2014年及以前学术论文
栏目:科研成果 发布时间:2019-01-04

2014
1. Tong, X., Mo, J., Shu, H., & Zhang, Y. (2014). Understanding Chinese children's complex writing: global ratings and lower-level mechanical errors. Writing Systems Research, 6(2), 215-229.
2. Yan, M., Zhou, W., Shu, H., Yusupu, R., Miao, D., & Krügel, A., et al. (2014). Eye movements guided by morphological structure: evidence from the Uighur language. Cognition, 132(2), 181-215.
3. 陈钰, 李虹, 张洁, 阮晓彤, 饶夏溦, 伍新春. (2014). 书面字形在汉语低年级儿童口语词汇学习中的作用. 心理发展与教育30(6), 616-623.
4. 夏志超, 洪恬, 张林军, 舒华. (2014). 脑干诱发电位在言语感知研究中的应用. 心理科学进展, 22(1), 14-26.
5. 董琼, 李虹伍新春, 饶夏溦, 朱瑾. (2014). 语素意识、语音意识和快速命名在学前儿童言语能力发展中的预测作用:来自追踪研究的证据. 心理与行为研究, 12(2), 207-211.

2013
1. Anderson, R. C., Ku, Y. -M., Li, W., Chen, X., Wu, X., & Shu, H. (2013). Learning to See the Patterns in Chinese Characters. Scientific Studies of Reading17(1), 41-56.
2. Jin, X., Shu, H., Li, H., Li, W., & Tian, X. (2013). The stability of literacy-related cognitive contributions to chinese character naming and reading fluency. Journal of Psycholinguistic Research, 42(5), 433-450.
3. Lin, C. Y., Wang, M., & Shu, H. (2013). The processing of lexical tones by young Chinese children. Journal of Child Language, 40(4), 885-899.
4. Wang, J., Shu, H., Zhang, L., Liu, Z., & Zhang, Y. (2013). The roles of fundamental frequency contours and sentence context in mandarin chinese speech intelligibility. Journal of the Acoustical Society of America, 134(1), 91-97.
5. Xu, G., Zhang, L., Shu, H., Wang, X., & Li, P. (2013). Access to lexical meaning in pitch-flattened chinese sentences: an fmri study. Neuropsychologia, 51(3), 550-556.
6. Xue, J., Shu, H., Li, H., Li, W., Tian, X. (2013). The stability of literacy- related cognitive contributions to Chinese character naming and reading fluency. Journal of Psycholinguistic Research, 42, 433-450.
7. Yang, J., Shu, H., Mccandliss, B. D., & Zevin, J. D. (2013). Orthographic influences on division of labor in learning to read chinese and english: insights from computational modeling. Bilingualism: Language & Cognition, 16(2), 354-366.
8. Zhang, Y., Tardif, T., Shu, H., Li, H., Liu, H., McBride-Chang, C., Liang, W., & Zhang, Z. (2013). Phonological skill and vocabulary knowledge mediate socioeconomic status effects in predicting reading outcomes for Chinese children. Developmental Psychology. 49(4), 665-671.
9. 邹丽娟, 舒华. (2013). 语素在词汇识别中的认知及神经机制. 心理科学进展, 21(9), 1570-1577.

2012
1. Cong, F., Huang, Y., Kalyakin, I., Li, H., Huttunen-Scott, T., Lyytinen, H., Ristaniemi, T. (2012). Frequency-response-based wavelet decomposition for extract children's mismatch negativity elicited by uninterrupted sound. Journal of Medical and Biological Engineering32(3), 205-213.
2. Lam, K., Chen, X., Geva, E., Luo, Y. & Li, H. (2012). The role of morphological awareness in reading achievement among young Chinese-speaking English language learners: a longitudinal study. Reading and Writing, 25(8), 1847-1872.
3. Li, H.Shu, H., McBride-Chang, C., Liu, H., & Peng, H. (2012). Chinese children’s character recognition: visual-orthographic, phonological processing, and morphological skills. Journal of Research in Reading35(3). 287-307.
4. Li, T., Mcbridechang, C., Wong, A., & Shu, H. (2012). Longitudinal predictors of spelling and reading comprehension in Chinese as an l1 and English as an l2 in Hong Kong Chinese children. Journal of Educational Psychology, 104(2), 286-301.
5. Zhang, J., Anderson, R. C., Wang, Q., Packard, J., Wu, X., Tang, S., & Ke, X. (2012). Insight into the structure of compound words among speakers of Chinese and English. Applied Psycholinguistics, 33, 753-779.
6. Zou, L., Desroches, A. S., Liu, Y., Xia, Z., & Shu, H. (2012). Orthographic facilitation in Chinese spoken word recognition: an ERP study. Brain & Language, 123(3), 164-173.
7. Zhang, Y., Zhang, L., Shu, H., Xi, J., Wu, H., & Zhang, Y., et al. (2012). Universality of categorical perception deficit in developmental dyslexia: an investigation of mandarin Chinese tones. Journal of Child Psychology and Psychiatry, 53(8), 874-882.
8. 董琼, 李虹伍新春, 潘敬儿, 张玉平, 阮氏芳.(2012). 汉语发展性阅读障碍儿童的阅读相关认知技能缺陷. 中国临床心理学杂志20(6), 798-801.

2011
1. Cong, F., Kalyakin, I., Li, H., Huttunen-Scott, T., Huang, Y., Lyytinen, H., & Ristaniemi, T. (2011). Answering Six Questions in Extracting Children’s Mismatch Negativity through Combining Wavelet Decomposition and Independent Component Analysis. Cognitive Neurodynamics5(4), 343-359.
2. Lei, L., Pan, J., Liu, H., McBride-Chang, C., Li, H., Zhang, Y., Chen L., Tardif, T., Liang, W. Zhang, Z., & Shu, H. (2011). Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children. Journal of Child Psychology and Psychiatry, 52(2), 212-220.
3. Luo, Y., Chen, X., Deacon, S. H., Li, H. (2011). Development of Chinese orthographic processing: A cross-cultural perspective. Wring System Research, 3(1), 69-86.
4. Pan, J., McBride-Chang, C., Shu, H., Liu, H., Zhang, & Li, H. (2011). What's in the naming? A 5-year longitudinal study of early rapid naming and phonological sensitivity in relation to subsequent reading skills in both native Chinese and English as a second language. Journal of Educational Psychology103(4), 897-908.
5. Tong, X., Mcbride-Chang, C., Wong, M. Y., Shu, H., Reitsma, P., & Rispens, J. (2011). Longitudinal predictors of very early Chinese literacy acquisition. Journal of Research in Reading, 34(3), 315–332.
6. 李虹, 饶夏溦, 董琼, 朱瑾, 伍新春.(2011). 语音意识、语素意识和快速命名在儿童言语发展中的作用. 心理发展与教育, 27(2), 158-163.
7. 李虹伍新春, 张洁, 郑秋, 朱瑾. (2011). 不同阅读形式下拼音对儿童汉字学习和阅读动机的长期影响. 心理科学, 34(2), 367-370.

2010
1. Cong, F., Kalyakin, I., Huttunen-Scott, T., Li, H., Lyytinen, H., & Ristaniemi, T. (2010). Single-trial based independent component analysis on mismatch negativity in children. International Journal of Neural Systems, 20(4), 279-292.
2. Lin, D., McBride-Chang, C., Shu, H., Zhang, Y., Li, H., Zhang, J., Aram, D., & Levin, I. (2010). Small wins big: Analytic Pinyin skills promote Chinese word reading. Psychological Science, 21(8), 1117-1122.
3. Zhang, J., Anderson, R. C., Li, H., Dong, Q., Wu, X., & Zhang, Y. (2010). Cross- language transfer of insight into the structure of compound words. Reading and Writing, 23(3-4), 311-336.
4. 李虹, 伍新春, 张洁, 郑秋, 朱瑾.(2010). 不同形式分享阅读对儿童字词学习和阅读动机的长期影响. 教育学报6(5), 89-95.
5. 叶青青, 伍新春.(2010). 在阅读活动中训练幼儿的汉语词素意识. 教育导刊, (8), 41-44.

2009
1. Liu, W., Shu, H., & Yang, Y. (2009). Speech perception deficits by Chinese children with phonological dyslexia. Journal of Experimental Child Psychology, 103(3), 338-354.
2. Chen, X., Hao, M., Geva, E., Zhu, J., & Shu, H. (2009). The role of compound awareness in Chinese children’s vocabulary acquisition and character reading. Reading & Writing, 22(5), 615-631.
3. Li, H., Shu, H., McBride-Chang, C., Liu, H. & Xue, J. (2009). Paired associate learning in Chinese children with dyslexia. Journal of Experimental Child Psychology, 103(2), 135-151.
4. Feng, G., Miller, K., Shu, H., & Zhang, H. (2009). Orthography and the development of reading processes: an eye-movement study of Chinese and English. Child Development, 80(3), 720-735.
5. Wu, X. , Anderson, R. C. , Li, W., Wu, X., Li, H., Zhang, J. Zheng, Q., Zhu, J., Shu, H., Jiang, W., Chen, X., Wang, Q., Yin, L., He, Y., Packard, L., & Geffney, J. S. (2009). Morphological Awareness and Chinese Children’s Literacy Development: An Intervention Study. Scientific Studies of Reading, 13(1), 26-52.
6. Yan, M., Richter, E. M., Shu, H., & Kliegl, R. (2009). Readers of Chinese extract semantic information from parafoveal words. Psychonomic Bulletin & Review, 16(3), 561-566.
7. 唐珊, 伍新春. (2009). 不同的拼音教学方式对幼儿拼音水平及汉语语音意识发展的影响. 心理发展与教育, 25(2), 68-72.
8. 李虹舒华. (2009). 学前和小学低段不同识字量儿童的认知能力比较. 心理发展与教育, 25(3), 1-8.
9. 李虹舒华. (2009). 阅读障碍儿童的语言特异性认知缺陷. 心理科学,32(2), 301-303.
10. 唐珊, 伍新春. (2009). 汉语儿童早期语音意识的发展. 心理科学, (2), 312-315.
11. 李虹, 董琼, 朱瑾, 刘俊娉, 伍新春.(2009). 语素意识在学前儿童言语技能发展中的作用. 心理科学, 32(6), 1291-1294.
12. 伍新春李虹, 刘振宏. (2009). 注音方式与教学形式在儿童课堂汉字学习中的作用. 心理与行为研究, 7(3), 166-170.
13. 李虹舒华. (2009). 配对联想学习缺陷——探索阅读障碍的新视角. 中国特殊教育, (9), 54-58.

2008
1. Shu, H., Peng, H., & Mcbridechang, C. (2008). Phonological awareness in young Chinese children. Developmental Science, 11(1), 171-181.
2. Mcbridechang, C., Tardif, T., Cho, J. R., Shu, H., Fletcher, P., & Stokes, S. F., et al. (2008). What's in a word? morphological awareness and vocabulary knowledge in three languages. Applied Psycholinguistics, 29(3), 437-462.
3. 杨剑峰, 舒华. (2008). 汉字阅读的联结主义模型. 心理学报, 40(5), 516-522.
4. 李虹舒华, 薛锦, & 杨剑峰. (2008). 阅读障碍儿童的技能自动化能力. 心理发展与教育, 24(1), 101-105.
5. 薛锦, 舒华. (2008). 快速命名对汉语阅读的选择性预测作用. 心理发展与教育, 24(2), 97-101.
6. 伍新春, 管琳. (2008). 同伴互动类型对三年级小学生写作水平的影响. 心理科学, 31(6), 1361-1364.
7. 舒华. (2008). 脑损伤语言认知障碍研究——认知神经心理学研究途径. 心理科学进展, 16(1), 1-3.
8. 王小娟, 杨剑峰, 舒华. (2008). 获得性阅读障碍的“主要系统”假说. 心理科学进展, 16(6), 868-873.

2007
1. Liu, Y., Hua, S., & Weekes, B. S. (2007). Differences in neural processing between nouns and verbs in Chinese: evidence from EEG. Brain & Language, 103(1–2), 75-77.
2. Yanchao Bi, Zaizhu Han, Hua Shu, & Alfonso Caramazza. (2007). Nouns, verbs, objects, actions, and the animate/inanimate effect. Cognitive Neuropsychology, 24(5), 485.
3. Weekes, B. S., Shu, H., Hao, M., Liu, Y., & Tan, L. H. (2007). Predictors of timed picture naming in Chinese. Behavior Research Methods, 39(2), 335-342.
4. 彭虹, 梁卫兰, 张致祥, 李虹, 舒华, Tardif T., Fletcher P. (2007). 汉语阅读障碍高危儿童的早期筛选. 心理发展与教育, 23(3), 89-92.
5. 彭虹, 舒华. (2007). 发展性阅读障碍与早期语音训练. 中国特殊教育, (1), 39-43.
6. 吴思娜, 舒华. (2007). 发展性阅读障碍亚类型的研究. 中国特殊教育, (4), 28-34.

2006
1. Liu, Y., Shu, H., & Wei, J. (2006). Spoken word recognition in context: evidence from Chinese ERP analyses. Brain & Language, 96(1), 37-48.
2. Shu, H., Mcbridechang, C., Wu, S., & Liu, H. (2006). Understanding Chinese developmental dyslexia: morphological awareness as a core cognitive construct. Journal of Educational Psychology, 98(1), 122-133.
3. Packard, J. L. , Chen, X., Li, W., Wu, X., Gaffney, J. S., Li, H., & Anderson, R. C. (2006). Explicit Instruction in Orthographic Structure and Word Morphology Helps Chinese Children Learn to Write Characters. Reading and Writing, 19(5), 457-487.
4. 李虹, 彭虹, 舒华. (2006). 汉语儿童正字法意识的萌芽与发展. 心理发展与教育, 22(1), 35-39.
5. 李虹, 舒华, 彭虹, 雷霖, 邢爱玲. (2006). 配对联想学习能力和语音意识在汉语儿童早期阅读中的作用. 心理科学, 29(3), 546-549.

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