YANG Xiujie

Associate Professor

Telephone:

Email: amyyang@bnu.edu.cn

Research Interests: • Children’s Early Development and Learning Difficulties, including Developmental Dyslexia and Developmental Dyscalculia
• Parenting and Family Environment in Relation to Children’s Educational Development
• Children’s Cognition and Brain Plasticity, especially in Chinese Reading

Personal resume

Education background

Visiting Fellow, Graduate School of Education, Harvard University                  2018-2019


Ph.D., Department of Psychology, The Chinese University of Hong Kong             2016-2019


M.A., School of Psychological and Cognitive Sciences, Peking University             2013-2016                                       


B.S., School of Psychology, Beijing Normal University                            2009-2013



Work Experience

Associate Professor, Faculty of Psychology, Beijing Normal University, 2021.09-now

Assistant Professor, Faculty of Psychology, Beijing Normal University, 2019.11-2021.09

Post-doc,Department of Psychology, The Chinese University of Hong Kong,2019.07-2019.11

Scientific research

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 Instruction84, 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, 288-297. https://doi.org/10.1016/j.neuroimage.2018.06.037.

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 Psychology36(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 Psychology157, 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. Cerebellum16(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)



Teaching experience

Lecturer (2020-Now)

Educational Psychology, Beijing Normal University (in Chinese, 2020. 9-now)


Teaching assistant (2012-2018)

Statistics Consultation, The Chinese University of Hong Kong (in English, 2018.7-2019.2)

Statistics Consultation, The Chinese University of Hong Kong (in English, 2017.9-2018.1)

Psychological Testing, The Chinese University of Hong Kong (in English, 2016.12-2017.4)

Teaching Struggling Readers Around The World (K-12), Canvas Network MOOC (in English, 2019)

Abnormal Child Psychology, Peking University (in Chinese, 2015.9-2016.1)

Experimental Child Psychology, Peking University (in Chinese, 2014.9-2015.1)

Developmental Psychology, Peking University (in Chinese, 2013.9-2014.1)

Social service

Editorial Board: Cognitive Processing; Infant and Child Development

Invited Reviewer:  Educational Psychology Review;

Developmental Psychology;

  Journal of Educational Psychology;

Research in Developmental Disabilities;

Reading and Writing;

  International Journal of Behavioral Development;

  British Journal of Developmental Psychology;

  Early Childhood Research Quarterly;

Infant and Child Development



Professional Memberships:

The Society for Research in Child Development (SRCD);

 The Association for Psychological Science (APS);

 The Association for Reading and Writing in Asia (ARWA);  International Society for the Study of Behavioral Development (ISSBD);

 Mathematical Cognition and Learning Society (MCLS)

中国心理学会教育心理专业委员会秘书;

Others

Honors and awards

1.     Excellent Freshmen Tutor of Beijing Normal University (2021年)优秀新生导师

2.     Excellent Educational Intern for Undergraduates(2020年)优秀教育实习导师

3.     The Hong Kong PhD Fellowship Scheme (2016-2019), University Grants Committee (HK$ 900, 000)

4.     The Psychology Department Best Thesis Award, CUHK (2019)

5.     The First Prize for Graduation Thesis Competition, The Chinese University of Hong Kong (2019)

6.     The Global Scholarship for Research Excellence, The Chinese University of Hong Kong (2018)

7.     The Overseas Academic Activities Travel Grants, The Chinese University of Hong Kong (2016-2019)

8.     The Travel Fund of MCLS (The Mathematical Cognition and Learning Society) (2019)


Conferences

Yang, X. J., &Dulay, K. M., Cheung, S. K., McBride, C(2019). Developmental trajectories of early numeracy and print knowledge in young Filipino children: The roles of phonological awareness, rapid automatized naming, and vocabulary knowledge. Symposium has been accepted and will be presented atMathematical Cognition and Learning Society conference (MCLS) (June, Canada).

Yang, X.J.& Meng, X. Z. (2019). How does visual acuity contribute to Chinese reading and mathematics? The mediating effects of orthographic knowledge and early numerical processing. Paper presented atInternational Convention of Psychological Science (ICPS) (Mar, France).

Yang, X. J., & McBride, C. (2019). How do phonological processing abilities contribute to early Chinese reading and mathematics?. Paper presented atAssociation for Reading and Writing in Asia (ARWA) (Feb, India).

Yang, X. J., & McBride, C. (2018). Longitudinal associations of phonological processing skills, Chinese word reading, and arithmetic. Paper presented atThe International Society for the Study of Behavioural Development (ISSBD) (July, Austrilia).

Yang, X.J.& Meng, X. Z. (2018). The absence of global precedence in children with developmental dyslexia. Paper presented atThe International Society for the Study of Behavioural Development (ISSBD) (July, Austrilia).

Cheung, S. K.,Yang, X. J.,Dulay, K. M., & McBride, C. (2018). Home Learning Environment or Parents’ Characteristics: Which Matters More for Filipino Children’s Numeracy Skills? Paper presented atThe 70th International OMEP Conference(June, Czech).

Yang, X. J.,Han, Y. G., & Wang, D. H. (2018). The aging effect of task switching.U.S.-Hong Kong 2018 Aging Conference "Aging across Time and Contexts"(May, Hong Kong).

Yang, X. J.,Lo, J. C. M., McBride, C., & Ho, C. S-K. (2018). Pathways to reading and arithmetic: the role of rapid automatic naming, phonological working memory, and phonological awareness. Paper presented atAssociation for Reading and Writing in Asia (ARWA)(February, Japan).

Yang, X.J.(2018). Phonological awareness, RAN, and vocabulary contribute to early numeracy and print knowledge of Filipino Children. Paper presented atthe Exchange Conference of Hong Kong, Taiwan, and Beijing(May, Hong Kong).

Yang, X.J.,Meng, X. Z., & McBride, C. (2017). The Domain-general and Domain-specific Precursors for Chinese character recognition in Beginning Readers: A longitudinal study. Paper presented atthe Society for Research in Child Development (SRCD)(April, USA).

Yang, X.J.,Peng, P., & Meng, X. Z. (2017). Do Domain-general Cognitive Skills Matter in Early Chinese Character Reading? Paper presented atAssociation for Reading and Writing in Asia (ARWA)(February, Hong Kong).

McBride, C., Lo, J. C. M.,Yang, X.J.,Ho, C. S.-H., &Waye, M. (2017).Delay copying uniquely explains spelling in both Chinese and English. Paper presented atthe Society for Research in Child Development (SRCD)(April, USA).

Yang, X.J.& Meng, X. Z. (2016). The Domain-general and Domain-specific Precursors for Chinese Reading Acquisition. Paper presented atthe Psychological Association Conference for Four Beijing Universities(May, China).

Yang, X.J.(2015). An eye movement exploration of the visual factors during fatigue driving. Paper presented atthe Exchange Conference of Hong Kong, Taiwan, and Beijing(May, Hong Kong).

Yang, X.J.& Meng, X. Z. (2014). Dissociation between exact calculation and approximation in developmental dyslexia. Paper presented atBritish Dyslexia Association International Conference(March, UK).