中科院集成信息平台

研究成果

英文论文

Liu, J., Yu, F., Feng, C., & Li, S. (2023). The Pausing Strategies in Chinese Preschool Children's Narratives. Journal of speech, language, and hearing research: JSLHR, 66(2), 431–443. https://doi.org/10.1044/2022_JSLHR-21-00542

Li, X., & Li, S. (2021). The varied influence of the home literacy environment on Chinese preschoolers' word reading skills. Reading and Writing: An Interdisciplinary Journal. https://doi.org/10.1007/s11145-021-10212-y

Zhang, W., Ni, A., & Li, S. (2021). Development of orientation sensitivity to Chinese compound characters in 4- to 6-year-old children. PsyCh Journal, 10(1), 33-46. https://doi.org/10.1002/pchj.405

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. Frontiers in Psychology. (8), 889. doi: 10.3389/fpsyg.2017.00889.

Lonnemann, 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, Carl M. Gasparc, Weng X.C.（2015）,Training by visual identification and writing leads to different visualword expertise N170 effects in preliterate Chinese children.Developmental Cognitive Neuroscience, 15, 106-116.

Zhao, J., Kipp, Kerstin., 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, Pei, Weng, X.C. &  Li, S . (2014). Do preschool children learn to read words from environmental prints? PLOS one, 9 (1): e85745.doi:10.1371/journal.Pone.0085745.

Li, 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 marker for expertise in reading Chinese. Neuroscience Bulletin, 28, 577-584.

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.

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. 

中文论文

崔景祎, 李甦. 环境文字学习对儿童读写萌发技能的影响. 教育生物学杂志. 2021, 9(03), 234-238.

刘洁含, 李甦. 社交机器人辅助干预孤独症谱系障碍儿童研究进展. 教育生物学杂志. 2021, 9(01), 1-5+21.

孙弋童, 李甦. 儿童叙事与阅读理解关系的研究进展. 中国儿童保健杂志. 2021, 29(06), 636-640.

王嵩, 李甦. 幼儿复述能力的发展及其与言语工作记忆的关系. 心理与行为研究. 2020,18(05), 596-602.

李晨雨, 李甦. 亲子共读中的儿童行为研究述评. 中国特殊教育. 2020,(8),67-74.

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.

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, 5, 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. 

赵静,李甦.早产对儿童认知发展的影响. 国际生殖健康/计划生育杂志.2012

申敏,李甦. 3岁听障与健听儿童叙事中主动发问能力比较. 听力学及言语疾病杂志. 2011, 6: 501-505.

李甦,申敏. 儿童叙事结构分析方法. 听力学及言语疾病杂志. 2010,4: 399-401.

曾维秀, 李甦. 自发口语叙事语篇中量词使用的实证研究. 语言与教学研究. 2008, 6: 88-92

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.