李世峰简介
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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. 2019-01至2022-12，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. 2019-01至2022-12，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. 2020-01至2023-12，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.
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.