Xiaodong Li, Ph.D.

Title: Professor

Academic Services:

Professional Committee Member of Educational Psychology, Chinese Psychological Society;

Professional Committee Member of Developmental Psychology, Chinese Psychological Society.

Research Interests:

Learning and cognitive development, Mathematical cognition, Theory of mind and perspective-taking, Learning motivation and self-regulated learning

Representative Publications:

Li, X. D. (2020). Educational Psychology(Ⅱ). Peking University Press. (role: Chief Editor)

Li, X. D. (2008). Educational Psychology. Peking University Press. (role: Chief Editor)

Li, X. D. (2013). Developmental Psychology. Peking University Press. (role: Chief Editor)

Representative Grants:

2017   Education Project of National Social Science Foundation: An Experimental Study on Cognitive Inhibition and Mathematical Problem Solving (ID:BBA170062)

2015   Project of Teaching Quality and Teaching Reform for Undergraduate Universities in Guangdong Province: Developmental Psychology----Excellent Teaching Material

2009   Humanities and Social Science Research Planning Foundation of the Ministry of Education: Development of Quality Assessment Tool for Distance Continuing Education for Primary and Secondary School Teachers (ID:09YJA880091)

Honors & Awards:

Scientific Research

2007  Excellent Achievement Award of Philosophy and Social Science of Guangdong Province: Academic Delayed of Gratification for Junior High School Students (category: Research Paper)

2006  Excellent Achievement Award of Social Science Supported by Shenzhen Government: Academic Delayed of Gratification for Junior High School Students (category: Research Paper)

Teaching Research

2019  Excellent Undergraduate Teaching and Research Award in Shenzhen University: Developmental Psychology (category: Teaching Material)

2021  Excellent Undergraduate Course Award in 2019-2020 Academic Year in Shenzhen University

Representative Papers:

1.       Jiang, R. , Li, X. , Xu, P. , & Lei, Y. (2020). Do teachers need to inhibit heuristic bias in mathematics problem-solving? evidence from a negative-priming study. Current Psychological Research.

2.       Jiang, R. , Li, X. , Xu, P. , & Mao, T. (2020). Why students are biased by heuristics: examining the role of inhibitory control, conflict detection, and working memory in the case of overusing proportionality. Cognitive Development.

3.       Fu, X. , Li, X. , Xu, P. , & Zeng, J. (2020). Inhibiting the Whole Number Bias in a Fraction Comparison Task: An Event-Related Potential Study. Psychology Research and Behavior Management.

4.       Jiang, R. , Li X. , Zhong, L. ,Lei Y. (2019). The Role of Inhibitory Control in Overcoming English Written Errors: Evidence from Chinese ESL Learners. Current Psychology.

5.       Jiang, R. , Li X. , Xu, P. , Chen, Y. (2019). Inhibiting intuitive rules in a geometry-comparison task: Do age level and math achievement matter? Journal of Experimental Child Psychology.

6.       Jiang, R. , Li, X. , C Fernandez, & Fu, X. . (2017). Students' performance on missing-value word problems: a cross-national developmental study. European Journal of Psychology of Education.

7.       Jiang, R., Li X. (2017). The overuse of proportional reasoning and its cognitive mechanism: A developmental negative priming study. Acta Psychologica Sinica.

8.       Li X., Guo W., Hu Q. (2017). 4~5 years old Children Show Negativity Memory Bias for Social Actions. Psychological Science.

9.       Fu X., Li X. (2017). Cognitive Inhibition: A New Perspective on Problem Solving. Psychological Science.

10.   Jiang, R., Li X. (2015). Developmental Reversals in False Memory: Why the More Grown up the More Fallible? Advances in Psychological Science.

11.   Li X., Huang J.,Jiao C. (2013). Application of Course Experience Questionnaire on Evaluation of Teaching Quality in Distance Continuing Education of Elementary and Secondary School Teachers. Journal of Distance Education.

12.   Li X., Xu W., Li N. (2012). The Negative Priming Effect in Piaget-like Tasks in the“Infra-logic”Domain. Psychological Science.

13.   Yuan D., Li X. (2012). The Effect of Ego-depletion on Working Memory and Its Elimination. Psychological Science.

14.   Gao Q., Li X. (2012). Primary and Junior Middle School Students’ Perspectives of Bullying. Chinese Journal of Clinical Psychology.

15.   Li X., Lan Y., Huang J. (2011). Development of Questionnaire for Evaluation of Learning Quality of Distance Continuing Education of Elementary and Secondary School Teachers and Its Application. Journal of  Distance Education.

16.   Li X., Han X., Chen Z., Lv S., & Li X. (2011). The Effects of Specific Emotions and Non-Contingent Feedback on Self -Handicapping. Psychological Exploration.

17.   Pang A., Li X. (2010). An Experimental Research of Auditory Hindsight Bias. Psychological Science.

18.   Li X., Gao Q. (2009). The Relationship Between Goal Orientation and Socio-cognitive Conflict Regulation. Psychological Science.

19.   Pang A., Li X. (2009). Developmental Trends in Objective Self-understanding in Childhood and Adolescence. Psychological Science.

20.   Yuan D., Li X. (2009). The Utility of Self-handicapping Strategy:From the Perspective of Observers. Psychological Science.

21.   Li X., Zhou S. (2007). How Do children Pass False Belief Task：Beliefs or Rules? Psychological Development and Education.