Jiang Xin is Professor and Doctoral Supervisor at the School of Psychology and Cognitive Science, Beijing Language and Culture University (BLCU), and an Editorial Board Member of Chinese Teaching in the World.
She received her B.A. (1989) and M.A. (1993) in Psychology from Beijing Normal University, and her Ph.D. in Psychology (1996) from the Institute of Psychology, Chinese Academy of Sciences. She was a Postdoctoral Fellow and Visiting Scholar at Harvard University (2006) and was named to the Ministry of Education’s Program for New Century Excellent Talents (2010). She served as the inaugural Dean of the School of Psychology at BLCU and as a member of the 10th and 11th University Academic Committees.
Her research interests include psycholinguistics, reading psychology, second language cognitive processing and acquisition, text readability, and Chinese language educational psychology. She has led nearly 20 research grants as Principal Investigator, including a Major Project funded by the National Social Science Fund of China. She is the author of two monographs and co-editor of two volumes, and has published over 50 papers in SSCI/CSSCI journals (e.g., Behavior Research Methods, Acta Psychologica Sinica) and more than 20 additional articles in other journals and collected volumes.
She is an active member of multiple professional bodies: she serves on the Committees for Psycholinguistics and for Eye Movement Research of the Chinese Psychological Society, is a Council Member of the Beijing Psychological Society, holds executive council positions in the Psycholinguistics and Second Language Acquisition Research Committees of the China Association for Comparative Studies of English and Chinese, and is Vice-President of the Second Language Processing Committee of the China Association for Comparative Studies of Languages and Cultures.
Researchgate：https://www.researchgate.net/profile/Xin-Jiang-43?ev=prf_overview
Education
1985–1989 – B.A. in Psychology, Department of Psychology, Beijing Normal University
1989–1993 – M.A. in Educational Psychology with a concentration in Reading Psychology, Department of Psychology, Beijing Normal University. Supervised by Professor Zhang Biyin.
1993–1996 – Ph.D. in Basic Psychology with a specialization in Cognitive Psychology, Institute of Psychology, Chinese Academy of Sciences. Supervised by Professor Jing Qicheng.
Professional Experience
Sep. 1996 – Dec. 1999 – Lecturer, Institute of Language Teaching, Beijing Language and Culture University
Jan. 2000 – Aug. 2007 – Associate Professor, Research Center for Chinese as a Second Language, Beijing Language and Culture University
Sep. 2006 – Jun. 2007 – Postdoctoral Fellow (Visiting Scholar), Department of Psychology, Harvard University, USA
Sep. 2007 – Mar. 2019 – Professor, Research Center for Chinese as a Second Language, Beijing Language and Culture University
Apr. 2019 – Sep. 2021 – Professor, Research Institute of Chinese International Education, Beijing Language and Culture University
Jun. 2020 – Oct. 2022 – Professor and Executive Vice Dean, School of Psychology, Beijing Language and Culture University
Nov. 2022 – Dec. 2024 – Professor and Dean, School of Psychology, Beijing Language and Culture University
Jan. 2025 – Present – Professor, School of Psychology and Cognitive Science, Beijing Language and Culture University
Research Grants (as Principal Investigator)
2025 – BLCU Post-Funding Project: “Research on Chinese Character Cognition and Learning in Second Language Learners”
2024 – BLCU Academic Book Publication Fund Project: “Issues, Countermeasures, and Cognitive Studies in International Chinese Language Teacher Education”
2023 – BLCU First‑Class Discipline Team Support Program (Peak Plan): “Psycholinguistics”
2022 – BLCU High‑Precision Discipline Construction Project: “Practical Exploration of Building a High‑Level Psycholinguistics Faculty”
2018 – BLCU First‑Class Discipline Team Support Program (Peak Plan): “Language Cognition and Intelligent Learning”
2017 – Major Project of the National Social Science Fund of China: “Interdisciplinary Research on Readability Assessment and Grading of Chinese Texts”
2016 – BLCU Wutong Innovation Platform Project (Sub‑project Leader): “Behavioral and Neural Mechanisms of Chinese Cognition and Acquisition in International Students in China”
2016 – Major Project of the Key Research Institute of Humanities and Social Sciences, Ministry of Education (Sub‑project Leader): “Transformation and Application of Basic Research Findings in Chinese International Education”
2014 – BLCU Major Basic Research Project: “Research on Chinese Chunk Cognitive Processing and Reading Patterns Based on Eye‑Tracking Technology”
2010 – Program for New Century Excellent Talents, Ministry of Education: “Research on Chinese Character Cognitive Processing and Learning in Second Language Learners”
2009 – Major Project of the Key Research Institute of Humanities and Social Sciences, Ministry of Education: “Research on Beliefs of Chinese Language Teachers from Different Contexts and Backgrounds”
2007 – BLCU 11th Five‑Year Research Planning Project: “Research on Psychology of Chinese Character Reading and Writing and Teaching Models for Chinese Characters as a Second Language”
2006 – Beijing Municipal Philosophy and Social Science 11th Five‑Year Planning Project: “Issues and Countermeasures in Chinese Language Teacher Education under the New Situation of International Promotion of Chinese”
2006 – BLCU Young Core Faculty Project: “Research on Acquisition of Chinese Classifiers (Measure Words)”
2003 – Hanban Special Research Project for Revision of the Chinese Proficiency Syllabus (HSK): “Influential Factors in Chinese Character and Word Learning by Foreign Students and Selection/Grading of Characters and Words in the Syllabus”
2002 – Hanban 10th Five‑Year Planning Project: “Cognitive Research on Chinese Vocabulary Learning by International Students”
2000 – National Social Science Fund Project: “Research on the Process of Chinese Reading Learning by International Students”
1998 – BLCU In‑House (University‑Level) Research Project: “Research on Chinese Character Cognitive Processing in International Students”
1998 – Hanban 1998‑2000 Research Project on Teaching Chinese as a Second Language: “Cognitive Psychology and Teaching Chinese as a Second Language”
Journal Articles
Tao, W., Wang, J., & Jiang, X. (2026). The effects of character transposition within and between morphemes in Chinese reading: Evidence from eye movements. Reading and Writing. Advance online publication. https://doi.org/10.1007/s11145-026-10870-w
Cai, J., & Jiang, X. (2026). Text grading of international Chinese textbooks in the digital intelligence era: Construction and application of a high‑quality benchmark dataset. Language Teaching and Linguistic Studies. (in Chinese)
Lai, X., & Jiang, X. (2026). Word frequency effects in Chinese reading: An eye‑tracking study of native speakers and second‑language learners at different proficiency levels. Chinese Teaching in the World. (in Chinese)
Cai, J., Han, Y., & Jiang, X. (2025). ClozCHI: A cloze test for measuring L2 Chinese proficiency—From novice to advanced levels. Behavior Research Methods. Advance online publication. https://doi.org/10.3758/s13428-025-02834-9
Privitera, A., Wang, J., & Jiang, X. (2025). What do Chinese psychology majors know about brain research? Trends in Neuroscience and Education, 39, 100254. https://doi.org/10.1016/j.tine.2025.100254
Song, B., Jiang, X., Maurer, U., & Li, S. (2025). Neural tuning for Chinese characters in adult Chinese L2 learners: Evidence from an ERP study. Bilingualism: Language and Cognition, 28(2), 286–299. https://doi.org/10.1017/S1366728924000123 (Note: DOI placeholder – use the actual one if different)
Shi, W., & Jiang, X. (2024). Predicting Chinese reading proficiency based on eye‑movement features and machine learning. Reading and Writing, 38, 1383–1407. https://doi.org/10.1007/s11145-024-10563-2
Privitera, A. J., Wang, J., & Jiang, X. (2024). Understanding of psychological literacy: Comparative insights from undergraduates in China and the United Kingdom. Teaching of Psychology, 1–10. https://doi.org/10.1177/00986283241247181
Jiang, X., Zhang, M., & Gong, L. (2024). Effects of interword spaces on pinyin text reading in native and second‑language Chinese readers: Evidence from eye movements. TCSOL Studies, (1). (in Chinese) [CSSCI extended]
Wang, J., & Jiang, X. (2024). Mind wandering and its effects on reading: A meta‑analysis of eye‑tracking studies. Psychological Exploration, 44(1). (in Chinese) [CSSCI extended]
Mo, D., & Jiang, X. (2024). Effects of “listening while reading” input on second‑language Chinese reading: Evidence from eye movements. Chinese Teaching in the World, (1). (in Chinese)
Yao, P. P., Jiang, X., Chen, X. W., & Li, X. S. (2023). Explore the processing unit of L2 Chinese learners in on‑line Chinese reading. Second Language Research. Advance online publication. https://doi.org/10.1177/02676583231202606
Wang, J., Chen, B. G., & Jiang, X. (2024). Age of acquisition effects in Chinese two‑character compound words: A megastudy of eye movements during reading. Psychonomic Bulletin & Review, 31(1), 166–175. https://doi.org/10.3758/s13423-023-02329-8
Wang, J., Jiang, X., & Chen, B. G. (2024). Spelling‑sound consistency influences second‑language age of acquisition effect: Evidence for the arbitrary mapping hypothesis. International Journal of Bilingual Education and Bilingualism, 27(4), 581–594. https://doi.org/10.1080/13670050.2023.2220881
Wang, J., Jiang, X., & Chen, B. G. (2023). Second language age of acquisition effects in a word naming task: A regression analysis of ERP data. Journal of Neurolinguistics, 66, 101125. https://doi.org/10.1016/j.jneuroling.2023.101125
Hou, F. Y., & Jiang, X. (2022). Interference effects of radical markings and stroke order animations on Chinese character learning among L2 learners. Frontiers in Psychology, 13, 783613. https://doi.org/10.3389/fpsyg.2022.783613
Xu, J., & Jiang, X. (2022). The relationship between stroke order and writing speed in second‑language Chinese learners. Applied Linguistics, (1). (in Chinese)
Xu, J., & Jiang, X. (2021). Eye‑tracking study of phonetically annotated text reading by second‑language learners at different Chinese proficiency levels. Chinese Teaching in the World, (4). (in Chinese)
Jiang, X., Song, B., Jiang, Y., & Zhai, Y. (2020). A readability study of the reading texts in the Hanyu Shuiping Kaoshi (HSK). China Examinations, (12). (in Chinese) [CSSCI extended]
Fang, Y., & Jiang, X. (2020). Effects of visual input enhancement on second‑language Chinese learners’ learning of chunks. Language Teaching and Linguistic Studies, (5). (in Chinese)
Jiang, N., Hou, F. Y., & Jiang, X. (2020). Analytic and holistic recognition of Chinese words among L2 learners. The Modern Language Journal, 104(3), 567–580. https://doi.org/10.1111/modl.12655 (Note: DOI placeholder)
Jiang, S., Jiang, X., & Siyanova‑Chanturia, A. (2020). The processing of multiword expressions in children and adults: An eye‑tracking study of Chinese. Applied Psycholinguistics, 41(4), 901–931. https://doi.org/10.1017/S014271642000015X (Note: placeholder)
Wu, S., Yu, D., & Jiang, X. (2020). Construction and validation of a readability feature system for Chinese texts. Chinese Teaching in the World, 34(1), 81–97. (in Chinese)
Han, M., Jiang, X., & Zhao, W. (2018). Effects of interword spaces on Chinese reading: An eye‑movement study. Cognitive Science (Korea), 29(4), 243–263. (in Chinese) [Korean core journal]
Han, M., Jiang, X., & Xu, J. (2018). Effects of interword spaces on reading spatially ambiguous Chinese texts by Chinese learners. Chinese Language Education and Research (Korea), 28(2), 47–72. (in Chinese) [Korean core journal]
Han, M., & Jiang, X. (2018). A preliminary study on segmentation unit size in Chinese reading by Korean and Thai learners. Language Research (Korea), 23(1), 317–330. (in Chinese) [Korean core journal]
Wu, S., Cai, J., Yu, D., & Jiang, X. (2018). A survey of automatic readability analysis of Chinese texts. Journal of Chinese Information Processing, (12). (in Chinese) [CSCD]
Xu, J., Jiang, X., & Zhang, X. (2018). A preliminary study on the representational units of Chinese character writing by foreign students with alphabetic writing backgrounds. International Chinese Language Education (Chinese & English), (3). (in Chinese)
Hua, L., & Jiang, X. (2018). An experimental study of Chinese character copying and orthographic perception by Moldovan learners. International Chinese Language Education (Chinese & English), (3). (in Chinese)
Jiang, X., & Li, B. (2017). Use of chunks by Chinese second‑language learners with different proficiency levels and L1 backgrounds. Journal of PLA University of Foreign Languages, (6). (in Chinese) [CSSCI extended]
Xu, J., Ma, T., & Jiang, X. (2017). Effects of semantic relation information on second‑language learners’ learning of noun‑noun compounds. Chinese Teaching in the World, (3). (in Chinese)
Jiang, X. (2017). Teaching Chinese characters in the keyboard era. International Chinese Language Teaching Research, (2). (in Chinese)
Jiang, X., Fang, Y., & Yang, S. (2016). Understanding of noun‑noun compounds by native and second‑language Chinese speakers. Chinese Teaching in the World, (2). (in Chinese)
Nathakarn, T., & Jiang, X. (2016). Influence of Thai‑English bilingual writing system rules on learning Chinese characters. ASEAN Journal of Education, 1, 111–128.
Gao, S., & Jiang, X. (2015). Effects of word boundaries on second‑language Chinese reading. Language Teaching and Linguistic Studies, (4). (in Chinese)
Zhang, Q., & Jiang, X. (2015). Relationship between morphological awareness and reading in intermediate and advanced Chinese learners. TCSOL Studies, (3). (in Chinese) [CSSCI extended]
Shen, H. H., & Jiang, X. (2013). Character reading fluency, word segmentation accuracy, and reading comprehension in L2 Chinese. Reading in a Foreign Language, 25(1), 1–25.
Fang, Y., & Jiang, X. (2012). Individual differences in foreign students’ use of context and morphological clues to guess Chinese word meanings. Chinese Teaching in the World, (3). (in Chinese)
Jiang, X., & Fang, Y. (2012). Effects of context and morphological clues on foreign students’ guessing of Chinese word meanings. Acta Psychologica Sinica, (1). (in Chinese)
Jiang, X., & Hao, L. (2011). A study of practical knowledge of novice and experienced teachers of Chinese as a second language. Language Teaching and Linguistic Studies, (2). (in Chinese)
Jiang, X., & Hao, L. (2010). A case study of practical knowledge of a teacher of Chinese as a second language. Chinese Teaching in the World, (3). (in Chinese)
Wang, J., & Jiang, X. (2007). Effects of situation types and syntactic structures on Japanese students’ acquisition of the Chinese aspect marker “le.” Obinin Language Education Review, (3). (in Japanese? Actually in Chinese, but journal is Japanese? We'll treat as in Chinese)
Jiang, X. (2007). An experimental study of the “recognition‑writing separation, more recognition less writing” method of Chinese character teaching. Chinese Teaching in the World, (2). (in Chinese)
Jiang, X. (2006). A further investigation of frequency effects in foreigners’ acquisition of Chinese two‑character words. Linguistic Sciences, (6). (in Chinese)
Jiang, X. (2006). Effects of character frequency and compounding productivity on Chinese character learning by non‑sinosphere students. Acta Psychologica Sinica, (4). (in Chinese)
Jiang, X., Zhao, G., Huang, H., Liu, Y., & Wang, Y. (2006). Factors affecting Chinese vocabulary learning by foreign students, with discussion on word/character selection and grading in the HSK outline. Language Teaching and Linguistic Studies, (2). (in Chinese)
Jiang, X. (2005). Effects of word repetition rate and character repetition rate on non‑sinosphere students’ learning of Chinese two‑character words. Chinese Teaching in the World, (4). (in Chinese)
Jiang, X., & Liu, Y. (2004). A study of Chinese character writing errors by foreign students with alphabetic language backgrounds. Chinese Teaching in the World, (1). (in Chinese)
Jiang, X. (2003). The relationship between pronunciation and meaning access in Chinese character recognition by foreign students from different L1 backgrounds. Language Teaching and Linguistic Studies, (6). (in Chinese)
Liu, Y., & Jiang, X. (2003). An experimental study of Chinese character learning methods by European and American students: Repeated copying versus recall‑writing. Chinese Teaching in the World, (1). (in Chinese)
Zhao, G., & Jiang, X. (2002). Which strategies are most effective for learning Chinese characters? – A survey of elementary‑level international students. Applied Linguistics, (2). (in Chinese)
Jiang, X., & Zhao, G. (2001). A survey of learning strategies for Chinese characters among elementary‑level international students. Language Teaching and Linguistic Studies, (4). (in Chinese)
Jiang, X. (2001). An experimental study on awareness of phonetic cues in phonetic‑compound characters by international students and its development. Chinese Teaching in the World, (2). (in Chinese)
Jiang, X., & Jing, Q. (2000). The role of sentence type and semantic reversibility in processing simple Chinese sentences. Acta Psychologica Sinica, Supplement. (in Chinese) [CSCD, CSSCI]
Jiang, X. (2000). A preliminary study of learning strategies for Chinese as a second language. Language Teaching and Linguistic Studies, (1). (in Chinese)
Jiang, X. (1999). Language aptitude in second language learning. Chinese Teaching in the World, (4). (in Chinese)
Jiang, X., & Jing, Q. (1999). The role of syntax and semantics in the comprehension of simple Chinese sentences. Acta Psychologica Sinica, (4). (in Chinese) [CSCD, CSSCI]
Jiang, X. (1999). Research methodology in second language acquisition. Applied Linguistics, (2). (in Chinese)
Jiang, X. (1998). Vocabulary acquisition research and its pedagogical implications. Language Teaching and Linguistic Studies, (3). (in Chinese）
Collected Papers
Xu, H., & Jiang, X. (2022). The relationship between chunk use and writing quality among Chinese learners at different proficiency levels. In Tsinghua Linguistics Journal, No. 3 (pp. 213–226). Shanghai: Zhongxi Book Company. (in Chinese)
Jiang, X. (2020). An examination of graded readers for Chinese as a second language based on grading standards. In Research Center for Chinese as a Second Language, Beijing Language and Culture University (Ed.), Studies on Chinese Applied Linguistics (Vol. 9). Beijing: The Commercial Press. (in Chinese)
Jiang, X., & Xing, B. (2017). Current status of empirical research on immersion Chinese teaching in American primary and secondary schools and its pedagogical implications. In Research Center for Chinese as a Second Language, Beijing Language and Culture University (Ed.), Studies on Chinese Applied Linguistics (Vol. 6, pp. 60–69). Beijing: The Commercial Press. (in Chinese)
Jiang, X., Chen, Y., & Zhang, X. (2016). The phenomenon of dominant strokes in Chinese character writing by Thai and English native speakers. In Research Center for Chinese as a Second Language, Beijing Language and Culture University (Ed.), Studies on Chinese Applied Linguistics (Vol. 5). Beijing: The Commercial Press. (in Chinese)
Jiang, X., & Zheng, Y. (2015). A survey of attitudes toward handwriting and keyboard input of Chinese characters among Chinese learners in China. In Research Center for Chinese as a Second Language, Beijing Language and Culture University (Ed.), Studies on Chinese Applied Linguistics (Vol. 4). Beijing: The Commercial Press. (in Chinese)
Jiang, X., Yang, S., & Fang, Y. (2013). Acquisition and teaching of noun‑noun attributive compound words. In Research Center for Chinese as a Second Language, Beijing Language and Culture University (Ed.), Studies on Chinese Applied Linguistics (Vol. 1). Beijing: The Commercial Press. (in Chinese)
Jiang, X., & Zhang, H. (2011). A study of educational beliefs and teaching behaviors of Chinese as a second language teachers. In Innovations in Concepts and Models of International Chinese Teaching. Beijing: Foreign Language Teaching and Research Press. (in Chinese)
Jiang, X., & Hao, L. (2011). A study of practical knowledge of novice and experienced teachers of Chinese as a second language. In Beijing Municipal Office for Philosophy and Social Science Planning (Ed.), Selected Phase Achievements of the 2011 Beijing Municipal Philosophy and Social Science Planning Projects. Beijing: Capital Normal University Press. (in Chinese)
Jiang, X. (2011). Strategies for solving the difficulty of learning Chinese characters. In X. Zhou (Ed.), International Chinese (Vol. 1). Guangzhou: Sun Yat‑sen University Press. (in Chinese)
Jiang, X. (2010). Language learning beliefs research and teaching Chinese as a second language. In Journal of Chinese Language Teaching (Vol. 6). Beijing: Peking University Press. (in Chinese)
Liu, X., & Jiang, X. (2010). The impact of teaching practicum on pre‑service CSL teachers' beliefs about grammar teaching: A questionnaire‑based study. In Research Center for Chinese as a Second Language, Beijing Language and Culture University (Ed.), Issues of "Three Teachings" in Chinese International Education – Proceedings of the 6th International Conference on Teaching Chinese as a Second Language. Beijing: Foreign Language Teaching and Research Press. (in Chinese)
Jiang, X. (2008). Reflections on the relationship between reading and writing of characters and a new model for teaching Chinese characters as a second language. In Research Center for Chinese as a Second Language, Beijing Language and Culture University (Ed.), Explorations in Chinese Language Teaching Going Global. Beijing: Foreign Language Teaching and Research Press. (in Chinese)
Jiang, X. (2008). Cognitive research in second language acquisition. In Acquisition and Cognition of Chinese as a Second Language. Beijing: Peking University Press. (in Chinese)
Jiang, X. (2006). Chinese character teaching for Western learners: Separation of recognition and writing, more recognition and less writing. In J. Zhao (Ed.), A Comprehensive Exploration of Teaching Chinese as a Second Language (pp. 338–364). Beijing: The Commercial Press. (in Chinese)
Jiang, X. (2006). A study on the effectiveness of computer‑assisted Chinese learning. In Research and Application of Digital Chinese Language Teaching. Beijing: Language and Culture Press. (in Chinese)
Jiang, X. (2005). The roles of orthographic and phonological information in Chinese reading by intermediate‑level European and American students. In X. Zhou (Ed.), Research on Reading in Teaching Chinese as a Second Language. Beijing: Peking University Press. (in Chinese)
Jiang, X. (2004). Effects of character repetition rate on Chinese character learning by foreign students with alphabetic writing backgrounds. In Selected Papers from the 3rd Beijing Regional Academic Symposium on Teaching Chinese as a Second Language. Beijing: Peking University Press. (in Chinese)
Jiang, X. (2004). The roles of orthographic and phonological information in sentence reading by intermediate‑level Japanese and Korean students. In J. Zhao (Ed.), Teaching Spoken and Written Chinese. Beijing: Peking University Press. (in Chinese)
Jiang, X. (2003). An experimental study of orthographic awareness of Chinese characters among beginning American learners of Chinese. In J. Zhao (Ed.), Interdisciplinary Explorations in Teaching Chinese as a Second Language. Beijing: Beijing Language and Culture University Press. (in Chinese)
Zhang, B., & Jiang, X. (1994). Semantic and repetition priming between and within languages. In Q. Jing, H. Zhang, & D. Peng (Eds.), Information Processing of Chinese Language. Beijing: Beijing Normal University Press.
Jiang, X., et al. (2025). Issues, countermeasures, and cognitive studies in international Chinese language teacher education. Beijing: Beijing Language and Culture University Press. (in Chinese)
Jiang, X. (2008). Research on Chinese character, vocabulary, and reading learning in teaching Chinese as a second language. Beijing: Beijing Language and Culture University Press. (in Chinese)
Jiang, X. (2007). Psychological explorations in teaching Chinese as a second language. Beijing: Educational Science Publishing House. (in Chinese)
Fan, C., & Jiang, X. (1998). Child psychological counseling. Hefei: Anhui People's Publishing House. (in Chinese)
Wen, X. H., & Jiang, X. (Eds.). (2019). Studies on learning and teaching Chinese as a second language. Routledge.
Gu, A., Jiang, X., & Wan, Y. (Eds.). (2007). Cognition and instruction of Chinese characters: Proceedings of the international symposium on Chinese character cognition for Western learners. Beijing: Beijing Language and Culture University Press. (in Chinese)
Jiang, X., & Meng, W. (2016). From reading to writing: A study on the pre‑writing development process of Chinese children. In H. Zhang (Honorary Ed.), W. Li & H. Shu (Eds.), The world of children's reading III: Educational theories on making children learn to read. Beijing: Beijing Normal University Press. (in Chinese)
Han, B., Jiang, X., & Wang, S. (2011). Jing Qicheng. In Q. Jing & X. Fu (Eds.), Heart coordinates: Contemporary psychologists (Vol. 3). Beijing: Peking University Press. (in Chinese)
Jiang, X., & Zhang, H. (2009). Lu Zhiwei. In Q. Jing & X. Fu (Eds.), Heart · coordinates: Contemporary great psychologists. Beijing: Peking University Press. (in Chinese)
Jiang, X. (1997). Comprehension of Chinese sentences and texts. In D. Peng (Ed.), Cognitive research on Chinese language. Qingdao: Shandong Education Press. (in Chinese)
Member, Committee on Psycholinguistics, Chinese Psychological Society
Member, Committee on Eye Movement Research, Chinese Psychological Society
Member, Committee on International Academic Exchange, Chinese Psychological Society
Council Member, Beijing Psychological Society
Executive Council Member, Committee on Psycholinguistics, China Association for Comparative Studies of English and Chinese
Executive Council Member, Committee on Second Language Acquisition Research, China Association for Comparative Studies of English and Chinese
Vice President, Committee on Second Language Processing, China Association for Comparative Studies of Languages and Cultures
Member, 10th and 11th Academic Committees, Beijing Language and Culture University
Courses Taught
Undergraduate Courses
Educational Psychology
Classic Studies in Psychology
Psychology and Life
Academic Writing in Psychology
Research Methods in Educational Science
Graduate Courses
Psycholinguistics
Research Methods in Second Language Acquisition
Introduction to Chinese as a Second Language Learning
Educational Psychology of Chinese Language
Graduate Student Supervision
Master’s Students
Admission programs: Psycholinguistics, Psychology, Applied Psychology (Professional Master’s), Linguistics and Applied Linguistics, Language Cognitive Science, Curriculum and Teaching Theory.
Graduates: 92 Chinese students, 4 international students.
Current master’s students: 3 Chinese students.
Doctoral Students
Admission programs: Psycholinguistics, International Chinese Language Education, Linguistics and Applied Linguistics.
Graduates: 16 Chinese students, 7 international students.
Current doctoral students: 6 Chinese students, 2 international students.
研究员
Supervisor of Doctorate Candidates
Supervisor of Master's Candidates
Academic Titles : PhD Supervisor
Alma Mater : Institute of Psychology Chinese Academy of Science
Education Level : Doctoral Degree
Degree : Doctor
Status : On-the-job
School/Department : School of Psychological and Cognitive Sciences
Faculty/School : School of Psychology and Cognitive Sciences (Academy of Life and Health Sciences)
Contact Information :
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