张曼莉

个人简介

张曼莉，博士，中国科学技术大学心理学系特任副研究员。研究主要围绕“语言等认知学习过程的动态脑机制和神经调控”，探究不同类型学习的精细过程和神经表征，以及它们与语言能力发展之间的联系，强调学习的渐进性、迁移性、可塑性和个体差异性。未来期望借助教育神经科学的理论视角和研究手段来优化“教”、“学”、“测”三者间的互动，消解学习阻碍、促进个体发展。

学习简历

于2014年7月和2017年7月分别获得北京大学心理学学士，以及发展与教育心理学硕士学位。于2022年10月获得荷兰Maastricht University认知神经科学方向哲学博士学位。

工作经历

2022.08 – 2023.10 香港大学教育学院，教育神经科学方向博士后研究员。

代表性论文

Liao, Z., Ao, X., Sun, Y., Zhang, M.*, & Meng, X.*. (2024). Alpha sensory stimulation modulates theta phase during speech-print associative learning. npj Science of Learning, 9, 51.

Zhang, J., Li, H., Zhang, M., Wang, Z. K., Ao, X. Y., Jian, J., Wei, N., Liu, H. Y., Ding, G. S.*, & Meng, X.* (2023). Functional preference of the left inferior parietal lobule to second language reading. NeuroImage, 270, 119989.

Zhang, M.*, Fraga-González, G., Riecke, L., & Bonte, M. (2022).Altered brain network topology during speech tracking in developmental dyslexia. NeuroImage,254, 119142.

Zhang, M.*, Riecke, L., & Bonte, M. (2021). Neurophysiological tracking of speech-structure learning in typical and dyslexic readers. Neuropsychologia, 158, 107889.

Zhang, M., Amon, A., Hanssen, S., Wu, M., Bonte, M., & Riecke, L.* (2021). No evidence for modulation of sound rise-time perception by 4-Hz brain oscillations. Brain Stimulation, 14(2), 364-365.

Zhang, M., Xie, W., Xu, Y. & Meng, X.* (2018). Auditory temporal perceptual learning and transfer in Chinese-speaking children with developmental dyslexia. Research in Developmental Disabilities, 74, 146–159.

张曼莉，孟祥芝，郑小蓓.(2018). 中文阅读障碍儿童的时间加工缺陷：来自知觉学习干预研究的证据. 心理与行为研究, 16(5):583-593.

其他论文

Zhang, M.*, Riecke, L., & Bonte, M. (2024). Cortical tracking of language structures: Modality-dependent and independent responses. Clinical Neurophysiology, 166, 56-65.

Li, H., Marks, R. A., Liu, L., Feng, X., Zhang, M., Ai, F., Gao, Y., Tian, M., Yang, X., Zhang, J., Zhong, H., Liu, L., Meng, X., & Ding. G. (2022). The selective contributions of right cerebellar lobules to reading. Brain Structure and Function, 227, 963–977.

Gao, Y., Meng, X., Bai, Z., Liu, X., Zhang, M., Li, H., Ding, G., Liu, L., & Booth, J. (2022). Left and right arcuate fasciculi are uniquely related to word reading skills in Chinese-English bilingual children. Neurobiology of Language, 3(1), 109-131.

Zhang, J., Liu, L., Li, H., Feng, X., Zhang, M., Liu, L., Meng, X., & Ding, G. (2021).Large-scale network topology reveals brain functional abnormality in Chinese dyslexic children. Neuropsychologia, 157, 107886.

Yang, X., Zhang, J., Lu, Y., Ding, G., Zhang, M., Meng, X., & Song, Y. (2021). Failure of resting-state frontal-occipital connectivity in linking visual perception with reading fluency in Chinese children with developmental dyslexia. NeuroImage, 233, 117911.

Li, H., Booth, J. R., Feng, X., Wei, N., Zhang, M., Zhang, J., Zhong, H., Lu, C., Liu, L., Meng, X., & Ding. G. (2020). Functional parcellation of the right cerebellar lobule VI in children with normal or impaired reading. Neuropsychologia, 148, 107630.

Ang, C., Zhang, J., Chu, M., Li, H., Tian, M., Feng, X., Zhang, M., Liu, L., Meng, X. & Ding, G. (2020). Intrinsic cerebro-cerebellar functional connectivity reveals the function of cerebellum VI in reading-related skills. Frontiers in Psychology, 11, 420.

Gao, Y., Zheng, L., Liu, X., Nichols, E. S., Zhang, M., Shang, L., Ding, G., Meng, X. & Liu, L. (2019). First and second language reading difficulty among Chinese-English bilingual children: The prevalence and influences from demographic characteristics. Frontiers in Psychology, 10, 2544.

Li, H., Booth, J. R., Belanger, N. N., Feng, X., Tian, M., Xie, W., Zhang, M., Gao, Y., Ang, C., Yang, X., Liu, L., Meng, X. & Ding, G. (2018). Structural correlates of literacy difficulties in the second language: Evidence from Mandarin-speaking children learning English. NeuroImage, 179, 288–297.

Feng, X., Li, L., Zhang, M., Yang, X., Tian, M., Xie, W., Lu, Y., Liu, L., Meng, X. & Ding, G. (2017). Dyslexic children show atypical cerebellar activation and cerebro-cerebellar functional connectivity in orthographic and phonological processing. Cerebellum, 16(2), 496–507.

Chen, L., Zhang, M., Ai, F., Xie, W. & Meng, X. (2016). Crossmodal synesthetic congruency improves visual timing in dyslexic children. Research in Developmental Disabilities, 55, 14–26.

Liu, L., Li, H., Zhang, M., Wang, Z., Wei, N., Liu, L., Meng, X. & Ding, G. (2016). Aberrant topologies and reconfiguration pattern of functional brain network in children with second language reading impairment. Developmental Science, 19(4), 657–672.