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西北师范大学

李世峰简介

文章来源:必发9988集团 发布于:2018-03-12  浏览:15668



李世峰(lishifeng1988@126.com)


    副教授,硕士生导师,博士毕业于北京师范大学认知神经科学与学习国家重点实验室。


主持和参与科研项目(课题)


         1.     中国博士后科学基金面上项目——“词汇在小学儿童汉语阅读中的作用;项目编号:2017M613298XB(主持)

         2.     甘肃省高等学校创新基金项目——“SVR模型在汉语阅读习得中的适用性研究(主持)

         3.     甘肃省教育科学十四五规划2021年度课题——“乡村儿童早期阅读能力提升的策略及其有效性研究;项目编号:GS[2021]GHB1745(主持)。

         4.     2019-012022-12,国家自然科学基金项目——“提取练习在促进高阶认知上的优势效应及边界条件;项目编号:31860282(第一参与人)

        5.     2019-012022-12,国家社科基金项目——“多元文化视野下的中亚华裔跨文化经济行为研究;项目编号:19BSH115(第二参与人)

        6.     2020-012023-12,国家自然科学基金项目——“躯体情绪动作与非情绪动作在早期自动化加工中的分离;项目编号:31960181(第二参与人)


主要论文成果(*通讯作者论文)


       1.  Li, S. F*., Xia, Y., Zhao, W., Miao, X., & Xu, Q. (2022). Self-affirmation increases acceptance of information on COVID-19 vaccines and promotes vaccination intention. Journal of Behavioral Medicine, 1-8.

        2.   Xia, R. X., Shao, H. H., Cui, L. L., Zhang, P. Y., Xue, J. W., Zhou, A. B., & Li, S. F*. (2021). Evidence for self-positivity bias in a subliminal self-cue: An event-related potential study. Neuroscience Letters. DOI: 10.1016/j.neulet.2021.135625.

              3.  Li, S. F., Yang, Z*., Wang, C., & Xu, Q. Y. (2021).Rural and urban disparities in selective attention in Chinese young adults: An event-related potential study. Applied Neuropsychology: Adult,DOI: 10.1080/23279095.2020.1861617.

        4.   Li, S. F*., Xu, Q. Y., & Zhou, A. B. (2022). Follow up to a randomized controlled trial of the effect of self-affirmation on anxiety during the COVID 19 pandemic. Psychology, Health & Medicine, 27(2), 361-36.

        5.   Li, S. F*. & Xu, Q. Y. (2022). Family support as a protective factor for attitudes toward social distancing and in preserving positive mental health during the COVID-19 pandemic. Journal of Health Psychology, 27(4), 858-867.

        6.  Xu, Q., Tao, S., Li, S. F., Wang, W., Li, B., & Joshi, R. M. (2021). Who are the nonresponders to intervention among Chinese children learning English as a second language? Journal of Educational Psychology, 113(2), 213229.

          7.  李世峰, 吴艺玲, 张福民, 许琼英*, 周爱保*. (2020). 自我肯定缓冲新冠疫情引发的焦虑反应:一项随机对照研究. 心理学报, 52(7), 886-894.

                8.  Li, S. F., Nan, N*., Xu, Q. Y., & Li, J. (2020). Perceived quality of parent-child relationships by Chinese primary school students: The role of parents’ education and parent-child literacy activities. Child Language Teaching and Therapy, 36(2), 79-89.

                    9.   Li, S. F., Xu, Q. Y*., & Xia R. X. (2020). Relationship between SES and academic achievement of junior high school students in China: the mediating effect of self-concept. Frontiers in Psychology, 10, 2513.

             10.  Li, S. F., & Xu, Q. Y*. (2019). Atypical frontal midline theta activity during cognitive control in heroin addicts. Neuroreport, 30(12), 852-855.

             11.  Xu, Q. Y., Li, S. F*., & Yang, L. (2019).Perceived social support and mental health for college students in mainland China: The mediating effects of self-concept. Psychology, Health, & Medicine, 24(5), 595- 604.

             12.   Xia, R. X., Su, W. R., Wang, F., Li, S. F*., Zhou, A. B*., & Lyu, D. (2019). The Moderation Effect of Self-enhancement on the Group- Reference Effect. Frontiers in Psychology, 10, 1463.

                   13.   Li, S. F., Tao, S*., Josh, M. Xu, Q. F. (2018). Second language reading difficulties among native Chinese-speaking elementary school children learning to read in English: The roles of native language skills. Reading Research Quarterly. 53(4), 423-441. 被遴选为2019 International Literacy Day Feature Article,录制主编专访向全球二语教师推荐。

             14.   Xia, R. X., Jin, R. J., Yong, L., Li, S. D., Li. S. F*., Zhou, A. B*. (2018). Temporal Features of the Differentiation between Self-Name and Religious Leader Name among Christians: An ERP Study. Frontiers in Psychology, 8, 2114.

              15.   Li, S. F., Xu, K., Xu, Q., Xia, R., Ren, D., & Zhou, A*. (2016). Positive bias in self-appraisals from friend's perspective: an event-related potential study. Neuroreport, 27, 694-698.

              16.   Li, S. F., Song, J, Guo, N., Yin, Y., & Tao, S*. (2014). The roles of phoneme awareness and letter-sound knowledge in learning to read English words for native Chinese speaking children: Findings from a training study. ISSBD 18th Biennial Meeting.

                       17.   李世峰, 许琼英*. (2020). 视角采择降低自我中心化认知. 中国社会科学报.

.                18.   李世峰, 许琼英*. (2018). 亲子阅读促进儿童早期语言和阅读发展. 中国社会科学报.

                      19.   许琼英, 李世峰*, 杨振. (2017). 发展性阅读障碍的神经预测研究进展. 中国特殊教育, (2). 44-48.

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