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陈思宇, 李甦. 幼儿园学习活动中的教师语言行为及其与幼儿语言发展的关系. 中华女子学院学报2025, 3, 110-118.

卢鋆锋, 李甦. 注意缺陷多动障碍儿童语用性语言障碍研究进展. 中国儿童保健杂志. 2024, 32(6), 643-647.

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.

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(3), 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(1), 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(6), 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(5), 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), 67-75.

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.

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.

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. 不再害怕学习：帮助孩子克服学习障碍（美国心理学会情绪管理自助读物）(译著). 2023, 化学工业出版社.

李甦. 我能与人友好相处: 学会换位思考，培养共情能力（美国心理学会情绪管理自助读物）(译著). 2022, 化学工业出版社.

李甦. 我能管好自己：让孩子独立的自我管理课（美国心理学会情绪管理自助读物）(译著). 2019, 化学工业出版社.

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李甦. 儿童与图画——儿童绘画心理解析(译著). 2018, 广西美术出版社.

李甦. 探索儿童的绘画世界(专著). 2017, 华东师范大学出版社.

李甦. 学前儿童心理学(专著). 2013，高等教育出版社.

李甦. 儿童绘画心理学——儿童创造的图画世界(译著). 2008, 中国轻工业出版社.

李甦等. 儿童绘画和心理治疗——解读儿童画(译著). 2005, 中国轻工业出版社.

Urs Maurer, 李甦. 阅读的神经活动—文字快速加工与神经活动敏感性. 见李文玲, 舒华主编. 儿童的阅读世界(第二卷). 2016, 北京师范大学出版社.

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Feng, C., Damian, M. F., Qu, Q. Q. (2022). A joint investigation of facilitation and interference effects of semantic and phonological similarity in a continuous naming task. Journal of Experimental Psychology: Learning, Memory, and Cognition, 48(8), 1193-1201.

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Qu, Q., Feng C., Hou FY, Damian (2020). Syllables and phonemes as planning units in Mandarin Chinese spoken word production: Evidence from ERPs. Neuropsychologia, 146, 10759.  

Sun, L., Feng, C., & Yang, Y. (2020). Tension experience induced by nested structures in music. Frontiers in human neuroscience, 14, 210.  

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