杨秀杰 - 北京师范大学

个人简介

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 学术获奖经历北京师范大学优秀党员（2021年）本科生优秀教育实习工作者（2020年） The Hong Kong PhD Fellowship Scheme (香港政府奖学金, 2016-2019), University Grants Committee (HK$ 900, 000) The Psychology Department Best Thesis Award, CUHK (香港中文大学心理学系优秀博士毕业论文奖, 2019） The First Prize for Graduation Thesis Competition, The Chinese University of Hong Kong (2019) The Global Scholarship for Research Excellence, The Chinese University of Hong Kong (2018) The Overseas Academic Activities Travel Grants, The Chinese University of Hong Kong (2016-2019) The Travel Fund of MCLS (The Mathematical Cognition and Learning Society) (2019) 国家奖学金（2013-2014; 2014-2015）、国家励志奖学金（2010-2011； 2011-2012）等

研究领域

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父母养育和家庭环境等对儿童发展的影响儿童认知与脑的可塑性

近期论文

查看导师新发文章（温馨提示：请注意重名现象，建议点开原文通过作者单位确认）

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 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 Zhang, J., Yang, X., Yu, X. et al. Longitudinal cognitive correlates of advanced mathematical performance in primary school children. Curr Psychol (2023). https://doi.org/10.1007/s12144-023-04648-4 Zhao, X., Yang, X. & Meng, X. What is the role of audiovisual associative learning in Chinese reading?. Read Writ (2023). https://doi.org/10.1007/s11145-022-10401-3 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 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 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 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 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 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. 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. Qi, Y., Chen, Y., Yang, X. et al. How does working memory matter in young children’s arithmetic skills: The mediating role of basic number processing. Curr Psychol (2022). https://doi.org/10.1007/s12144-022-02998-z Yang, X., Pan, D. J., Lo, C. M., & McBride, C. (2022). Same or different: Chinese character reading and word reading of young readers with development. Reading and Writing, 1-23.https://doi.org/10.1007/s11145-022-10255-9 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 Yang, X., Yan, M., Ruan, Y., Ku, S. Y. Y., Lo, J. C. M., Peng, P., & McBride, C. (2021). Relations among phonological processing skills and mathematics in children: A meta-analysis. Journal of Educational Psychology, http://dx.doi.org/10.1037/edu0000710 http://dx.doi.org/10.1037/edu0000710 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: A Journal for Diverse Perspectives on Diverse Psychological Issues. http://dx.doi.org/10.1007/s12144-021-02129-0 Yang, X., & Qiao, L. (2021). Direct effects of visual skills and working memory on chinese character reading in young children. Infant and Child Development, , 15. http://dx.doi.org/10.1002/icd.2231 Lin X, Chen H, Tan Y, Yang X, Chi P, The Empathy Questionnaire for Children and Adolescents (EmQue-CA) in Chinese: Psychometric Properties and Measurement Invariance, Asian Journal of Psychiatry (2021), https://doi.org/10.1016/j.ajp.2021.102775 Cheung SK, Dulay KM, Yang X, Mohseni F and McBride C (2021) Home Literacy and Numeracy Environments in Asia.Front. Psychol..https://doi.org/10.3389/fpsyg.2021.578764 Yang, X., Huo, S., & Zhang, X. (2021). Visual-spatial skills contribute to Chinese reading and arithmetic for different reasons: A three-wave longitudinal study. Journal of Experimental Child Psychology, 208, 16. http://dx.doi.org/10.1016/j.jecp.2021.105142 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 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 fronto-striatal connectivity in linking visual perception with reading fluency in Chinese children with developmental dyslexia. NeuroImage. https://doi.org/10.1016/j.neuroimage.2021.117911 Yang, X. J., Dulay, K. M., Cheung, S. K., McBride, C. (2021). How Do Phonological Awareness, RAN, 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 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 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 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 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 Yang, X. J., & Qiao, L. (2021). Effects of Spatial Skills and Working Memory on Chinese Character Reading in Young Children. Infant and Child Development. 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 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 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 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 Yang, X. J. & Meng, X. Z. (2020). How does visual processing contribute to reading and mathematics of Chinese young children? Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2020.00462 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 Yang, X. J., & McBride, C. (2020). Phonological processing matters in early Chinese reading and mathematics. Educational Psychology.https://doi.org/10.1080/01443410.2020.1771679 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 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 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 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 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 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 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 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