儿童早期读写与语言发展，儿童认知发展的跨文化比较

英文论文

1. 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.

2. Zhang, W., & Li, S*. (2023). Development of orientation sensitivity to Chinese characters in preschoolers: Evidence from a longitudinal study. Journal of Chinese Writing Systems, 7(3), 161–172. https://doi.org/10.1177/25138502231195652.

3. Li, X.,  & Li, S*. (2022). The  varied influence of the home literacy environment on Chinese preschoolers' word  reading skills. Reading and Writing: An Interdisciplinary Journal, 35,  803-824.
4. 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.
5. 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.
6. Li,  S & Yin, L. (2017). Sensitivity to Stroke Emerges in  Kindergartners Reading Chinese Script. Frontier in Psychology,  8:889. doi: 10.3389/fpsyg.2017.00889
7. 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. Developmental Cognitive  Neuroscience, 15, 106-116.
8. 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.
9. 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.0085745
10. 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.
11. 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.
中文论文
1. 朱秋珂, 李甦. 师幼互动影响幼儿发展的内在机制：多因素的调节作用. 学前教育研究. 2022,  9, 47-61.
2. 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.
3. 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.
4. 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.
5. 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.
6. 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.
7. 范义贞, 李甦. 人工耳蜗植入儿童叙事能力的研究进展. 听力学及言语疾病杂志. 2019, 27(01),101-104.
8. 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.
9. 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.
10. 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.
11. 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.
12. 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.

专著
1. 李甦等译. 高质量的幼儿教育. 2019, 华东师范大学出版社.
2. 李甦译. 儿童与图画——儿童绘画心理解析. 2018, 广西美术出版社.
3. 李甦. 探索儿童的绘画世界. 2017, 华东师范大学出版社.
4. 李甦. 学前儿童心理学.2013, 高等教育出版社.
5. 李甦译. 儿童绘画心理学—儿童创造的图画世界. 2008,  中国轻工业出版社.

更多成果信息请见：http://ir.psych.ac.cn/lis@psych.ac.cn