首页 | 师资队伍 | 专任教师

杨秀杰讲师

电话:

E-mail:amyyang@bnu.edu.cn

研究方向:• 儿童的认知能力发展特点
• 儿童的阅读发展与数学学习,包括发展性阅读障碍和计算障碍等。

个人履历

教育背景

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

访问学者,哈佛大学教育学院

Supervisor: Jon Star

 

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

博士,香港中文大学心理学系

Supervisor: Catherine McBride

 

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

硕士,北京大学心理与认知科学学院

Supervisor:孟祥芝

 

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

学士,北京师范大学心理学部

 

学术职位

Postdoctoral Fellow, Department of Psychology, The Chinese University of Hong Kong,2019.7-2019.11

博士后,香港中文大学心理学系,2019.07-2019.11

科学研究

已发表论文

1.       Dang, X.X., Chen, Y. H., & Yang, X. J. (in press). Distinguishing between High-confidence True and False Memories: Evidence from Eye Movements. Australian Journal of Psychology.

2.       Yang, X. J. & Zhang, X. (2020). Dissociated contributions of cognitive profiles to symbolic and non-symbolic mathematics. Early Childhood Research Quarterly.

3.       Wu, H., Yang, X., Chen, Y. (in press). How do Working Memory and Inhibition Contribute to the SNARC Effect in Chinese School-aged Children? Cognitive Development.

4.       Yang, X. J. & Meng, X. Z. (2020). How does visual processing contribute to reading and mathematics of Chinese young children? Frontiers in Psychology.

5.       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 Perspectives.

6.       Yang, X. J., & McBride, C. (2020). Phonological processing matters in early Chinese reading and mathematics. Educational Psychology.

7.       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. doi: 10.1007/s11145-019-09998-9

8.       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. doi: 10.1080/01443410.2018.1546831

9.       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. doi: 10.3389/fpsyg.2018.02670

10.    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. doi:10.1002/icd.2122

11.    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. doi: 10.1016/j.neuroimage.2018.06.037.

12.    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. doi: 10.1111/bjdp.12222

13.    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.

14.    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.

15.    Yang, X. J. & Meng, X. Z. (2016). Dissociation between exact and approximate addition in developmental dyslexia. Research in Developmental Disabilities, 56,139-152. doi: 10.1016/j.ridd.2016.05.018

16.    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)

17.    *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)

基金和科研项目经历

Different contributions of cognitive profiles to fractions of Chinese primary children: A cross-sectional study

Collaborator: Jon Star, Harvard University                                   Jan.2017-June.2019

Work as the Principal Investigator (PI), including experimental designs, data analysis, and paper drafting.

How do phonological awareness, phonological memory, and RAN contribute to early arithmetic of young children? The mediation effect of early numeracy knowledge

Collaborator: Catherine McBride, Direct Grant of the Chinese University of Hong Kong   Jun.2018-June.2019

  Work as the project Coordinator Investigator (Co-I), including the data collection, data analysis, and paper drafting.

Reading, writing, and mathematics: Behavioral genetics, molecular genetics, and neuro-markers of early academic achievement in Hong Kong Chinese children. 

Supervisor: Catherine McBride, the Collaborative Research Fund (CRF)             June.2018-June.2019

The EEG data collection, data analysis, and paper drafting.

Continuity and discontinuity from whole numbers to fraction and rational numbers in numerical cognition

Supervisor: Yujing Ni, Direct Grant of the Chinese University of Hong Kong           Jun.2015-Sep.2015

  Reviewed the educational interventions of children’s fractional concepts from 2000 to 2015. 

The cognitive neurophysiological study on perceptual learning difficulties in Chinese-speaking children with developmental dyslexia

Supervisor: Xiangzhi Meng, National Natural Science Funds                       Mar. 2014-Apr.2017

  Designed and undertook a longitudinal study to investigate the underlying influence of perceptual learning on children’s reading acquisition 

  Developed a phonological awareness task and a morphological awareness task for children at kindergarten. 

The cognitive neuropsychological mechanisms in developmental dyslexia

Supervisor: Xiangzhi Meng, National Natural Science Funds                        Aug.2011-Feb.2015

 Designed and undertook a nonsymbolic comparison task to assess number sense using MatlabR2009a 

 Undertook four experiments including the visual Texture Discrimination Task (TDT), auditory duration task, auditory temporal discrimination task and reading assessments on children. 

An eye movement exploration of the visual factors during fatigue driving 

Supervisor: Xuemin Zhang, National Undergraduate Innovation Program            Nov.2011-Mar.2013

Work as the Principal Investigator (PI), including experimental designs, data analysis, and paper drafting.

The aging effect of task switching 

Supervisor: Dahua Wang, BNU Undergraduate Innovation Research Grant          Nov.2010-Mar.2012

Work as the Principal Investigator (PI), including experimental designs, data analysis, and paper drafting.

会议论文

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 at Mathematical 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 at International 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 at Association 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 at The 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 at The 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 at The 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 at Association 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 at the 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 at the 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 at Association 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 at the 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 at the 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 at the 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 at British Dyslexia Association International Conference (March, UK). 

Yang, X. J. (2013). Effects of negative emotion and gender difference on task switching. Paper presented at the Psychological Association Conference for Four Beijing Universities (April, China).

 


 

 


 


 

教学工作

已承担教学任务

教育心理学(本科生公选课




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)

社会工作

其他

学术获奖经历

1. The Hong Kong PhD Fellowship Scheme (香港政府奖学金, 2016-2019), University Grants Committee (TOP 250 students worldwide in all fields: https://cerg1.ugc.edu.hk/hkpfs/index.html)

2. The First Prize for Graduation Thesis Competition (毕业论文比赛一等奖), The Chinese University of Hong Kong (2019)

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

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

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

6. 国家奖学金(2013-2014, 2014-2015)、国家励志奖学金(2010-2011; 2011-2012)等


相关专业信息

Invited Reviewer: 

Educational Psychology Review;

Research in Developmental Disabilities;

Reading and Writing;

International Journal of Behavioral Development;

British Journal of Developmental Psychology;

Frontiers in Psychology;

Early Childhood Research Quarterly.


Membership: 

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).



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