王翠翠 讲师
组织机构：心理学系
地 址：诚园5号楼
基本信息
王翠翠，女，山东人，心理学博士，杭州师范大学经亨颐教育学院讲师。主要研究方向为：儿童英语阅读障碍的神经机制、脑卒中后失语症的神经调控治疗。科技创新2030—重大项目“中国学龄儿童脑智发育队列研究”——杭州师范大学站点分测验负责人和项目骨干，主持一项浙江省卫生厅项目和杭州市科技局引导项目。已经发表论文30余篇，发表的杂志包括Psychological Bulletin、Science Bulletin、Educational Psychology Review、Review of Educational Research、Neuropsychologia等国际权威期刊，其中一篇获得ESI全球高被引论文。
教育背景
2010.9--2014.6，西南大学，应用心理学，本科学位
2014.9--2021.6，北京师范大学，发展与教育心理学，博士学位
2019.1-2019.8，Western University, 联合培养博士
工作经历
2021.9-2023.7，中南大学，博士后
2023.8至今，杭州师范大学，讲师
出访经历
1. Wang, C. Summer School of Cognitive Neuroscience at University of Helsinki, Helsinki, Finland. August, 2016.
2. Wang, C., Yang, Z., & Tao, S. Different brain responses to letter-sound integration for English reading at phoneme and syllable level among native Chinese speakers: Evidence from an event related potentials study. 2016 Asia Joint Symposium on Reading and Spelling. Seoul, Korean.
3. Wang, C., Yang, Z., & Tao, S. Different Brain Responses to Letter-Sound Integration for English Reading：The effects of language background and proficiency. 2017 Twenty-Fourth SSSR Annual Meeting. Halifax, Canada.
4. Wang, C., Yang, Z., & Tao, S. Brain Responses to Letter-Sound Integration for Reading in English as a second language: Attention matters. 2017 Learning and Plasticity (LaP) annual meeting. Lapland, Finland.
5. Wang, C., Nie, P., & Tao, S. Music training facilitated Chinese speakers’ brain response to English letter-sound integration. 2018 Annual Meeting of the Organization of Human Brain Mapping. Singapore
6. Wang, C., Nie, P., & Tao, S. Musical experiences help overcome the constraints from native language background on automatic brain responses in second language reading. 2019 Canadian Society for Brain, Behavior and Cognitive Science, Waterloo, Canada
科研项目
（1）2022.09-2025.12科技创新2030—重大项目“中国学龄儿童脑智发育队列研究”——杭州师范大学站点分测验负责人、项目骨干。
（2）2023.01-2025.12 浙江省医药卫生科技计划项目“基于精准定位的神经调控治疗对脑卒中后失语症的康复作用”，主持。
（3）2022.01-2024.12 杭州市医药卫生科技项目“经颅磁刺激对脑卒中后语言障碍的治疗作用”，主持。
学术活动
1. 王翠翠，陶沙，& Marc Joanisse. 沉浸式学习经验对汉-英双语阅读者字母-语音整合的认知神经机制的作用, 第二十四届全国心理学大会, 2022年11月.
2. 王翠翠, 杜彬, 聂佩欣, 卢静, 李书婷, 陶沙, & Mari Tervaniemi. 英语和音乐训练对汉语母语儿童英语字母-语音自动化的影响, 第二十三届全国心理学大会, 2021年11月.
3. 王翠翠,聂佩欣, & 陶沙. Musical training improves neural processing of second language reading with enhanced top-down attentional modulation. 2018年认知神经科学与学习国家重点实验室年会.2018年12月.
4. 王翠翠. 语言发展评估研讨会.2018年6月.
5. 王翠翠，聂佩欣，陶沙. 儿童语音、乐音辨别能力发展.中国心理学会发展心理专业委员会第十四届学术年会, 2017年11月.
6. 王翠翠,徐琴芳, & 陶沙. 学习障碍鉴别：干预应答模式有效性的元分析.中国心理学会发展心理专业委员会第十三届学术年会, 2015年7月.
论文
1. Peng, P#., Zhang, Z#., Wang, W., Lee, K., Wang, T#., Wang, C#., Luo, J., & Lin, J. (2022). A Meta-Analytic Review of Cognition and Reading Difficulties: Individual Differences, Moderation, and Language Mediation Mechanisms. Psychological Bulletin, 148(3-4), 227-272.（领域顶刊，SCI一区，IF=31.548）
2. Wang, C., Flemming, K., Wang, Y., Putkinen, V., Tervaniemi, M., Lammert, J., ... & Joanisse, M. F. (2023). The effect of second language immersion and musical experiences on second language speech processing and general auditory processing. Journal of Neurolinguistics, 68, 101158.
3. Du, B*., Yang, Z*., Wang C*., Li, Y., & Tao, S. (2023). Short-term training helps second-language learners read like native readers: An ERP study. Brain and Language, 239, 105251.
4. Wang, C, Flemming, K., Cortiana, G., Putkinen, V., Lammert, J., Rafat, Y., ... & Joanisse, M. F. (2022). Chinese-English bilinguals are more sensitive to environmental sound perception than Spanish-English bilinguals through top-down cognitive mechanism. Biological Psychology, 108449.
5. Wang, C, Flemming, K., Yang, Z., Cortiana, G., Lammert, J., Rafat, Y., ... & Joanisse, M. F. (2022). Second Language Immersion Experience Could Help the Brain Response to Second Language Reading for Native Chinese Speakers. Journal of Cognitive Neuroscience, 34(12), 2311-2319.
6. Wang, C., Lu, X., & Wang, D. (2022). Personality and life satisfaction: a moderated mediation model of subjective health and rural to urban migration experience. Current psychology, 1-10.
7. Wang, D., Wang, H., & Wang, C#. (2021). Substance Use and Subjective Health in Chinese Left-behind Adolescents in Rural Areas: The Moderating Role of Cognitive Reappraisal. Children and Youth Services Review.
8. Wang, C., Tao, S., Tao, Q., Tervaniemi, M., Li, F., & Xu, P. (2020). Musical experience may help the brain respond to second language reading. Neuropsychologia, 148, 107655.
9. Wang, C., Yang, Z., Cao, F., Liu, L., & Tao, S. (2019). Letter-sound integration in native Chinese speakers learning English: Brain fails in automatic responses but succeeds with more attention. Cognitive Neuroscience, 10(2), 100-116.
10. Wang, C., & Wang, D. (2019). Validity and reliability of Chinese version of 28-item Substance Use Risk Profile Scale in Chinese adolescents and young adults. Current Psychology, 1-9.
11. Peng, P., Wang, T., Wang, C., & Lin, X. (2019). A meta-analysis on the relation between fluid intelligence and reading/mathematics: Effects of tasks, age, and social economics status. Psychological Bulletin, 145(2), 189.
12. Peng, P., Wang, C., & Namkung, J. (2018). Understanding the cognition related to mathematics difficulties: A meta-analysis on the cognitive deficit profiles and the bottleneck theory. Review of Educational Research, 88(3), 434-476.
13. Peng, P., Barnes, M., Wang, C., Wang, W., Li, S., Swanson, H. L., ... & Tao, S. (2018). A meta-analysis on the relation between reading and working memory. Psychological Bulletin,144(1), 48.
14. 王翠翠, 徐琴芳,& 陶沙. (2016). 干预-应答模式鉴别学习障碍的有效性及其调节因素：20年研究的元分析.心理发展与教育, 32(6), 684-694.（发展心理学旗舰刊物）
15. Yang, Z., Wang, C., Feng, L., Li, S., & Tao, S. (2016). Unsuccessful letter–sound integration in English reading by native Chinese speakers: evidence from an event related potentials study. Science Bulletin, 61(24), 1855-1864.
16. Peng, P., Wang, C., Tao, S., & Sun, C. (2016). The Deficit Profiles of Chinese Children with Reading Difficulties: a Meta-analysis. Educational Psychology Review, 1-52.
