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Li Su
Tel:  86-10-64877137
Fax:  010-64872070
Mailing Address:  Institute of Psychology, Chinese Academy of Sciences, 16 Lincui Road, Chaoyang District, Beijing
Email:  lis@psych.ac.cn
2004-2006 Fellow of LIFE program (International Max Planck Research School, The Life Course: Evolutionary and Ontogenetic Dynamics)
1999-2002  Institute of Psychology, Chinese Academy of Sciences. Ph.D
1996-1999  Beijing Normal University. M.A
1990-1994  Shaanxi Normal University. B.A
Research Interests:

Early literacy and language development

Cultural influence on cognitive development

Community service:
Selected Publications:

Journal Articles (in English)

Zhao, P., Zhao, J., Weng, X., & Li, S. (2018). Event-related potential evidence in Chinese children: Type of literacy training modulates neural orthographic sensitivity. International Journal of Behavioral Development, 42(3) 311–320.

Li, S & Yin, L.(2017). Sensitivity to Stroke Emerges in Kindergartners Reading Chinese Script. Frontiers in Psychology, 8:889. doi: 10.3389/fpsyg.2017.00889.

Lonnemann, J., Li, S., Zhao, P., Li, P., Linkersd?rfer, J., Lindberg, S., ... & Yan, S. (2017). Differences in arithmetic performance between Chinese and German adults are accompanied by differences in processing of non-symbolic numerical magnitude. PloS one, 12(4), e0174991.

Zhao, P., Li, S., Zhao, J., Gaspar, C. M., & Weng, X. (2015). Training by visual identification and writing leads to different visual word expertise N170 effects in preliterate Chinese children. Developmental Cognitive Neuroscience, 15, 106-116.

Zhao, J., Kipp, K., Gaspar, C., Maurer, U., Weng, X., Mecklinger, A., & Li, S. (2014). Fine neural tuning for orthographic properties of words emerges early in children reading alphabetic script. Journal of Cognitive Neuroscience, 26(11), 2431-2442.

Zhao, J., Zhao, Pei, Weng, X.C. & Li, S. (2014). Do preschool children learn to read words from environmental prints? PLOS one, 9 (1): e85745.doi:10.1371/journal.Pone.0085745.

Li, S.,Lee, K.,Zhao, J.,Yang, Z., He, S., & Weng, X.C. (2013). Neural competition as a developmental process: Early hemispheric specialization for word processing delays specialization for face processing. Neuropsychologia, 51, 950-959.

Zhao, J., Li, S., Lin, S.E., Cao, X.H., He, S., & Weng, X.C. (2012). The selectivity of N170 in the left hemisphere as an electrophysiological maRker for expertise in reading Chinese. Neuroscience Bulletin, 28, 577-584.

Lin, S.E., Chen, H.C., Zhao, J., Li, S., He, S., & Weng, X. C. (2011). Left-lateralized N170 response to unpronounceable pseudo but not false Chinese characters: the key role of orthography. Neuroscience, 190, 200-206.

Cao, X.H., Li, S., Zhao, J., Lin, S.E., & Weng, X. C. (2011). Left-lateralized early neurophysiological response for Chinese characters in young primary school children. Neuroscience Letters, 492, 165-169.

Lan, X. Z., Legare, C.H., Ponitz, C.C., Li, S., & Morrison, F. J. (2011). Investigating the links between the subcomponents of executive functioning and academic achievement: A cross-cultural analysis of Chinese and American preschool children. Journal of Experimental Child Psychology, 108, 677-692.

Wanless, S. B., Acock, A. C. Son, S-H., Morrison, F. J., Chen, F-M., Sung, M. Y., McClelland, M. M., Ponitz, C.C., Lan, X. Z., Chen, J-L., Lee, K. Y., & Li, S. (2011). Measuring behavioral regulation in four societies. Psychological Assessment, 23, 364-378.

Lan, X.Z., Ponitz, C.C., Miller, K.F., Li, S., Cortina, K., Perry, M., & Fang, G. (2009). Keeping their attention: Classroom practices associated with behavioral engagement in first grade mathematics classes in China and the United States. Early Childhood Research Quarterly, 24, 198-211.


The behavioral and neural predictors of early development of visual specialization of Chinese character processing. (NSF of China, 2016-2019)

The development of cortical visual specialization for Chinese characters. (NSF of China, 2013-2016)

Mandarin Children’s Narrative Development-Study based on Text and Acoustic Analysis. (NSF of China, 2009-2011)

Growth of Executive Function in Children: Contributions of Schooling and Culture. (International collaborative project of University of Michigan and Institute of Psychology, Chinese Academy of Sciences, 2009-2010)

Individual Variability in Self-regulation and Executive Functions Within and across Cultures. (International collaborative project of University of Michigan and Institute of Psychology, Chinese Academy of Sciences, 2006-2007)