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北京师范大学认知神经科学与学习国家重点实验室导师教师师资介绍简介-舒 华

本站小编 Free考研考试/2020-04-21

舒 华
职称:教授,博士生导师
研究领域 :
电话:(8610)**
通讯地址:北京师范大学英东教育楼401室
邮编:100875
电子邮件:shuhua@bnu.edu.cn
课题组网址:

简 介
研究方向
研究人员
论文成果
图片


北京师范大学认知神经科学与学习国家重点实验室教授、博士生导师。现任中国心理学会常务理事、《心理学报》副主编、“Bilingualism: Language and Cognition”、“Journal of Experimental Child Psychology”、“Journal of Cognitive Science”编委等。主持了多项国家自然科学基金、教育部哲学社会科学研究重大课题攻关项目、教育部科学技术重点项目、北京市自然科学基金及国际合作基金项目。荣获国家级教学成果二等奖、全国高等学校教学名师奖、教育部自然科学一等奖。
主要方向包括语言加工、以及儿童语言阅读发展和阅读障碍的认知神经机制。综合横断和追踪研究途径、运用行为、脑电、脑成像、基因技术,探讨言语知觉加工的脑机制、儿童语言和阅读发展轨迹及遗传和环境的影响、以及阅读障碍的认知神经机制和早期预测指标。
博士后:
夏志超
研究生:
洪恬
冯小霞
逄文斌
崔新
冷欣怡
李伟京
王子沫
发表论文(2013-2018):
Su,M., Zhao,J., Schotten,M., Zhou,W., Gong,G., Ramus, F., Shu,H., Alterations in white matter pathways underlying phonological and morphological processing in Chinese developmental dyslexia, Developmental Cognitive Neuroscience, 2018, https://doi.org/10.1016/j.dcn.2018.04.002
Su,M., Schotten,M., Zhao,J., Song,S., Zhou,W., Gong,G., McBride-Chang, C., Ramus, F., Shu,H., Vocabulary growth rate from preschool to school-age years is reflected in the connectivity of the arcuate fasciculus in 14-year-old children, Developmental Science, 2018, DOI: 10.1111/desc.12647
Hong, T., Shuai, L., Frost, S., Landi, N., Pugh, K., & Shu, H., Cortical Responses to Chinese Phonemes in Preschoolers Predict Their Literacy Skills at School Age, Developmental Neuropsychology, 2018, https://doi.org/10.1080/**.2018.**
Ruan, Y., Georgiou, G. K., Song, S., Li, Y., & Shu, H., Does Writing System Influence the Associations Between Phonological Awareness, Morphological Awareness, and Reading? A Meta-Analysis. Journal of Educational Psychology, 2018, 110(2): 180-202.
Xia,Z., Zhang,L., Hoeft,F., Gu,B., Gong,G., & Shu,H., Neural correlates of oral word reading, silent reading comprehension, and cognitive subcomponents, International Journal of Behavioral Development, 2017, DOI: 10.1177/0**7872
Su,M., Peyre,H., Song,S., McBride-Chang, C., Tardif, T., Li, H., Zhang, Y., Liang,W., Zhang,Z., Ramus, F., Shu,H., The influence of early linguistic skills and family factors on literacy acquisition in Chinese children: follow-up from age 3 to age 11, Learning and Instruction, 2017, 49, 54-63.
Li, Y., Zhang,L., Xia,Z., Yang,J., Shu,H. & Li,P., The Relationship between Intrinsic Couplings of the Visual Word Form Area with Spoken Language Network and Reading Ability in Children and Adults, Frontiers in Human neuroscience, 2017, 11: 327.
Pan,J., Kong,Y., Song,S., McBride,C., Liu,H. & Shu,H., Socioeconomic status, parent report of children’s early language skills, and late literacy skills: a long term follow-up study among Chinese children, Reading and Writing, 2016, 1-16.
Zhang,Y., Li,J., Song,S., Tardif,T., Burmeister,M., Villafuerte,S., Su,M., McBride-Chang, C., & Shu,H., Association of the DCDC2 polymorphisms with normal reading variation in the Chinese population. PLOS ONE. 2016, 11, e**.
Cui,Z., Xia,Z, Su,M., Shu,H., & Gong, G., Disrupted white matter connectivity underlying developmental dyslexia: a machine learning approach, Human Brain Mapping, 2016,37(4):1443-58.
Song, S., Georgiou, Su, M., & Shu, H., How well do phonological awareness and rapid automatized naming correlate with Chinese reading accuracy and fluency? A meta-analysis, Scientific Studies of Reading, 2016, 20 (2), 99-123.
Xia, Z, Hoeft, F., Zhang, L., Shu,H., Anomalous Development of Brain Structures in Chinese Dyslexia: Dissociating the Effects of Disorder, Reading Ability, and Maturation, Neuropsychologia, 2016, 81, 68–78.
Zou, L., Packard, J., Xia, Z., Liu, Y., & Shu, H., Neural Correlates of Morphological Processing: Evidence from Chinese, Frontiers in Human Neuroscience, 2016, Vol, 9, Article 714.
Pan,J., Song,S, Su,M., McBride,C., Liu,H., Zhang,Y., Li,H., & Shu,H., On the relationship between phonological awareness, morphological awareness and Chinese literacy skills: evidence from an 8-year longitudinal study. Developmental Science, 2015, 19(6):982-991.

Zhou,W., Xia,Z., Bi,Y., & Shu,H., Altered connectivity of the dorsal and ventral visual regions in dyslexic children: a resting-state fMRI study. Frontiers in Human Neuroscience, 2015, Vol, 9, Article 495.
Song,S., Su,M., Kang,C., Liu,H., Zhang,Y., McBride-Chang,C., Tardif,T., Li,H., Liang,W.,Zhang,Z., & Shu,H., Tracing children’s vocabulary development from preschool to school-age years: An 8-year longitudinal study, Developmental Science, 2015, 18(1), 119-131.
Su,M., Wang,J., Maurer,M., Zhang,Y., Li,J., McBride-Chang,C., Tardif,T., Liu,Y., Shu,H.,Gene-environment interaction on neural mechanisms of orthographic processing in Chinese children, Journal of Neurolinguistics, 2015, 33, 172-186.
Pan, J., Yan, M., Laubrock, J., Shu, H., & Kliegl, R., Saccade-target selection of dyslexic children when reading Chinese. Vision Research, 2014, 97, 24-30.
Zhao, J., Wang, X., Frost, S., Sun, W., Fang, S., Mencl, E., Pugh, K., Shu, H., Rueckl, J., Neural division of labor in reading is constrained by structure: A training study of reading Chinese characters. Cortex, 2014, 53, 90-106.
Pan, J., Yan, M., Laubrock, J., Shu, H., & Kliegl, R. Eye-Voice Span During Rapid Automatized Naming of Digits and Dice in Chinese Normal and Dyslexic Children. Developmental Science, 2013, 16, 956-979.
Yan M, Pan J, Laubrok, J., Kliegl R. & Shu H., Parafoveal processing efficiency in rapid automatized naming: A comparison between Chinese normal and dyslexic children. Journal of Experimental Child Psychology. 2013, 115, 579-589.
Xue, J., Shu,H., Li,H., Li ,W., & Tian,X., The stability of literacy-related cognitive contributions to Chinese character naming and reading fluency, Journal of Psycholinguist Research, 2013, 42, 433-450.
Yang,J., Shu,H., McCandliss, B., & Zevin, J. Orthographic influences of division of labor in learning to read Chinese and English: Insights from computational modeling, Bilingualism: Language and Cognition, 2013, 15, 190-201.
Zhang,Y., Tardif, T., Shu, H., Li, H., Liu, H., McBride-Chang, C., Liang, W., Zhang, Zh., Phonological skills and vocabulary knowledge mediate socioeconomic status effects in predicting reading outcomes for Chinese children, Developmental Psychology, 2013, 49(4): 665-671.








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