german_sex5 杨秀杰
发布日期：2024-10-31 15:19 点击次数：155
Publications发表著作（详见推行室主页）german_sex5
· 酌量范围之一：儿童领略发展与学习贫乏， 包括发展性阅读休止和运筹帷幄休止等
1. Yang， X.， Zheng， M.， & Liu， K. (2023). Developmental changes in the contributions of phonological processing skills to Chinese character reading and arithmetic. Learning and Instruction， 84， 101730.
2. Liu， K.， Qu， H.， Yang， Y.， & Yang， X*. (2023). The longitudinal contribution of mapping to arithmetic: Do numeral knowledge， inhibition or analogical reasoning matter?. British Journal of Educational Psychology， e12633.
3. Yang， X. *， Yan， M.， Ruan， Y.， Ku， S.， Lo， J.， Peng P.， & McBride， C. (2021). Relations among Phonological Processing Skills and Mathematics in Children: A Meta-analysis. Journal of Educational Psychology. https://doi.org/10.1037/edu0000710
4. Meng， X.， Zhao， L.， Chen， X.， Zhang， C.， Cao， Y.， & Yang， X*. (2024). Phonological processing and spatial attention contribute to mathematics performance in different ways: A 3-year longitudinal study. Early Childhood Research Quarterly， 67， 320–329. https://doi.org/10.1016/j.ecresq.2024.01.010
5. Yang， X. J.， Zhang， X.， & Huo， S， T. (2021). Visual-spatial skills Contribute to Chinese Reading and Arithmetic for Different Reasons: A Three-wave Longitudinal Study. Journal of Experimental Child Psychology. https://doi.org/10.1016/j.jecp.2021.105142
6. Pan， D. J.， Yang， X.， Lui， K. F. H.， Lo， J. C. M.， McBride， C.， & Ho， C. S. H. (2021). Character and Word Reading in Chinese: Why and How They Should Be Considered Uniquely Vis-à-vis Literacy Development. Contemporary Educational Psychology， 101961. https://doi.org/10.1016/j.cedpsych.2021.101961
7. Yang， X. J. & Meng， X. Z. (2016). Dissociation between exact and approximate addition in developmental dyslexia. Research in Developmental Disabilities， 56，139-152. https://doi.org/10.1016/j.ridd.2016.05.018
8. Yang， X.， Star， J. R.， Zhu， X.， Wang， R.， Zhang， Y.， Tong， J.， & He， Z. (2024). Phonological awareness and RAN contribute to Chinese reading and arithmetic for different reasons. Cognitive Processing. https://doi.org/10.1007/s10339-024-01184-2
9. Qi， Y.， Chen， Y.， Yu， X.， Yang， X*.， He， X.， & Ma， X. (2024). The relationships among working memory， inhibitory control， and mathematical skills in primary school children: Analogical reasoning matters. Cognitive Development， 70， 101437. https://doi.org/10.1016/j.cogdev.2024.101437
10. Jiang， J.， Yang， X.， Qi， Y. et al. How do symbolic and non-symbolic spatial-numerical associations develop? Evidence from the parity judgment task and the magnitude comparison task. Curr Psychol (2024). https://doi.org/10.1007/s12144-023-05571-4
11. Liu， K.， Huang， X. & Yang， X*. Visual perception and linguistic abilities， not quantitative knowledge， count in geometric knowledge of kindergarten children. Cogn Process (2023). https://doi.org/10.1007/s10339-023-01145-1
12. Zhang， J.， Yang， X.#， Yu， X.， Xu， J.， Jiang， J.， & Chen， Y. (2023). Longitudinal cognitive correlates of advanced mathematical performance in primary school children. Current Psychology， 1-13.
13. Zhao， X.， Yang， X.#， & Meng， X. (2023). What is the role of audiovisual associative learning in Chinese reading?. Reading and Writing， 1-23.
14. Chen， Han， C.， Yu， X.， Yang， X.， Jiang， J.， & Zhao， Y. (2022). Contributions of cognitive flexibility， inhibition and number label knowledge to numerical equivalence in 3- to 5-year-old children. British Journal of Developmental Psychology. https://doi.org/10.1111/bjdp.12439
15. Liu， Zhao， N.， Huang， T.， He， W.， Xu， L.， Chi， X.， & Yang， X. *(2022). Contributions of linguistic， quantitative， and spatial attention skills to young children’s math versus reading: Same， different， or both? Infant and Child Development. https://doi.org/10.1002/icd.2392
16. Tong， C.KY.， Ho， J.C.S.， Yang， X. et al. Transfer? Reading， writing， and parental factors in Hong Kong Chinese families across Chinese and English. Read Writ (2022). https://doi.org/10.1007/s11145-022-10372-5
17. Liu， K.， Zhao， N.， & Yang， X*. (accepted). Contributions of Linguistic， Quantitative， and Spatial Attention Skills to Young Children’s Math versus Reading: Same， Different， or Both? Infant and Child Development.
18. Pan， D. J.， Yang， X.， Ku， Y. Y. S.， Dulay， K. M.， Cheung， S. K.， McBride， C.， ... & Ho， C. S. H. (2022). Variability in Asian parents’ English and mathematics skills: A family-based study. Frontiers in Education， 7， 898201. https://doi.org/10.3389/feduc.2022.898201
19. Tong， C.KY.， Ho， J.C.S.， Yang， X. et al. Transfer? Reading， writing， and parental factors in Hong Kong Chinese families across Chinese and English. Reading and Writing (2022). https://doi.org/10.1007/s11145-022-10372-5
20. Yu， X.， Liu， K.， Wang， Y. Yang， X*. et al. Differential contributions of phonological processing and visual-spatial abilities to four basic arithmetic operations in primary school children. Curr Psychol (2022). https://doi.org/10.1007/s12144-022-03688-6
21. Pan DJ， Yang X， Ku YYS， Dulay KM， Cheung SK， McBride C， Wong PCM and Ho CSH (2022) Variability in Asian parents’ English and mathematics skills: A family-based study. Front. Educ. 7:898201. doi: 10.3389/feduc.2022.898201
22. Yang， X.， Pan， D. J.， Lo， J.， & McBride， C*. (2022). Same or Different: Chinese Single Character Reading and 2-Character Word Reading of Young Readers with Development. Reading and Writing. https://doi.org/10.1007/s11145-022-10255-9
23. Qi， Y.， Chen， Y.， Yang， X. *， & Yusi Hao. (2022). How does Working Memory Matter in Young Children’s Arithmetic Skills: The Mediating Role of Basic Number Processing. Current Psychology. 10.1007/s12144-022-02998-z
24. Yang， X. J.， Dulay， K. M.， Cheung， S. K.， McBride， C. (2021). How do phonological awareness， rapid automatized naming， and vocabulary contribute to early numeracy and print knowledge of Filipino children?. Journal of Experimental Child Psychology. https://doi.org/10.1016/j.jecp.2021.105179
25. Dang， X.， Li， L.， Chen， Y.， & Yang， X. (2021). Distinguishing between high-confidence true and false memories: evidence from eye movements. Australian Journal of Psychology， 73(2)， 243-253. https://doi.org/10.1080/00049530.2020.1865779
26. Yu， X.， Chen， Y.， Xie， W.， & Yang， X*. (2022). Bidirectional relationship between visual perception and mathematics performance in Chinese kindergartners. Current Psychology. https://doi.org/10.1007/s12144-021-02526-5
27. Yang， X. J.， & Qiao， L. (2021). Effects of Spatial Skills and Working Memory on Chinese Character Reading in Young Children. Infant and Child Development.
28. Cheung， S. K.， Dulay， K. M.， Yang， X. J.， Mohseni， F.， McBride， C. (2021). Home literacy and numeracy environments in Asia. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.578764
29. Yanggerman_sex5， X， J*.， & Yu， X. (2020). The relationship between mental rotation and arithmetic: Do number line estimation， working memory， or place-value concept matter? British Journal of Educational Psychology. https://doi.org/10.1111/BJEP.12403
30. Yang， X. J.， Zhang， X.， Huo， S， T. (2020). Dissociated contributions of cognitive profiles to symbolic and non-symbolic mathematics. Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2020.04.003
31. Wu， H.， Yang， X.， Chen， Y. (2020). How do Working Memory and Inhibition Contribute to the SNARC Effect in Chinese School-aged Children? Cognitive Development. https://doi.org/10.1016/j.cogdev.2020.100959
32. Yang， X. J. & Meng， X. Z. (2020). Visual processing matters in Chinese reading acquisition and early mathematics. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2020.00462
33. Wong， S. W. L.， Zheng， M.， Cheung， H.， Yang， X. J.， Ho， C. S. H.， McBride， C. (2020). The effect of twinning on Chinese and English vocabulary development. Child Development. https://doi.org/10.1111/cdev.13400
34. Yang， X. J.， & McBride， C. (2020). How do phonological processing abilities contribute to early Chinese reading and mathematics?. Educational Psychology. https://doi.org/10.1080/01443410.2020.1771679
35. Yang， X. J.， McBride， C.， Ho， C. S. H.， & Chung， C. C. (2019). Longitudinal associations of phonological processing skills， Chinese word reading， and arithmetic. Reading and Writing. https://doi.org/10.1007/s11145-019-09998-9
36. Yang， X. J.， Chung， C. C.， & McBride， C. (2019). The contributions of executive functioning and visual-spatial skills to Chinese children’s mathematical learning. Educational Psychology. 1， 1-27. https://doi.org/10.1080/01443410.2018.1546831
37. Yang， X. J.， Peng， P.， & Meng， X. Z. (2019). The Domain-general Precursors of Chinese Reading Acquisition in Beginning Readers: The Mediation Effect of Domain-specific Factors. Frontiers in Psychology. 9， 1-13. https://doi.org/10.3389/fpsyg.2018.02670
38. Yang， X. J.， Peng， P.， & Meng， X. (2019). How do metalinguistic awareness， working memory， reasoning， and inhibition contribute to Chinese character reading of kindergarten children?. Infant and Child Development， e2122. https://doi.org/10.1002/icd.2122
39. Cheung， S. K.， Yang， X. J.， Dulay， K. M.， & McBride， C. (2018). Family and individual variables associated with young Filipino children's numeracy interest and competence. British Journal of Developmental Psychology， 36(2)， 334-353. https://doi.org/10.1111/bjdp.12222
40. Peng， P.#， Yang， X. J.# (Co-first author)， & Meng， X. (2017). The relation between approximate number system and early arithmetic: The mediation role of numerical knowledge. Journal of Experimental Child Psychology， 157， 111-124. https://doi.org/10.1016/j.jecp.2016.12.011
41. Yang， X. J.， Han， Y. G.， & Wang， D. H. (2013). The aging effect of task switching. Studies of Psychology and Behavior， 11(3)， 359-366. [杨秀杰， 韩雨歌， & 王大华. (2013). 任务切换的老化效应. 热沈与算作酌量， 11(3)， 359-366.] (CSSCI)
42. *Yang， X. J. & Feng， Y. N. (2013). Effects of negative emotion and gender difference on task switching. Chinese Mental Health Journal， 27(5)， 396-400. [*杨秀杰 & 冯亚楠. (2013). 消极情怀对任务切换的作用终点性别各别. 中国热沈卫生杂志， 27(5)， 396-400.] (CSSCI)
· 酌量范围之二：儿童领略与脑的可塑性
43. Li， H.， Marks， R. A.， Liu， L.， Feng， X.， Zhang， M.， Ai， F.， ...Yang， X.， & Ding， G. (2022). The selective contributions of right cerebellar lobules to reading. Brain Structure and Function， 1-15.https://doi.org/10.1007/s00429-021-02434-1
44. Yang， X. J.， Zhang， J.， Lv， Y. P.， Wang， F.， Ding， G. S.， Zhang， M. L.， Meng， X. Z.， Song， Y. (2021). Failure of resting-state frontal-occipital connectivity in linking visual perception with reading fluency in Chinese children with developmental dyslexia. NeuroImage. https://doi.org/10.1016/j.neuroimage.2021.117911
45. Feng， X.， Li， L.， Zhang， M.， Yang， X.， Tian， M.， Xie， W.，.. & Ding， G. (2017). Dyslexic children show atypical cerebellar activation and cerebro-cerebellar functional connectivity in orthographic and phonological processing. Cerebellum， 16(2)， 496-507. https://doi.org/10.1007/s12311-016-0829-2
46. Li， H.， Booth， J. R.， Bélanger， N. N… Yang， X. J… & Liu， L. (2018). Structural correlates of literacy difficulties in the second language: Evidence from Mandarin-speaking children learning English. NeuroImage.179， 288-297. https://doi.org/10.1016/j.neuroimage.2018.06.037.
47. Chen， J.， Yang， X*.， Ding， G*. (Under Review) Better Performance Looks More Similar? The Anna Karenina Principle is Applicable for Reading but not for Nonverbal Reasoning. Developmental Cognitive Neuroscience.
48. Zhao， N， Yang， X*.， Ding， G*. (Under Review) Rapid Automatized Naming Networks: Connecting the Dots between Reading， Arithmetic， and Neurodevelopment. Developmental Science.
· 酌量范围之三：父母养育和家庭环境等对儿童领略发展的影响
49. Zhao， L.， Chen， X.， Yang， Y.， Wang， P.， & Yang， X. (2024). How do parental attitudes influence children’s learning interests in reading and mathematics? The mediating role of home-based versus school-based parental involvement. Journal of Applied Developmental Psychology.
50. Zhang， C.， Yang， X.， & Xu， W. (2021). Parenting style and aggression in Chinese undergraduates with left-behind experience: The mediating role of inferiority. Children and Youth Services Review. https://doi.org/10.1016/j.childyouth.2021.106011.
大伊香蕉在线观看视频51. Tong， J.， Zhang， Z.， Chen， W.， He， Z.*， & Yang， X.* (2021). How physical fitness influences academic burnout in elementary students: An interpersonal perspective. Current Psychology. https://doi.org/10.1016/j.neuroimage.2021.117911
52. Lin， X.*， Chen， H.， Tan， Y.， Yang， X.， & Chi， P. (2021). The Empathy Questionnaire for Children and Adolescents (EmQue-CA) in Chinese: Psychometric Properties and Measurement Invariance. Asian Journal of Psychiatry， 102775. https://doi.org/10.1016/j.ajp.2021.102775
53. Tan， Y.， Ding， W.， Jiang， Y.， Yang， X.， Qin， S.， Hinshaw， S. P.， & Lin， X*. (2021). Different associations of parental control， attachment， and child depressive symptoms between paternal and maternal Grandparenting families. Current Psychology， 1-12. https://doi.org/10.1007/s12144-021-02129-0
54. Yu， X.， Chen， Y.， Yang， C.， Yang， X*.， Chen， X.， & Dang， X. (2022). How does parental involvement matter for children's academic achievement during school closure in primary school?. British Journal of Educational Psychology， e12526.
55. Gu， W.， Yang， X.， Liu， X.， & Xu， W. (2022). Mindfulness and Negative Emotions Among Females Who Inject Drugs: the Mediating Role of Social Support and Resilience. International Journal of Mental Health and Addiction， 1-14.
56. Chen， X.， Chen， Y.， Wang， H. et al. (2023) How do parental attitudes influence children's learning interests through parental practices? Evidence from literacy and numeracy perspectives. Eur J Psychol Educ . https://doi.org/10.1007/s10212-023-00720-6
57. Hao， Chen， X.， Qi， Y.， Huang， T.， He， W.， & Yang， X*. (2022). How do Chinese parental attitudes influence children’s numeracy interests? What matters is home numeracy activities， not extracurricular participation. Journal of Applied Developmental Psychology， 83， 101475–. https://doi.org/10.1016/j.appdev.2022.101475
58. Tong， Chen， Y.， Zhang， Z.， Yang， X.*， & He， Z*. (2023). How active coping influences school‐aged children’s rapid automatized naming: A chain mediation model involving subjective vitality and aerobic fitness. PsyCh Journal. https://doi.org/10.1002/pchj.665
59. Wang， H.， Chen， Y.， Yang， X*.， Yu， X.， Zheng， K.， Lin， Q.， Cheng， X.， & He， T. (2022). Different associations of parental involvement with children’s learning of Chinese， English， and math: A three-wave longitudinal study. European Journal of Psychology of Education， -022-00605-0
Grants基金和科研格局资历
1. 近红外激光刺激改善儿童发展性阅读休止终点机制酌量[Study on improvement of developmental dyslexia in children by near infrared laser stimulation and its mechanism]
北京市社会科学基金，后生基金，主捏东说念主（PI） 2024.01-2026.12
2. 不同侵犯形式对发展性阅读休止儿童阅读才能的影响模式与神经机制酌量[the pattern and neural mechanism of different intervention approaches on reading ability of children with developmental dyslexia]
领略神经科学国度重心推行室，重心课题，主捏东说念主 (PI) 2022.01-2023.12
3. “三重编码模子”视角下数学学习贫乏儿童的数字加工劣势及侵犯酌量[umber processing defects and intervention of children with math learning difficulties from the perspective of triple-code model]
北京市训诲科学计议，重心课题，主捏东说念主 (PI) 2021.12-2023.12
4. 儿童发展性阅读休止和运筹帷幄休止的共患性：算作和脑机制酌量[Co-pathogenesis of developmental dyslexia and dyscalculia in children: behavioral and brain mechanisms]
国度当然科学基金，后生基金，主捏东说念主 (PI) 2021.01-2024.01
5. 中国粹龄儿童脑智发育队伍酌量[A cohort study on Brain and Mental Development of School-age children in China]
科技翻新2030-“脑科学与类脑酌量”儿童青少年脑智发育要害格局，中枢参与东说念主（co-I） 2021.08-2026.07
6. 儿童青少年引申功能发育的机制与侵犯酌量 [Mechanisms and Intervention Studies on the Development of Executive Function in Children and Adolescents]
科技翻新2030-“脑科学与类脑酌量”后生科学家格局，中枢参与东说念主（co-I） 2022.08-2027.07
7. Parental Promotion of Children’s Early Numeracy， Mathematical Language， and Vocabulary Knowledge: An Intervention Study (Co-I)
Collaborator: Catherine McBride， Hong Kong General Research Fund July， 2021-June， 2024
8. 教授与科研相纠合：以课程“数学休止儿童的领略与发展”为例[Combination of teaching and research: Take the course "Cognition and Development of Children with Mathematical Disabilities" as an example]
北京师范大学教授发展基金，主捏东说念主 (PI) 2020.01-2021.01
9. 不同运算要求下的性别各别以及领略影响要素：来自小学生和成东说念主的把柄[Gender differences and cognitive factors under different operational conditions: Evidence from primary school students and adults] 2020.10-2022.09
中央高校专项课题，主捏东说念主(PI)
10. 儿童早期语音加工才能对其数学发展的弥留影响：一项跟踪酌量[Effects of Early phonological processing on Mathematical Development in children: a follow-up study] 2019.12- 2022.12
北师大热沈学部自主科研格局，主捏东说念主(PI)
11. Different contributions of cognitive profiles to fractions of Chinese primary children: A cross-sectional study (PI)
Collaborator: Jon Star， Harvard University Jan.2017-June.2019
12. How do phonological awareness， phonological memory， and RAN contribute to early arithmetic of young children? The mediation effect of early numeracy knowledge (Co-I)
Collaborator: Catherine McBride， Direct Grant of the Chinese University of Hong Kong Jun.2018-June.2019