舒华的代表论文 （中英文各十篇）

舒华的代表论文 （中英文各十篇）

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, (in press)　　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.　　Zhang, Y., Zhang, L., Shu, H. *, Xi, J., Wu, H., Zhang, Y. *& Li, P., Universality of categorical perception deficit in developmental dyslexia: An investigation of Mandarin Chinese tones, Journal of Child Psychology and psychiatry, 2012, 53(8):874-882.　　Zhang,Y., Li, J., Tardif, T., Burmeister, M., Villafuerte, S., McBride-Chang, C., Hong, L., Shi, B., Liang, W., Zhang, Zh., Shu, H.*, Association of the DYX1C1 dyslexia susceptibility gene with orthography in the Chinese population. PLoS ONE, 2012, 7(10):e43192.　　Yang,J., Wang,X., Shu,H. *& Zevin, J. * Task by stimulus interactions in brain responses during Chinese character processing, Neuroimage,2012. 60(2):979-990.　　Lei,L., Pan,J., Liu,H., McBride-Chang, C., Li,H., Zhang,Y., Chen,L., Tardif,T., Liang,W., Zhang,Z., & Shu,H. * Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children, Journal of Child Psychology and psychiatry, 2011, 52(2), 212-220.　　Zhang,L., Shu, H. *, Zhou, F., Wang,X., & Li,P. * Common and Distinct Neural Substrates for the Perception of Speech Rhythm and Intonation. Human Brain Mapping, 2010, 31:1106-1116.　　Shu, H., Peng, H. & McBride-Chang, C. Phonological Awareness in Young Chinese Children. Developmental Science, 2008, 11(1): 171-181.　　Shu, H., McBride-Chang, C., Wu. S., & Liu, H. Understanding Chinese Developmental Dyslexia: Morphological Awareness as a Core Cognitive Construct.Journal of Educational Psychology，2006, 98 (1):122-133.　　Shu,H., Chen,X., Anderson,R., Wu,N. & Xuan,Y. Properties of school Chinese. Child Development, 2003, 74(1), 27-47.
[1]宋华,张厚粲,舒华. 在中文阅读中字音、字形的作用及其发展转换[J]. 心理学报,1995,02:139-144.　　[2]孟祥芝,舒华,周晓林,罗晓辉. 不同阅读水平儿童的汉字字形输出与再认[J]. 心理学报,2000,02:133-138.　　[3]舒华,周晓林,武宁宁. 儿童汉字读音声旁一致性意识的发展[J]. 心理学报,2000,02:164-169.　　[4]李嵬,祝华,BarbaraDodd,姜涛,彭聃龄,舒华. 说普通话儿童的语音习得[J]. 心理学报,2000,02:170-176.　　[5]舒华,唐映红,张亚旭. 汉语双音节同音词词汇歧义消解过程的研究[J]. 心理学报,2000,03:247-252.　　[6]舒华,张厚粲. 成年熟练读者的汉字读音加工过程[J]. 心理学报,1987,03:282-290.　　[7]张厚粲,舒华. 汉字读音中的音似与形似启动效应[J]. 心理学报,1989,03:284-289.　　[8]舒华,曾红梅. 儿童对汉字结构中语音线索的意识及其发展[J]. 心理学报,1996,02:160-165.　　[9]舒华,毕雪梅,武宁宁. 声旁部分信息在儿童学习和记忆汉字中的作用[J]. 心理学报,2003,01:9-16.　　[10]舒华,张厚粲,Richard C.Anderson. 阅读中自然学习生词的实验研究[J]. 心理学报,1993,02:203-210.

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