基本介绍
招收硕士生、博士生。
实验室主要采用行为学实验、计算建模和神经影像方法探索人类语言学习过程。欢迎具有语言学、心理学、计算、认知神经科学或教育学等交叉背景的同学加入实验室。
招收兼职科研助理、实习生。近期主要项目方向：
1. 语义概念学习的计算建模（复杂网络，强化学习）
2. 儿童语言加工的神经机制（EEG，fNIRS）
实验室主要采用行为学实验、计算建模和神经影像方法探索人类语言学习过程。欢迎具有语言学、心理学、计算、认知神经科学或教育学等交叉背景的同学加入实验室。
招收兼职科研助理、实习生。近期主要项目方向：
1. 语义概念学习的计算建模（复杂网络，强化学习）
2. 儿童语言加工的神经机制（EEG，fNIRS）
工作经历
- 2020-08-2023-11：华东师范大学心理与认知科学学院,博士后助理研究员
- 2025-01-上海交通大学外国语学院,长聘教轨副教授，博士生导师
- 2023-12-2024-12：上海交通大学外国语学院,长聘教轨助理教授，硕士生导师
教育经历
- 澳大利亚麦考瑞大学（Macquarie University），认知科学系，博士
- 2015-02-2016-12：澳大利亚麦考瑞大学（Macquarie University），认知科学系，硕士
- 香港理工大学，中文及双语学系，硕士
- 西安外国语大学，高级翻译学院，学士
研究领域
- 儿童语言认知发展
- 心理词典表征（语义、语音、多维）
- 跨语言/文化/个体的语义（不）对齐
- 阅读习得
讲授课程
- 计算语言学
科研项目
- 国家社会科学基金青年项目，“基于词汇语义网络的儿童语义发展及数据库研究”，2023-2027，主持，在研
- 上海市脑功能基因组学重点实验室开放课题，“语义网络的发展研究”，2022-2023，主持，结项
- 国家自然科学基金面上项目，“基于词汇语义网络的语义标准与语义整合的认知神经机制研究”，2020-2023，参与，结项
- Australian Institute of Teaching and School Leadership Initial Teacher Education（澳大利亚国家教育与学校领导力研究所），“Reading instruction – Exemplar ITE program outlines”（阅读教师培训），2020-2021，参与，结项
- Australia Research of Excellence Center in Cognition and Cognitive Disorders（澳大利亚认知与认知障碍国家研究中心），“Learning to read in bilingualism: Do English-Chinese bilingual children use different learning mechanisms in reading acquisition? ”（双语阅读），2019-2020，参与，结项
学术论文
- Li, L.#*, Zhang J. Wang, J. (in press). Tracking conceptual enrichment across development: Contributions of embodied and linguistic systems. Journal of Experimental Child Psychology (SSCI Q1, IF = 2.5)
- Li, L.#*, Zhang, J., & Li, Y. (2026). From family socioeconomic status to vocabulary: The mediating roles of traditional and digital home literacy environment in Chinese preschoolers. Early Childhood Research Quarterly, 76, 367-377. https://doi.org/10.1016/j.ecresq.2026.04.008 (SSCI Q1, IF = 3.9)
- Song, M.#, Li, L.#, He, D., Cai, Q*. (2026) Reading experience reveals shared and idiosyncratic neural patterns during text comprehension. npj Science of Learning. https://doi.org/10.1038/s41539-025-00390-7 (SCI/SSCI Q1, IF = 4.4)
- Li, L.#* (2025). Structural alignment across visual and linguistic modalities: A developmental refinement perspective. In Proceedings of the Annual Meeting of the Cognitive Science Society (Vol. 47).
- Li, L.#, Song, M.#, Cai, Q.* (2025). The words children hear and see: Lexical diversity across-modalities and its impact on lexical development. Developmental Science, 28(2), e13601. https://doi.org/10.1111/desc.13601 (SSCI Q1, IF = 4.1)
- 李金彩#,李鸾 & 陶亮.(2024).语言知识探源：儿童与机器的语言知识从何而来?.自然辩证法通讯(11),1-11. https://doi.org/10.15994/j.1000-0763.2024.11.001.
- Li, L.#, Hu, T. T., Liu, S. T.* (2024). Graded phonological neighborhood effects on lexical retrieval: Evidence from Mandarin Chinese. Journal of Memory and Language, 137, 104526. https://doi.org/10.1016/j.jml.2024.104526 (SSCI Q1, IF = 4.74)
- Li, L.#, Zhao, W.-T., Song, M., Wang, J. *, & Cai, Q.* (2024). CCLOOW: Chinese children’s lexicon of oral words. Behavior Research Methods. https://doi.org/10.3758/s13428-023-02077-6 (SSCI Q1, IF = 7.867)
- Yang, Y.#, Li, L.#, de Deyne, S., Li, B., Wang, J.*, & Cai, Q.* (2023). Unraveling lexical semantics in the brain: Comparing internal, external, and hybrid language models. Human Brain Mapping, 45(1), e26546. https://doi.org/10.1002/hbm.26546 (SCI Q1, IF = 5.038)
- Wang, H. C.#*, Li, L., Rattanasone, N. X., Demuth, K., & Castles, A. (2023) Morphological effects on orthographic learning in monolingual English-speaking and bilingual Chinese-English-speaking children. Scientific Studies of Reading, 27(6), 557-569. https://doi.org/10.1080/10888438.2023.2217965 (SSCI Q1, IF = 4.9)
- Li, L.#, Yang, Y., Song, M., Fang, S. Y., Zhang, M.Y., Chen, Q. R., & Cai, Q*. (2023). CCLOWW: A grade-level Chinese children’s lexicon of written words. Behavior Research Methods, 55(4), 1874-1889. https://doi.org/10.3758/s13428-022-01890-9 (SSCI Q1, IF = 7.867)
- Wang, X.#*, Li, L., & McMurray, B. (2022). Cross-modal perceptual learning in learning a tonal language. In Proceedings of the Annual Meeting of the Cognitive Science Society (Vol. 44, No. 44).
- Li, L.#*, Marinus, E., Castles, A., & Wang, H. C. (2021). Oral vocabulary affects children’s orthographic learning in Chinese. Reading and Writing, 34(6), 1369-1385. https://doi.org/10.1007/s11145-021-10121-0 (SSCI Q2, IF = 3.208)
- Li, L.#*, Marinus, E., Castles, A., Hsieh, M. L., & Wang, H. C. (2020). Semantic and phonological decoding in children’s orthographic learning in Chinese. Scientific Studies of Reading, 25(4), 319-334. https://doi.org/10.1080/10888438.2020.1781863 (SSCI Q1, IF = 4.9)
- Li, L.#*, Marinus, E., Castles, A., Yu, L., and Wang, H.-C. (2019). Eye-tracking the effect of semantic decoding on orthographic learning in Chinese. PsyArXiv. DOI: 10.31234/osf.io/ekxd6.
- Li, L.#*, Wang, H-C., Castles, A., Hsieh, M-L., and Marinus, E. (2018). Phonetic radicals, not phonological coding systems, support orthographic learning via self-teaching in Chinese. Cognition, 176, 184-194. https://doi.org/10.1016/j.cognition.2018.02.025 (SSCI Q1, IF = 4.079)
奖励与荣誉
- 上海市第十七届哲学社会科学优秀成果奖二等奖
社会兼职
- 中国心理学会语言心理学专业委员会