponents of executive functioning and academic achievement: A cross-cultural analysis of Chinese and American preschool children.Journal of Experimental Child Psychology, 108, 677-692.Wanless, S. B., Acock, A. C. Son, S-H., Morrison, F. J., Chen, F-M., Sung, M. Y., McClelland, M. M., Ponitz, C.C., Lan, X. Z., Chen, J-L., Lee, K. Y., &Li, S. (2011). Measuring behavioral regulation in four societies.Psychological Assessment, 23, 364-378.Lan, X.Z., Ponitz, C.C., Miller, K.F.,Li, S., Cortina, K., Perry, M., & Fang, G. (2009). Keeping their attention: Classroom practices associated with behavioral engagement in first grade mathematics classes in China and the United States.Early Childhood Research Quarterly, 24, 198-211.陈云窗,李甦.儿童文字意识早期发展的研究. 中国特殊教育,2018(05),74-79.张丽,李甦.3-5岁儿童汉字方向敏感性的发展. 心理与行为研究, 2018,16(01),74-80.水淼,李甦. 不同社会经济地位家庭亲子共读特征及其教育启示. 学前教育研究, 2017,12, 49-57.李甦, 杨玉芳. 为什么存在语言学习的关键期.科学通报, 2016, 61(1), 1-7.曹轶娟,李甦. 亲子共读中的父母行为研究述评. 中国特殊教育. 2016, 8, 77-81.朱敏,李甦. 儿童口语叙事中叙事评价的发展研究. 中国特殊教育. 2015, 8, 92-96.于帆,李甦. 正常和听障儿童口语叙事中的停顿研究.听力学及言语疾病杂志. 2015, 546-548.赵静,李甦. 3-6岁儿童汉字字形认知的发展.心理科学. 2014, 37(2), 357-362.李甦, 李文馥,杨玉芳. 3—6岁幼儿图画讲述能力的发展.心理科学. 2006, 1, 25-29.曾维秀,李甦. 儿童叙事能力发展的促进和干预研究.中国心理卫生杂志. 2006, 20 (9),572-574.李甦, 李文馥, 杨玉芳. 3—6岁幼儿绘画故事能力的发展.心理发展和教育. 2005, 3, 1-6.李甦, 李文馥, 王丽. 4—7岁儿童绘画摹写的语义编码特点.心理学报. 2003, 1(3), 205-208.李甦, 李文馥, 杨玉芳. 儿童绘画与语言关系的发展研究综述.心理与行为研究. 2003,35 (1),76-82.李甦, 李文馥等. 3—6岁幼儿言语表达能力的发展研究.心理科学. 2002, 3, 283-285.