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Faculty

   
YIN, Li        
Professor, Center for the Study of Language and Psychology

Education

Ph.D. in Educational Psychology, University of Illinois at Urbana-Champaign (2005) (Advisor: Richard Anderson)

M. A. in Linguistics, Jilin University (1997) (Advisor: Liu Xiyan)

B. A. in English Language and Literature, Jilin University (1994) 

 

Work Experience

Tsinghua University, Professor (2013-present)

University of Washington, Fulbright Visiting Research Scholar (2015-2016) (Host professor: Virginia Berninger)

Tsinghua University, Associate Professor (2008-2013)

Tsinghua University, Assistant Professor (1997-2008)

University of Illinois at Urbana-Champaign, Research Assistant (2001 – 2005)

Research Interests

Early literacy development

Cognition and instruction

Teacher education

 

Courses Taught

Introduction to Research Design

Learning Psychology

Psychology of Reading

Language and Literacy Development Seminar

Everyday Mindfulness

 

Publications

Journal papers

Ye, Y., Tong, C., McBride, C., Yin, L., &Tse, C. (2021). Concurrent and longitudinal predictors of beginning writing in Chinese: The unique role of copying skills. Reading and Writing. Mar 2021 (Early Access). DOI: 10.1007/s11145-021-10149-2.

Anna Gurevich, 尹莉(2021).《以色列外来移民希伯来语教育的实践和意义》,《语言战略研究》,6(5), 60-68

Ye, Y., McBride, C., Yin, L., Cheang, L., &Tse, C. (2020). A model of Chinese spelling development in Hong Kong kindergarteners. Journal of Learning Disabilities. Dec 2020 (Early Access). DOI: 10.1177/0022219420979959.

Yin, L.*, Joshi, R. M., Li, D., & Kim, S-K. (2020). Decisions about consonant doubling among nonnative speakers of English: Graphotactic and phonological influences. Reading and Writing, 33(7), 1839-1858.

Yin, L.*, Joshi, R. M., Li, D., & Kim, S-K. (2020, in press). Decisions about consonant doubling among nonnative

        speakers of English: Graphotactic and phonological influences. Reading and Writing, DOI: 10.1007/s11145-020-

        10017-5

Yin, L.*, Joshi, R. M., & Yan, H. (2019). Knowledge about dyslexia among early literacy teachers in China. Dyslexia, 1-

        19, DOI: 10.1002/dys.1635

Bae, H.S., Yin, L., & Joshi, R. M. (2019). Knowledge about basic language constructs among teachers of English as a

        foreign language in China and South Korea. Annals of Dyslexia, 69, 136–152. DOI: 10.1007/s11881-018-00169-z

Otake, S., Treiman, R., & Yin, L. (2018). Preschoolers’ knowledge about language-specific properties of writing.

         British Journal of Developmental Psychology, 36 (4), 667-672. DOI:10.1111/bjdp.12240

Yin, L.* & McBride, C. (2017). Unspoken knowledge: Kindergarteners are sensitive to patterns in Chinese pinyin before

        formally learning it. Language, Cognition and Neuroscience. 33, 65-76. DOI: 10.1080/23273798.2017.1360502

Li, S. & Yin, L. * (2017). Sensitivity to stroke emerges in kindergartners reading Chinese script. Frontiers in Psychology,

        8, 1-8. DOI: 10.3389/fpsyg.2017.00889

Otake, S., Treiman, R., & Yin, L. (2017). Differentiation of writing and drawing by U.S. two- to five-year-olds. Cognitive

        Development, 43, 119-128. DOI: 10.1016/j.cogdev.2017.03.004

Zhang, L., Yin, L.*, & Treiman, R. (2017). Chinese children's early knowledge about writing. British Journal of

        Developmental Psychology, 35 (3), 349-358. DOI: 10.1111/bjdp.12171

Yin, L.* & McBride, C. (2015). Chinese kindergartners learn to read characters analytically. Psychological Science. 26(4),

        424-432.

Wang, Y., Yin, L.*, & McBride, C. (2015). Unique predictors of early reading and writing: A one-year longitudinal study

         of Chinese kindergarteners. Early Childhood Research Quarterly, 32 (3), 51-59.

Yin, L.* & Treiman, R. (2013). Name writing in Mandarin-speaking children. Journal of Experimental Child Psychology,

        116, 199-215.

Luo, Y., Chen, X. Deacon, S., Zhang, J. & Yin, L. (2013). The role of visual processing in learning to read Chinese

        characters. Scientific Studies of Reading, 17 (1), 22-40.

Yin, L.*, Li. W., Chen, X., Anderson, R. C, Zhang, J., Shu, H., & Jiang, W. (2011). The role of tone awareness and pinyin

        in Chinese reading. Writing Systems Research, 3 (1), 59-68.

Treiman R. & Yin, L.* (2011). Early differentiation between drawing and writing in Chinese young children. Journal of

        Experimental Child Psychology, 108, 786-801.

Yin, L.* (2009). Finding its way in the tide of globalization: Tendency and deficiency of Chinese children’s literature since

         mid-1990s. Neohelicon 36(1), 73–85.

Wu, X., Anderson, R., Li, W., Wu, X., Li, H., Zhang, J., Zheng, Q., Zhu, J., Shu, H., Jiang, W., Chen, X., Wang, Q, Yin.,

        L., He, Y., Packard, & J., Gaffney, J. (2009). Morphological awareness and Chinese children’s literacy development:

       An intervention study. Scientific Studies of Reading, 1, 26-52.

Yin, L.*, Anderson, R., & Zhu, J. (2007). Stages in Chinese children’s reading of English words, Journal of Educational

        Psychology, 99 (4), 852-866.

Book chapters

Yin, L. & Sun, Y. (2017). Chinese-speaking societies. In Kucirkova, N., Snow, C., Grover, V., & McBride, C. (Eds.), The

         Routledge International Handbook of Early Literacy Education, 223-232.UK: Routledge

Yin, L. (2017). Development of writing skills in children. In Sybesma, R., Behr, W., Gu, Y., Handel, Z., Huang, C.-T., J.,

        & Mayers, J. (Eds.), Encyclopedia of Chinese Language and Linguistics, 29-32. Koninklijke Brill NV, Leiden, The

        Netherlands.

Translated works

Storr, A. (2001). Freud. A Very Short Introduction. Oxford University Press.《弗洛伊德与精神分析》(2008),尹莉

     (译),外语教学与研究出版社

International conference presentations

Sun, R., Yin, L., Joshi, R., Gurevich, A., & Chen, C. Counting and rapid automatized naming: Relations to arithmetic and

        reading fluency in Chinese children. Spoken paper to be presented on the Fourth Annual Conference of Association 

        for Reading and Writing in Asia, Beijing, China, Feb. 27-28, 2020

Gurevich, A.., Yin, L., McBride, C., & Zheng, K. Orthographic awareness and reading in Chinese among bilingual

        kindergarteners learning Chinese a second language (CSL). Spoken paper to be presented on the Fourth Annual

        Conference of Association for Reading and Writing in Asia, Beijing, China, Feb. 27-28, 2020

Zheng, K., Yin, L., Joshi, R., Sun, R., & Tan, T. Relations of compounding awareness and growth mindset to reading

        comprehension in Chinese children. Spoken paper to be presented on the Fourth Annual Conference of Association

         for Reading and Writing in Asia, Beijing, China, Feb. 27-28, 2020

Yin, L., Joshi, R. M., Li, D., & Kim, S-K. Graphotactic as well as phonological influences on decisions about consonant

        doubling among non-native speakers of English. The Third annual Conference for the Association for Reading and

        Writing in Asia. Goa, India, 2019.2.28-3.1

Yin, L. & McBride, C. Sensitivity to symmetry in Chinese characters and early literacy: A longitudinal study. The 24th

         annual conference for the Society for the Scientific Study of Reading (SSSR), Halifax, Nova Scotia, Canada, 2017. 07

        12-15.

Yin, L., Joshi, R. M., & Yan, H. Knowledge about dyslexia among in-service early literacy teachers in China. The First

        Annual Conference of the Association for Reading and Writing in Asia (ARWA). Hong Kong, China, 2017. 02. 24-25.

Yin, L. & McBride, C. Sensitivity to phonological representation of Chinese in the  kindergarteners. The 22nd Annual   

          Conference of the Society for the Scientific Studies of Reading (SSSR), Hawaii, USA, 2015.07.15-18.

Sun Y., Yin, L., & McBride, C. Chinese kindergarteners use orthographic knowledge in learning to write. The 22nd

        Annual Conference of the Society for the Scientific Studies of Reading (SSSR), Hawaii, USA, 2015.07.15-18.

Yin, L. The teenage behavior and brain: Reflections on the low-age trend in the flow of Chinese students to the West.

        International Conference on Humanities and Social Sciences, Globalization, and China. Beijing, China. 2014.5.15-17

Yin, L. & McBride-Chang, C., Chinese kindergarteners learn to read characters analytically. The 20th Annual Conference

         of the Society for the Scientific Studies of Reading (SSSR), Hong Kong2013.07.10-13

Yin, L. & Treiman, R., How Chinese children learn to write their names, The 19th Annual Conference of the Society for

        the Scientific Studies of Reading (SSSR), Montreal, Canada, 2012.07.11-14.

Yin, L. & Treiman, R., Young Chinese children differentiate between drawing and writing, The 17th Annual Conference

       of the Society for the Scientific Studies of Reading (SSSR), Berlin, Germany, 2010.07.12-15.

Yin, L., Chinese children follow similar developmental pattern in decoding English words: Evidence from Chinese 2nd,

        4th, and 6th graders. International Conference of British Dyslexia Association, Harrogate, UK2008.04.12-13.

Invited talks

Yin, L. (2018). Influence of Growth Mindset-Facilitating Environment on Early Literacy Development. Children’s

        Intellectual and Brain Development Collaborative Research Meeting in China. 2018.4. 28, Beijing

Yin, L. (2018). Build a Growth Mindset Facilitating Ecology for Young Children’s Reading Development. Kindergarten

        Principals’ Seminar on Early Reading Development, 2018.1. 10. Beijing

Yin, L. (2019). Growth Mindset and Education Innovation: Let Every Child Grow. Anqing Education Innovation

        Workshops. 2019.3.29. Anhui, China

Yin, L. (2015). Mindfulness Is within You, from Birth. Peking University National School of Development,

        Interdisciplinary Lectures on Humanity and Society, 2015.6.13, Beijing

Yin, L. (2013). Delight in the Sun: Mindful Parenting. Capital Normal University Parent Class Lecture Series,   

         2013.11.20, Beijing.

Yin, L. (2015). Development of Knowledge about Writing in Chinese Young Children, Chinese Academy of Sciences

        Institute of Psychology, Reading and Visual Cognition Lab,  2015.8.11, Beijing

 

Academic Services

Associate Editor:

    Reading and Writing: An Interdisciplinary Journal

Funding agency peer reviewers:

    - National Natural Science Foundation of China (NSFC)(since 2010)

    - Beijing Natural Science Foundation(since 2011)

    - Research Grants Council (RGC) of Hong Kong (since 2012)

    - Research and Development Projects of the Standing Committee on Language Education and Research

        (SCOLAR) of Hong Kong(since 2015)

Journal peer reviewers::

    - Developmental Psychology(since 2012)                                                

    - Developmental Science(since 2011)

    - Scientific Studies of Reading (since 2011)

    - Reading and Writing: An Interdisciplinary Journal(since 2010)

    - PLoS ONE (since 2013);

    - Journal of Learning Disabilities(since 2013)

    - Applied Psycholinguistics (since 2015)

    - Early Childhood Research Quarterly (since 2016)

    - Research in Developmental Disabilities (since2016)

 

Research Grants

National Social Science Foundation of China Grant (NSSF,21BYY110), "Validating Componential Model of Reading among Monolingual Chinese Children", 2021-2025, RMB 200,000, Principal investigator.

Tsinghua University Initiative Scientific Research Program (Applied Program, 2016THZWYY07). Growth Mindset-

    based Early Reading Intervention. 2017~2019, RMB 300,000, Principal investigator.

National Natural Science Foundation of China Grant (NSFC, 81371497), “Early Identification of Chinese Children at

    Risk for Dyslexia: Implicit Knowledge about Written Language and Print-Sound Link Learning Ability”, 2014~2017,

    RMB 700,000, Principal investigator.

Open Research Fund of the Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of

    Science (201409), “Development of Knowledge about the Formal Characteristics of Writing in Young Children”.

    2014-2015, RMB 30,000, Principal investigator.

National Natural Science Foundation of China Grant (NSFC, 30800305), “Early Development of Writing in Chinese

    Children Aged 2 to 6”, 2009 -2011, RMB 180,000, Principal investigator.

Tsinghua University Initiative Scientific Research Program (20121088017), “Early Precursors of Reading and

    Writing Difficulty in Chinese”, 2012-2015, RMB 300,000, Principal investigator.

Education and Social Science Research Enhancement Grant of Tsinghua University (2009WKYB011), “Bi-literacy

    Development in Chinese Preschool Children”, 2009-2010, RMB 25,000, Principal investigator.

Chinese Overseas Returning Scholar Grant (OS0045), “Use of Analogy in Word Decoding in Chinese School

    Children”, 2006-2007, RMB 30,000, Principal investigator.

 

Contact Information

Address:Room 103, Wen Nan Building, Tsinghua University, Beijing, China 100084.

Telephone: 8610-62786015(Office)

Email:yinl@tsinghua.edu.cn 

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