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本實(shí)驗(yàn)室綜合使用橫斷和追蹤設(shè)計(jì)，以及認(rèn)知行為實(shí)驗(yàn)（如、習(xí)慣化-轉(zhuǎn)換范式，反應(yīng)時(shí)實(shí)驗(yàn)，紙筆測試，心理物理學(xué)實(shí)驗(yàn)）、腦電和磁共振成像技術(shù)探討兒童語言和閱讀發(fā)展的認(rèn)知神經(jīng)機(jī)制。研究問題主要集中在以下三個(gè)方面：

第一，探討早期語言發(fā)展與后期閱讀發(fā)展之間的關(guān)系。具體關(guān)心早期詞匯學(xué)習(xí)過程詞物聯(lián)結(jié)能力對未來閱讀發(fā)展中形音聯(lián)結(jié)能力的預(yù)測，以考察語言和閱讀學(xué)習(xí)中的跨通道聯(lián)結(jié)學(xué)習(xí)以及統(tǒng)計(jì)學(xué)習(xí)規(guī)律。同時(shí)考察語義（概念）在形音聯(lián)結(jié)學(xué)習(xí)中的作用。

第二，探討早期一般認(rèn)知能力、元語言學(xué)技能、數(shù)量知識以及數(shù)感能力對兒童閱讀和數(shù)學(xué)學(xué)業(yè)成績的預(yù)測及其發(fā)展軌跡。同時(shí)考察兒童自我認(rèn)知（解釋風(fēng)格）對早期認(rèn)知能力預(yù)測學(xué)業(yè)成績的調(diào)節(jié)作用和發(fā)展特點(diǎn)。

第三，探討漢語兒童一語（中文）和二語（英文）閱讀及閱讀障礙的神經(jīng)機(jī)制，考察雙語閱讀發(fā)展的一般機(jī)制以及受語言文字特點(diǎn)調(diào)節(jié)的特異性神經(jīng)機(jī)制。

本實(shí)驗(yàn)室歡迎對發(fā)展認(rèn)知神經(jīng)科學(xué)、發(fā)展教育神經(jīng)科學(xué)感興趣的同學(xué)報(bào)考。我們也接受不同學(xué)科背景和不同年齡的學(xué)生（中學(xué)生、本科生、研究生）進(jìn)行暑期實(shí)習(xí)，體驗(yàn)研究工作，了解研究過程。

英文論著

Zhao, Y., Wu, G. W., *Meng, X., Georgiou, G., & Yang, X. (2025). Longitudinal associations between metalinguistic awareness, executive functions, and Chinese character reading: A network analysis. European Journal of Psychology of Education, 40:14. https://doi.org/10.1007/s10212-024-00916-4

Cheah, Z., McBride, C., Meng, X., Lee, J., & Huo, S. (2024). Is Chinese Dyslexia Similar Across Chinese Societies? Evidence from Hong Kong, Beijing, and Taipei. Reading Research Quarterly, doi:10.1002/rrq.578

#Liao, Z., #Ao, X., #Sun, Y. L., *Zhang, M., & *Meng, X. (2024). Alpha sensory stimulation modulates theta phase and speech-print associative learnings. Npj Science of Learning, 9:51(# 共同一作)

Pan, D.,*Meng, X., Lee, J. R., NG, M., *McBride, C. (2024). The cognitive?linguistic profiles and academic performances of Chinese children with dyslexia across cultures: Beijing, Hong Kong, and Taipei. Annals of Dyslexia, 21, January, https://doi.org/10.1007/s11881-024-00301-2

Meng, X., Zhao, L., Chen, X., Zhang, C., Cao, Y., & *Yang, X. (2024). Phonological processing and spatial attention contribute to mathematics performance in different ways: A 3-year longitudinal study. Early Childhood Research Quarterly, 67, 320-329. Available online 9 February, 2024, https://doi.org/10.1016/j.ecresq.2024.01.010

Zhang, J., Li, H., Zhang, M., Wang, Z.K., Ao. X.Y., Jian, J., Wei., N., Liu, H.Y., Ding, G.S., & *Meng, X. (2023). Functional preference of the left inferior parietal lobule to second language reading, NeuroImage, 270:119989.

#Zhao, X. N., #Yang, X. J., & *Meng, X. (2023). What is the role of audiovisual associative learning in Chinese reading? Reading and Writing, https://doi.org/10.1007/s11145-022-10401-3 (# Equal contributions).

Liang, X. T., Li, G. Q., He, Y., Xu, C. Y., Meng, X., Lu, C. M., & Liu, L. (2022). Sex differences in the intrinsic reading neural networks of Chinese children, Developmental Cognitive Neuroscience, 54, 101098

Catherine, C., Meng, X., Lee, J., & Pan, D. （2022）. Reading and reading disorders in Chinese. In Snowling, Hulme, Nation, (eds.), The Science of Reading: A Handbook. Second Edition Wiley. 9.

Li, H., Marks, R. A., Liu, L., Zhang, J., Zhang, M., Zhong, H., FENG, X., *Meng, X., & *Ding, G. (2022) The selective contribution of the right cerebellar lobule VI to reading, Brain Structure and Function，https://doi.org/10.1007/s00429-021-02434-1.

#Gao, Y., #Meng, X., #Bai, Z., Liu, X., Zhang, M., Li, H., Ding, G., *Liu, L., & *Booth, J. (2021). Left and right arcuate fasciculi are uniquely related to word reading skills in Chinese-English bilingual children. Neurobiology of Language, https://doi.org/10.1162/nol_a_00051 (# Equal contributions).

Zhang, J., Liu, L. F., Li, H. H., Feng, X. X., Zhang, M. L., Liu, L., *Meng, X., & *Ding, G. S. (2021). Large-scale network topology reveals brain functional abnormality in Chinese dyslexic children. Neuropsychologia, 157, 107886

#Yang, X. J., #Zhang, J., Lu, Y. P., Ding, G. S., Zhang, M. L., *Meng, X., & *Song, Y. (2021). Failure of resting-state frontal-occipital connectivity in linking visual perception with reading fluency in Chinese children with developmental dyslexia. NeuroImage, 10 March 117911 (# Equal contributions).

Feng, X.X., Altarelli, I., Ding, G., Ramus, F., Shu, H., Monzalvo, K., Dehaene, S., *Meng, X., & *Dehaene-Lambertz, G. (2020). A universal reading network and its modulation by writing system and reading ability in French and Chinese children. eLife，2020; 9: e54591 DOI: 10.7554/eLife.54591

Li, H. H., Booth, J. R., Feng, X. X., Wei, N., Zhang, M. L., Zhang, J., Zhong, H. J., Lu, C. M., Liu, L., *Meng, X., & *Ding. G. S. (2020). Functional parcellation of the right cerebellar lobule VI in children with normal or impaired reading. Neuropsychologia, Available online 23 September https://doi.org/10.1016/j.neuropsychologia.2020.107630

Ang, C., Zhang, J., Chu, M. Y., Li, H.H., Tian, M.Y., Feng, X.X., Zhang, M.L., Liu, L., *Meng, X., & *Ding, G.S. (2020). Intrinsic cerebro-cerebellar functional connectivity reveals the function of cerebellum VI in reading-related Skills. Frontiers in Psychology, 11: 420. DOI: 10.3389/fpsyg.2020.00420.

Yang, X., & *Meng, X. (2020). Visual processing matters in Chinese reading acquisition and early mathematics. Frontiers in psychology-Educational Psychology.

Gao, Y., Zheng, L.F., Liu, X., Nichols, E.S., Zhang, M.L.,Shang, L.L.,Ding, G.S., *Meng, X.,& *Liu, L. (2019).First and Second Language Reading Difficulty among Chinese-English Bilingual Children: the Prevalence and Influences from Demographic Characteristics, Front. Psychol. in press.

Zheng, X. & *Meng, X. (2019).Protracted development on native tone interpretation: Evidence from Mandarin-speaking infants’ novel word learning, Front. Psychol. 10:1512.doi: 10.3389/fpsyg.2019.01512

Yang, X., Peng, P., & *Meng, X. (2019). Contributions of basic cognitive processing to Chinese reading: The mediation effect of basic language processing. Front. Psychol. 9:2670. Doi:10.3389/fpsyg.2018.02670.

#Yang, X., #Peng, P., & *Meng, X. (2019). How do metalinguistic awareness, working memory, reasoning, and inhibition contribute to Chinese character reading of kindergarten children? Inf Child Dev. 2019; e2122. https://doi.org/10.1002/icd.2122. (# Equal contributions).

Li, H. H., Booth, J. R., Bélanger, N. N., Feng, X. X.,Tian, M. Y., Xie, W. Y., Zhang, M. L., Gao, Y., Ang, C., Yang, X. J., Liu, L., *Meng, X., & *Ding, G. (2018). Structural correlates of literacy difficulties in the second language: evidence from Mandarin-speaking children learning English. NeuroImage, 179,288–297.

Zheng, X., *Meng, X., & *Ji, Y. (2018).Intentional inference during infants' observational word learning, Lingua, 207，38-48.

Zhang, M.L., Xie, W.Y., Xu, Y. Z.,& *Meng, X. (2018). Auditory temporal perceptual learning and transfer in Chinese-speaking children with developmental dyslexia. Research in Developmental Disabilities, 74, 146-159.

#Peng, P., #Yang, X. J., & *Meng, X. (2017). The relation between approximate number system and early arithmetic: the mediation effect of numerical knowledge. Journal of Experimental Child Psychology (IF: 2.602; SSCI, JCR Q2, developmental 19/70, experimental 27/84), 157, 111-124. (# equal contributions).

Feng, X. X., Li, L., Zhang, M. L., Yang, X. J., Tian, M. Y., Xie, W. Y., Lu, Y., Liu, L., *Meng, X., & *Ding, G. S. (2017). Dyslexic children show atypical cerebellar activation and cerebro-cerebellar functional connectivity in orthographic and phonological processing. Cerebellum (IF: 3.234; SCI, JCR Q2, 106/258), 16（2), 496-507. DOI 10.1007/s12311-016-0829-2.

Yang, X. & *Meng, X. (2016). Dissociation between exact and approximate addition in developmental dyslexia. Research in Developmental Disabilities, (IF: 1.630; SSCI, Special education 8/38, Rehabilitation 19/70), 56, 139-152.

Liu, L. F., Li, H. H., Zhang, M. l., Wang, Z. K., Wei, N., Liu, L., *Meng, X., & *Ding, G. S. (2016). Aberrant topologies and reconfiguration pattern of functional brain network in children with second language reading impairment. Developmental Science (IF: 4.604; JCR SSCI Q1, developmental psychology 4/70; experimental psychology 3/84), 19（4）：657-672. DOI: 10.1111/desc.12440.

*Chen, L. H., Zhang, M. L., Ai, F., Xie, W. Y., & Meng, X. (2016). Cross-modal synesthetic congruency improves visual timing in dyslexic children. Research in Developmental Disabilities, 55, 14-26.

Meng, X, You, H. L., Song, M. X., Desroches, A. S., Wang, Z. K., Wei, N., Tian, M. Y., Gaab, N., & *Ding, G. S. (2016). Neural deficits in auditory phonological processing in Chinese children with English reading impairment. Bilingualism: Language and Cognition (IF: 3.01; JCR SSCI, linguistics Q1, 3/180; experimental Q1, 18/84), 19(2): 331-346. Available on CJO 2015 doi: 10.1017/S1366728915000073.

Chen, J., Tardif, T., Pulverman, R.,.....Meng, X. (2015). English- and Mandarin-learning infants' discrimination of actions and objects in dynamic events. Developmental Psychology, 51 (10), 1501-1515.

Meng, X., Lin, O., Wang, F., Jiang, Y., & Song, Y. (2014). Reading performance is enhanced by visual texture discrimination training in Chinese-speaking children with developmental dyslexia. PLOS ONE, Sept 23.

Wang, Z. K., Lai, A., Song, Y., Cutting, L., Jiang, Y. Z., Lin, O., *Meng, X.Z., & *Zhou, X. L. (2014). A perceptual learning deficit in developmental dyslexia revealed by visual textual discrimination task. Dyslexia (IF: 1.733, SSCI, JCR, Special education Q1, 9/39; Educational psychology Q2, 18/55), 20, 280-296.

Huang, Y. T., Zheng, X. B., Meng, X. Z., & Snedeker, J. (2013). Children’s assignment of grammatical roles in the online processing of Mandarin passive sentences. Journal of Memory and Language, 59, 4, 589-606.

Chan, C., Tardif, T., Chen, J., Pulverman, R.B., Zhu, L.Q., Meng, X. (2011). English- and Chinese-learning infants map novel labels to objects and actions differently. Developmental Psychology, 47(5), 1459-1471.

You, HL., Gaab, N., Wei, N., Cheng-Lai, A., Wang, ZK., Jian, J., Song, MX., Meng, X*., Ding, G.*. (2011). Neural deficits in second language reading: fMRI evidence from Chinese-speaking children with English reading impairment. NeuroImage (IF: 5.895; SCI, JCR Q1, neurosciences 27/244; Neuroimaging 1/14), 57, 760-770.

Meng, X., Cheng-Lai, A., Zeng, B., Stein, JF., Zhou, X.* (2011). Dynamic visual perception and reading development in Chinese school children. Annals of Dyslexia (IF: 1.478; SSCI, JCR Special education Q1, 9/37; Rehabilitation Q2, 19/67), 61, 161-176.

Chung, K., Liu, Tong，McBride-Chang, C., Meng, X. (2010). The processing of morphological structure information in Chinese coordinative compounds: An event-related potential study. Brain Research, 17, 157-166.

Meng, X., Jian, J., Shu, H., Tian, X., & Zhou, X.(2008). ERP correlates of the development of orthographical and phonological processing during Chinese sentence reading. Brain Research, 1219, 91-102.

Meng, X., Tian, X., Jian, J., Zhou, X. (2007). Orthographic and phonological processing in Chinese dyslexic children: An ERP study on sentence reading. Brain Research, 1179, 119-130

Meng, X.，Sai, X., Wang, C., Wang, J., Sha, S., & Zhou, X. (2005). Auditory and speech processing and reading development in Chinese school children: behavioral and ERP evidence. Dyslexia, 11: 292–310

Penney, T.B., Leung, K.M., Chan, P.C., Meng, X., & McBride-Chang, C.A. (2005). Poor readers of Chinese respond slower than good readers in phonological, rapid naming, and interval timing tasks. Annals of Dyslexia, 55: 9-27

Shu, H., Meng, X., Chen, X., Luan, H., & Cao, F. (2005). The subtypes of developmental dyslexia in Chinese: evidence from three cases. Dyslexia, 11: 311-329

Meng, X. & Zhou, X. (2004). Dyslexia in China. Dyslexia in China. In I. Smythe, J. Everatt and R. Salter (eds), International Book of Dyslexia. West Sussex, England: John Wiley &Sons Ltd.

Shu, H., Meng, X. & Lai, A. (2003). The lexical representation and processing of Chinese-speaking developmental dyslexia. In C. McBride-Chang and H.-C. Chen (eds), Reading Development in Chinese Children. Westport, CT: Greenwood Publishing Group, Inc.

中文論著

孟祥芝，黎程正家，（2024）. 漢語發(fā)展性閱讀障礙評估測驗(yàn)的編制及效度和信度檢驗(yàn). 中國心理衛(wèi)生雜志，38(8)：706-712

王久菊，孟祥芝，李虹等，（2023）. 漢語發(fā)展性閱讀障礙診斷與干預(yù)的專家意見，中國心理衛(wèi)生雜志，37(3)，185-191.

孟祥芝，（2022）.當(dāng)我對自己說話.雷靂主編，兒童心理專家寫給兒童的成長繪本. 浙江教育出版社，8.

孟祥芝（譯）, (2020).語言與腦成像.蘇彥捷主編，理解大腦-細(xì)胞、行為和認(rèn)知. 中國輕工業(yè)出版社.

張曼莉，孟祥芝，鄭小蓓.(2018). 中文閱讀障礙兒童的時(shí)間加工缺陷：來自知覺學(xué)習(xí)干預(yù)研究的證據(jù). 心理與行為研究, 16(5):583-593.

孟祥芝. (2018). 走出迷宮-認(rèn)識發(fā)展性閱讀障礙. 北京大學(xué)出版社，6月。

姜玉珍, 謝為伊, 孟祥芝. (2015). 漢語普通話兒童英語詞匯閱讀的影響因素. 外語教學(xué)與研究, 47(3): 405-416.

高悅, 魏娜, 王正科, 簡潔, 丁國盛, *孟祥芝, *劉麗. (2015). 漢-英兒童雙語者母語和二語加工的相互作用: 來自神經(jīng)機(jī)制方面的證據(jù). 心理學(xué)報(bào), 47(12): 1419-1432.

Lin, O., Wang, Z. K., & *Meng, X.Z. (2013). Visual perceptual learning in Chinese developmental dyslexia. Acta Psychologica Sinica, 45,762?772.

宋新燕, 孟祥芝. (2012). 嬰兒語音感知發(fā)展及其機(jī)制. 心理科學(xué)進(jìn)展, 20(6): 843-852.

孟祥芝. (2012). 語言發(fā)展. 發(fā)展心理學(xué) (蘇彥捷主編). 高等教育出版社.

游寒琳, 宋新燕, 孫玲, 鄧賜平, J. P. Das,* 孟祥芝 (2011). PASS認(rèn)知成分和語音意識在中英文閱讀中的作用. 中國特殊教育, 4, 71-81.

朱莉琪, 孟祥芝, Tardif, T. (2011). 兒童早期詞匯獲得的跨語言/文化研究. 心理科學(xué)進(jìn)展, 19(2): 175-184.

鄭小蓓, *孟祥芝，朱莉琪. (2010). 嬰兒動(dòng)作意圖推理研究及其爭論。 心理科學(xué)進(jìn)展, 18, 449-454.

陳杰，Tardif, T., *孟祥芝(2009). 成人言語輸入對兒童早期單詞獲得影響的個(gè)案追蹤. 心理學(xué)報(bào), 8.

鄭小蓓, 王正科, 劉冬梅, 許婕, 李文玲, *孟祥芝. (2009). 語音訓(xùn)練對幼兒英語語音意識和字母知識的促進(jìn). 心理發(fā)展與教育, 1, 66-71.

張厚粲, 徐建平, 孟祥芝 (編譯). (2007). (加) J. P. Das. 閱讀障礙與閱讀困難:給教師的解釋. 北京: 人民郵電出版社, 4.

王正科，孫樂勇，簡潔，*孟祥芝(2007). 英語發(fā)展性閱讀障礙的訓(xùn)練程序. 心理科學(xué)進(jìn)展, 15, 802-809.

陳杰，Tardif, T., *孟祥芝(2007). 兒童早期詞匯獲得的詞類差異. 心理科學(xué)進(jìn)展, 15, 423-428.

田曉梅，王純，李童，*孟祥芝，周曉林 (2006). 漢語雙字詞的心理詞典存儲(chǔ)—來自發(fā)展性閱讀障礙個(gè)案的證據(jù). 心理發(fā)展與教育, 2, 46-51.

孟祥芝*. (2004). 中文兒童書寫評估及其類型. 中國心理衛(wèi)生雜志, 12, 833-835.

王全志 , 孟祥芝等. (2004). 孩子們 - 兒童心理發(fā)展（合譯）. 北京 : 北大出版社, 7.

王全志 , 孟祥芝等. (2004). 當(dāng)今美國兒童早期教育（合譯）. 北京 : 北大出版社 , 6.

孟祥芝, 沙淑穎, 周曉林. (2004). 語音意識, 快速命名與中文閱讀. 心理科學(xué)，6, 1326-1329.

孟祥芝, 謝利蘋. (2004). 幼兒動(dòng)作發(fā)展與動(dòng)作抑制. 心理發(fā)展與教育, 3, 6-10.

孟祥芝 , 周曉林 , 吳佳音. (2003). 發(fā)展性協(xié)調(diào)障礙與書寫困難個(gè)案研究. 心理學(xué)報(bào) ， 5, 604-609.

沙淑穎 , 周曉林 , 孟祥芝. (2003). 發(fā)展性閱讀障礙的 ERP 研究. 心理科學(xué)進(jìn)展 , 2, 141-146.

曾飚，周曉林，孟祥芝. (2003). 發(fā)展性閱讀障礙的注意缺陷研究及其進(jìn)展. 心理發(fā)展與教育 , 2, 91-95.

孟祥芝 , 劉紅云 , 周曉林 , 孟慶茂. (2003). 中文讀寫能力及其相關(guān)因素的結(jié)構(gòu)模型. 心理發(fā)展與教育 , 1, 37-43.

孟祥芝, 周曉林. (2002). 發(fā)展性協(xié)調(diào)障礙. 中國心理衛(wèi)生雜志 , 8, 558-562.

孟祥芝, 周曉林 , 孔瑞芬. (2002). 中文讀寫能力及其相關(guān)因素研究. 心理科學(xué) , 5, 544-547.

王勇慧，周曉林，王玉鳳，孟祥芝. (2002). ADHD 患兒認(rèn)知神經(jīng)缺損的研究進(jìn)展. 中國心理衛(wèi)生雜志 , 4, 280-281.

孟祥芝 , 周曉林 , 曾飚. (2002). 發(fā)展性閱讀障礙與知覺加工. 心理學(xué)報(bào) , 4, 437-442

周曉林 , 孟祥芝, 陳宜張. (2002). 發(fā)展性閱讀障礙的腦功能成像研究. 中國神經(jīng)科學(xué) , 2, 568-572.

賽曉光 , 周曉林 , 孟祥芝. (2002). 聽覺、時(shí)間加工能力與發(fā)展性閱讀障礙. 應(yīng)用心理學(xué) , 2, 53-57.

孟祥芝 , 周曉林. (2002). 發(fā)展性閱讀障礙的生理基礎(chǔ). 心理科學(xué)進(jìn)展 , 1, 7-14.

孟祥芝, 周曉林 , 曾飚 , 孔瑞芬 , 莊捷. (2002). 視覺技能與兒童漢字閱讀. 心理學(xué)報(bào) , 1, 16-22.

周曉林 , 孟祥芝. (2001). 中文閱讀障礙研究. 應(yīng)用心理學(xué) , 1, 25-30.

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