首页 | 师资队伍 | 专任教师

杨秀杰副教授

电话：

E-mail：amyyang@bnu.edu.cn

研究方向：Children’s Cognitive Development and Learning Difficulties, including Developmental Dyslexia and Developmental Dyscalculia儿童认知发展与学习困难, 包括发展性阅读障碍和计算障碍等
Parenting and Family Environment in Relation to Children’s Cognitive Development父母养育和家庭环境等对儿童认知发展的影响
Children’s Cognition and Brain Plasticity儿童认知与脑的可塑性
本实验室招募研究助理和博士后，待遇从优。详细信息见实验室网站：https://cogdev.bnu.edu.cn/


个人履历

教育经历

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

访问学者，哈佛大学教育学院

 

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

 

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

 

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

副教授，北京师范大学心理学部，2021.09-至今

讲师，北京师范大学心理学部，2019.11-2021.08

博士后，香港中文大学心理学系，2019.07-2019.11



科学研究

Publications发表文章（详见实验室主页）

  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, 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 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)

Grants基金和科研项目经历

  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

  1. “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

  1. 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

  1. 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

  1. 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

  1. 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

  1. 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

  1. 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)

  1. 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)

  1. 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

  1. 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

  1. An eye movement exploration of the visual factors during fatigue driving (PI)

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

  1. The aging effect of task switching (PI)

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

  1. 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

  1. 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

  1. The cognitive neuropsychological mechanisms in developmental dyslexia (RA)

Work as Research Assistant

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


教学工作

心理学导论（本科生，专业课，必修）

教育心理学英文论文写作（研究生，专业课，必修）

高级英文论文写作 （博士生，专业课，必修）

硕博学术研究前沿课程（研究生，专业课，必修）

教育心理学（通识课，慕课）


社会工作

中国心理学会教育心理专业委员会秘书；

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


其他

Awards荣誉

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)


学生培养与毕业去向：

付晨露 2020级 （北京师范大学心理学部，硕士）

杨子涵 2020级 （北京师范大学心理学部，直博）

赵莉 2019级（香港大学教育学院，硕士）

赵柠欣 2019级 （北京师范大学心理学部，硕士）

叶己璇 2019级 （北京师范大学心理学部，硕士）

马驰 2018级 （德州大学奥斯汀分校，直博）

赵一玮 2018级 （北京师范大学心理学部，硕士）

张秀晴 2018级 （北师大教育质量检测中心，硕士）

郝雨丝 2017级（英国伦敦大学学院，硕士）


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