本实验室综合使用横断和追踪设计，以及认知行为实验（如、习惯化-转换范式，反应时实验，纸笔测试，心理物理学实验）、脑电和磁共振成像技术探讨儿童语言和阅读发展的认知神经机制。研究问题主要集中在以下三个方面：

第一，探讨早期语言发展与后期阅读发展之间的关系。具体关心早期词汇学习过程词物联结能力对未来阅读发展中形音联结能力的预测，以考察语言和阅读学习中的跨通道联结学习以及统计学习规律。同时考察语义（概念）在形音联结学习中的作用。

第二，探讨早期一般认知能力、元语言学技能、数量知识以及数感能力对儿童阅读和数学学业成绩的预测及其发展轨迹。同时考察儿童自我认知（解释风格）对早期认知能力预测学业成绩的调节作用和发展特点。

第三，探讨汉语儿童一语（中文）和二语（英文）阅读及阅读障碍的神经机制，考察双语阅读发展的一般机制以及受语言文字特点调节的特异性神经机制。

本实验室欢迎对发展认知神经科学、发展教育神经科学感兴趣的同学报考。我们也接受不同学科背景和不同年龄的学生（中学生、本科生、研究生）进行暑期实习，体验研究工作，了解研究过程。

英文论著

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.

中文论著

孟祥芝，黎程正家，（2024）. 汉语发展性阅读障碍评估测验的编制及效度和信度检验. 中国心理卫生杂志，38(8)：706-712

王久菊，孟祥芝，李虹等，（2023）. 汉语发展性阅读障碍诊断与干预的专家意见，中国心理卫生杂志，37(3)，185-191.

孟祥芝，（2022）.当我对自己说话.雷雳主编，儿童心理专家写给儿童的成长绘本. 浙江教育出版社，8.

孟祥芝（译）, (2020).语言与脑成像.苏彦捷主编，理解大脑-细胞、行为和认知. 中国轻工业出版社.

张曼莉，孟祥芝，郑小蓓.(2018). 中文阅读障碍儿童的时间加工缺陷：来自知觉学习干预研究的证据. 心理与行为研究, 16(5):583-593.

孟祥芝. (2018). 走出迷宫-认识发展性阅读障碍. 北京大学出版社，6月。

姜玉珍, 谢为伊, 孟祥芝. (2015). 汉语普通话儿童英语词汇阅读的影响因素. 外语教学与研究, 47(3): 405-416.

高悦, 魏娜, 王正科, 简洁, 丁国盛, *孟祥芝, *刘丽. (2015). 汉-英儿童双语者母语和二语加工的相互作用: 来自神经机制方面的证据. 心理学报, 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). 婴儿语音感知发展及其机制. 心理科学进展, 20(6): 843-852.

孟祥芝. (2012). 语言发展. 发展心理学 (苏彦捷主编). 高等教育出版社.

游寒琳, 宋新燕, 孙玲, 邓赐平, J. P. Das,* 孟祥芝 (2011). PASS认知成分和语音意识在中英文阅读中的作用. 中国特殊教育, 4, 71-81.

朱莉琪, 孟祥芝, Tardif, T. (2011). 儿童早期词汇获得的跨语言/文化研究. 心理科学进展, 19(2): 175-184.

郑小蓓, *孟祥芝，朱莉琪. (2010). 婴儿动作意图推理研究及其争论。 心理科学进展, 18, 449-454.

陈杰，Tardif, T., *孟祥芝(2009). 成人言语输入对儿童早期单词获得影响的个案追踪. 心理学报, 8.

郑小蓓, 王正科, 刘冬梅, 许婕, 李文玲, *孟祥芝. (2009). 语音训练对幼儿英语语音意识和字母知识的促进. 心理发展与教育, 1, 66-71.

张厚粲, 徐建平, 孟祥芝 (编译). (2007). (加) J. P. Das. 阅读障碍与阅读困难:给教师的解释. 北京: 人民邮电出版社, 4.

王正科，孙乐勇，简洁，*孟祥芝(2007). 英语发展性阅读障碍的训练程序. 心理科学进展, 15, 802-809.

陈杰，Tardif, T., *孟祥芝(2007). 儿童早期词汇获得的词类差异. 心理科学进展, 15, 423-428.

田晓梅，王纯，李童，*孟祥芝，周晓林 (2006). 汉语双字词的心理词典存储—来自发展性阅读障碍个案的证据. 心理发展与教育, 2, 46-51.

孟祥芝*. (2004). 中文儿童书写评估及其类型. 中国心理卫生杂志, 12, 833-835.

王全志 , 孟祥芝等. (2004). 孩子们 - 儿童心理发展（合译）. 北京 : 北大出版社, 7.

王全志 , 孟祥芝等. (2004). 当今美国儿童早期教育（合译）. 北京 : 北大出版社 , 6.

孟祥芝, 沙淑颖, 周晓林. (2004). 语音意识, 快速命名与中文阅读. 心理科学，6, 1326-1329.

孟祥芝, 谢利苹. (2004). 幼儿动作发展与动作抑制. 心理发展与教育, 3, 6-10.

孟祥芝 , 周晓林 , 吴佳音. (2003). 发展性协调障碍与书写困难个案研究. 心理学报 ， 5, 604-609.

沙淑颖 , 周晓林 , 孟祥芝. (2003). 发展性阅读障碍的 ERP 研究. 心理科学进展 , 2, 141-146.

曾飚，周晓林，孟祥芝. (2003). 发展性阅读障碍的注意缺陷研究及其进展. 心理发展与教育 , 2, 91-95.

孟祥芝 , 刘红云 , 周晓林 , 孟庆茂. (2003). 中文读写能力及其相关因素的结构模型. 心理发展与教育 , 1, 37-43.

孟祥芝, 周晓林. (2002). 发展性协调障碍. 中国心理卫生杂志 , 8, 558-562.

孟祥芝, 周晓林 , 孔瑞芬. (2002). 中文读写能力及其相关因素研究. 心理科学 , 5, 544-547.

王勇慧，周晓林，王玉凤，孟祥芝. (2002). ADHD 患儿认知神经缺损的研究进展. 中国心理卫生杂志 , 4, 280-281.

孟祥芝 , 周晓林 , 曾飚. (2002). 发展性阅读障碍与知觉加工. 心理学报 , 4, 437-442

周晓林 , 孟祥芝, 陈宜张. (2002). 发展性阅读障碍的脑功能成像研究. 中国神经科学 , 2, 568-572.

赛晓光 , 周晓林 , 孟祥芝. (2002). 听觉、时间加工能力与发展性阅读障碍. 应用心理学 , 2, 53-57.

孟祥芝 , 周晓林. (2002). 发展性阅读障碍的生理基础. 心理科学进展 , 1, 7-14.

孟祥芝, 周晓林 , 曾飚 , 孔瑞芬 , 庄捷. (2002). 视觉技能与儿童汉字阅读. 心理学报 , 1, 16-22.

周晓林 , 孟祥芝. (2001). 中文阅读障碍研究. 应用心理学 , 1, 25-30.

孟祥芝, 舒华 , 周晓林. (2000). 汉语阅读发展研究中几种实验任务之间关系的探讨. 心理科学 , 6, 677-681.

孟祥芝, 舒华 , 周晓林 . (2000). 汉字字形输出过程中儿童的汉字结构意识. 心理科学 , 3, 260-264.

舒华 , 孟祥芝. (2000). 汉语儿童阅读困难初探 - 来自阅读困难儿童的统计数据. 语言文字应用 , 3, 63-69.

孟祥芝, 舒华 , 周晓林 . (2000). 不同阅读水平儿童的汉字字形输出与再认. 心理学报 , 2, 133-138.

孟祥芝, 舒华 , 周晓林. (2000). 同音判断过程中阅读障碍儿童与阅读正常儿童的语音通达. 心理学报 , 特刊 , 110-112.

孟祥芝, 舒华 . (1999). 汉语儿童阅读障碍研究. 心理发展与教育 , 4, 54-57.

孟祥芝, 舒华 . (1999). 西方发展性阅读障碍研究进展. 心理学动态 , 4, 14- 19.

孟祥芝 (1999). 阅读障碍的生理学基础. 特殊教育研究 , 4, 31-34.