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Research and Education

Hua Shu

Hua Shu
Professor of Psychology, Beijing Normal University
Hua Shu


Cognitive and neural mechanism of Chinese language processing, reading development and dyslexia


  • Wang, X., Yang, J., Shu, H., & Zevin, J. (in press). Left fusiform BOLD responses are inversely related to word-likeness in a one-back task, NeuroImage.
  • Shu, H., Zhou, W, Yan, M., & Kliegl, R. (in press). Font Size Modulates Saccade-Target Selection in Chinese Reading, Attention, Perception, & Psychophysics.
  • Liu, Y., Li, P., Shu, H., Zhang, Q., & Chen, L. (in press). Structure and meaning in Chinese: An ERP study of idioms, Journal of Neurolinguistics.
  • Li, H., Shu, H., McBride-Chang,C., Liu, H., & Peng,H., (in press). Visuo-orthographic, phonological processing, and morphological skills for Chinese Children's Character Recognition, Journal of Research in Reading.
  • Lei, L., Pan, J., Liu, H., McBride-Chang, C., Li, H., Zhang, Y., Chen, L., Tardif, T., Liang, W., Zhang, Z., & Shu, H. (in press). Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children, Journal of Child Psychology and psychiatry. 2011, 52(2), 212-220.
  • Xi, J., Zhang, L., Shu, H., Zhang, Y., Li, P. Categorical Perception of Lexical Tones in Chinese Revealed by Mismatch Negativity (MMN), Neuroscience, 2010, 29: 170(1):223-231.
  • Zhang, L., Shu, H., Zhou, F., Wang, X., & Li,P. Common and Distinct Neural Substrates for the Perception of Speech Rhythm and Intonation. Human Brain Mapping, 2010, 31:1106-1116.
  • Yan, M., Kliegl, R., Richter, E., Nuthmann, A. & Shu,H. Flexible Saccade-Target Selection in Word-Based Chinese Reading. Quarterly Journal of Experimental Psychology, 2010, 63, 705-725.
  • Yan, M., Richter, E., Shu, H., & Kliegl, R. Readers of Chinese Extract Semantic Information from Parafoveal Words. Psychonomic Bulletin & Review, 2009, 16(3), 561-566.
  • Li, H., Shu, H., McBride-Chang, C., Liu,H. & Xue, J. Paired associate learning in Chinese children with dyslexia. Journal of Experimental Child Psychology, 2009, 103, 135-151.
  • Yang, J., McCandliss, B., Shu, H. & Zevin, J. Simulating language-specific and language-general effects in a statistical learning model of Chinese reading. Journal of Memory and Language. 2009, 61, 238-257.
  • Zhao, J., Shu, H., Zhang, L., Wang, X., Gong, Q. & Li,P. Cortical Competition during Language Discrimination. Neuroimage, 2008, 43(3), 624-633.
  • Shu, H., Peng, H. & McBride-Chang, C. Phonological Awareness in Young Chinese Children. Developmental Sciences, 2008, 11(1): 171-181.
  • Chen, L., Shu, H., Liu, Y., Zhao, J., & Li, P. ERP signatures of subject-verb agreement in L2 learning. Bilingualism: Language and Cognition, 2008, 10 (2): 161-174.
  • Hao,M., Shu, H., Xing, A. & Li,P. Early vocabulary inventory for Mandarin Chinese. Behavior Research Methods, 2008, 40(3), 728-733.
  • Liu, Y., & Shu, H., & Li, P. Word naming and psycholinguistic norms: Chinese. Behavior Research Methods, 2007, 39(2), 192-198.
  • Liu, Y., Shu, H., & Wei, J. Spoken word recognition in context: Evidence from Chinese ERP analyses. Brain & Language, 2006, 96,37-48.
  • Shu, H., McBride-Chang, C., Wu. S., & Liu, H. Understanding Chinese Developmental Dyslexia: Morphological Awareness as a Core Cognitive Construct. Journal of Educational Psychology-2006, 98 (1):122-133.
  • Shu, H., Meng, X., Chen, X., Luan, H., & Cao, F.. The subtypes of developmental dyslexia in Chinese: Evidence from case studies. Dyslexia, 2005, 11-311-329.
  • Shu, H., Chen, X., Anderson, R., Wu, N. & Xuan,Y. Properties of school Chinese. Child Development, 2003, 74(1), 27-47.