List of project
1. 不同干预方式对发展性阅读障碍儿童阅读能力的影响模式与神经机制研究[the pattern and neural mechanism
of different intervention approaches on reading ability of children with
developmental dyslexia]
认知神经科学国家重点实验室，重点课题，主持人
(PI) 2022.01-2023.12
2. “三重编码模型”视角下数学学习困难儿童的数字加工缺陷及干预研究[umber processing defects and
intervention of children with math learning difficulties from the perspective
of triple-code model]
北京市教育科学规划，重点课题，主持人 (PI) 2021.12-2023.12
3. 儿童发展性阅读障碍和计算障碍的共患性：行为和脑机制研究[Co-pathogenesis of developmental
dyslexia and dyscalculia in children: behavioral and brain mechanisms]
国家自然科学基金，青年基金，主持人 (PI) 2021.01-2024.01
4. 儿童青少年执行功能发育的机制与干预研究 [Mechanisms and Intervention
Studies on the Development of Executive Function in Children and Adolescents]
科技创新2030-“脑科学与类脑研究”重大项目，核心参与人（co-I） 2022.08-2027.07
5. 中国学龄儿童脑智发育队列研究[A cohort study on Brain and
Mental Development of School-age children in China]
脑科学与类脑研究，科技部课题，骨干研究人员 2021.08-2026.07
6.
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
7. 教学与科研相结合：以课程“数学障碍儿童的认知与发展”为例[Combination of teaching and research: Take the course "Cognition and
Development of Children with Mathematical Disabilities" as an example]
北京师范大学教学发展基金，主持人 (PI)
2020.01-2021.01
8. 不同运算条件下的性别差异以及认知影响因素：来自小学生和成人的证据[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，主持人(PI)
9. 儿童早期语音加工能力对其数学发展的重要影响：一项追踪研究[Effects of Early phonological
processing on Mathematical Development in children: a follow-up study] 2019.12- 2022.12
北师大心理学部自主科研项目，主持人(PI)
10. 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
11. 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
12. An eye movement
exploration of the visual factors during fatigue driving (PI)
Supervisor: Xuemin Zhang, National
Undergraduate Innovation Program
Nov.2011-Mar.2013
13. The
aging effect of task switching (PI)
Supervisor: Dahua Wang, BNU
Undergraduate Innovation Research Grant Nov.2010-Mar.2012
14. Continuity and discontinuity from whole numbers to fraction
and rational numbers in numerical cognition (RA)
Work as Research Assistant
Supervisor: Yujing Ni, Direct
Grant of the Chinese University of Hong Kong Jun.2015-Sep.2015
15. The cognitive neurophysiological study on perceptual learning
difficulties in Chinese-speaking children with developmental dyslexia (RA)
Work as Research Assistant
Supervisor: Xiangzhi Meng, National Natural Science Funds Mar. 2014-Apr.2017
16. The cognitive neuropsychological mechanisms in developmental
dyslexia (RA)
Work as Research Assistant
Supervisor: Xiangzhi Meng, National Natural Science Funds Aug.2011-Feb.2015
Nov.2010-Mar.2012
List of papers
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. 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
4. 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
5.
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
6.
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
7.
Chen,
X., Chen, Y., Wang, H. et al. How do parental attitudes influence children's
learning interests through parental practices? Evidence from literacy and
numeracy perspectives. Eur J
Psychol Educ (2023). https://doi.org/10.1007/s10212-023-00720-6
8.
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.
9.
Zhao, X., Yang,
X.#, & Meng, X. (2023). What is the role of audiovisual
associative learning in Chinese reading?. Reading and Writing,
1-23.
10.
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
11.
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
12.
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
13.
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
14.
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
15.
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, http://dx.doi.org/10.1007/s10212-022-00605-0
16.
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
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. 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.
23. 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.
24. 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
25.
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
26. 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
27. 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
28. 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
29. 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
30. 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
31.
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
32.
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
33.
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
34.
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.
35. Yang, X. J., & Qiao, L.
(2021). Effects of Spatial Skills and Working Memory on Chinese Character
Reading in Young Children. Infant and
Child Development.
36.
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
37. Yang, 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
38. 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
39.
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
40. 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
41.
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
42. 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
43. 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
44. 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
45. 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
46. 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
47.
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,
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48.
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
49.
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
50.
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
51. 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
52. 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. 心理与行为研究, 11(3),
359-366.] (CSSCI)
53. *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). 消极情绪对任务切换的作用及其性别差异. 中国心理卫生杂志, 27(5), 396-400.] (CSSCI)