State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University

Faculty

Current Faculty

Sha Tao Ph.D.Cognitive development and language learning in childhood; Reading difficulties in Chinese and English; Brain development and school functions. taosha#bnu.edu.cn

Educational Experience

6/1998: Ph.D. in Developmental Psychology, Beijing Normal University

6/1993: B.A. in Education, Beijing Normal University

Professional Experience

7/2008 - 　: Professor of Psychology, Beijing Normal University

7/2000 - 6/2008: Associate Professor of Psychology, Beijing Normal University

7/1993 - 6/2000: Lecture of Psychology, Beijing Normal University

1/2013 –　: Board member, China Psychological Society (CPS)

Deputy director, The Branch for Developmental Psychology, CPS

1/2011 –　: Standing board member, The Branch for Brain and Education,
China Education Society

1/2009 – 9/2021: Secretary, Review Panel for Psychology, the Degree Committee of State Council, China

Research Description

Dr. Tao Sha is a professor of National Key Laboratory of Cognitive Neuroscience and Learning at Beijing Normal University and the director of Children and Adolescent Brain Research Center. She is currently the deputy director of China Psychological Society and the Developmental Psychology Committee, the executive director of the Brain and Education Branch of the China Education Society, and the editor of Reading and Writing, Journal of Psychology.

Dr. Tao‘s research focuses on the individual and environmental influencing factors for cognitive development and language learning, and the cognitive-neural mechanism for learning difficulties. She has been supported by National Natural Science Foundation, National Philosophy and Social Science Foundation, Ministry of Education, and Beijing Science and Technology Commission. She has published more than 100 papers in international journals (e.g., Psychological Bulletin, Journal of Educational Psychology, Journal of Learning Disabilities, Cerebral Cortex, NeuroImage) and Chinese journals, published 4 books, and won many awards, honors, including Excellent Book Award from National Press and Publication Administration, Outstanding Research Awards from Beijing government, Excellent mentor from Beijing Normal University, and etc..

From 2006 to 2011, she had been served as the coordinator-general for conducting the National Children’s Study of China(NCSC), which established a series of databases on cognition, academic achievement and social-emotional development from about 100000 school children aged 6-15 at more than 600 schools, 100 counties. Since 2016, she has participated in preparation for the roadmaps of brain-mind development in China Brain Initiative, and coordinated the planning for a national imaging genetic cohort study of school children brain and mind development. She is leading a Beijing cohort study of more than 830 school children in which brain MRI scans and comprehensive cognitive-noncognitive assessments have been implemented yearly.

Publications

1.Xu, Q-F., Tao，S. *，Li, S-F., Wang W-J., Li B-L., & Joshi, M.(2021). Who are the nonresponders to intervention among Chinese children learning English as a second language? Journal of Educational Psychology. 113(2), 213–229. http://dx.doi.org/10.1037/edu0000621

2.陶沙、陈睿、陶言强、骆洁、李永静、卢静、刘丽、李甦、毕鸿燕（2021）。语言发展认知神经科学研究：重要进展、趋势与规划建议。中国科学: 生命科学. doi: 10.1360/SSV-2020-0255

3.Peng, P.*, Lee, K. J.*, Luo, J., Li. S. T., Joshi, M., & Tao, S.* (2021). Simple view of reading in Chinese: A one-stage meta-analytic structural equation modeling. Review of Educational Research Vol. 91, No. 1, pp. 3–33 https://doi.org/10.3102/0034654320964198

4.Hao,L., Li, L., Chen, M., Xu, J., Jiang, M., Wang, Y., Jiang, L., Chen, X., Qiu, J., Tan, S., Gao, J., He, Y., Tao, S.*, Dong, Q., & Qin S.*（2021）. Mapping Domain- and Age-Specific Functional Brain Activity for Children’s Cognitive and Affective Development. Neuroscience Bulletin, https://doi.org/10.1007/s12264-021-00650-7.

5.Tervaniemi, M.＊, Putkinen, V., Nie, P-X., Wang C-C., Du, B., Lu, J., Li S-T., Cowley, B., Tuisku, T., Tao, S. (2021).　Improved auditory function caused by music versus foreign language training at school age: Is there a difference? Cerebral Cortex. (In press).

6.Cui,L., Tao, S. *, Yin, H-C. *, Shen, Q-Q., Wang, Y., Zhu, L-N., Li X-J. (2021). Tai Chi Chuan Alters Brain Functional Network Plasticity and Promotes Cognitive Flexibility. Frontiers in Psychology，12:665419. doi: 10.3389/fpsyg.2021.665419

7.Fan F, Liao X*, Lei T, Zhao T, Xia M, Men M, Wang Y, Hu M, Liu J, Qin S, Tan S, Gao J, Dong Q, Tao S*, He Y* (2020) Development of the default-mode network during childhood and adolescence: a longitudinal resting-state fMRI study. NeuroImage, doi: https://doi.org/10.1016/j.neuroimage.2020.117581

8.Wang C-C., Tao S.*, Tao Q., Tervaniemi M., Li F-L., Xu P. (2020). Musical experience may help the brain respond to second language reading. Neuropsychologia, 148 (2020) 107655 . https://doi.org/10.1016/ j.neuropsychologia.2020.107655

9.Wang Y-P., Zuo C-X., Wang D-Y., Tao S.*, & Hao L. *(2020). Reduced Thalamus Volume and Enhanced Thalamus and Fronto-Parietal Network Integration in the Chess Experts. Cerebral Cortex, https://doi.org/10.1093/cercor/bhaa140.

10. Hu W., Tao S. Li M-S., and Liu C. (2019). Distinctiveness and Assimilation in Vowel Perception in a Second Language. Journal of Speech Language and Hearing Research. https://doi.org/10.1044/2019_ JSLHR-H-19-0074

11.Tao, S., Chen, Y-Y, Wang, W-J., Dong, Q., Jin, S-H, Liu, C. (2019). English consonant identification in multi-talker babble: effects of Chinese-native listeners’English experience. Language and Speech，Vol. 62(3) 531 –54

12. Zhong, L., Liu C., & Tao S. (2019). Sentence recognition for native and non-native English listeners in quiet and babble: effects of contextual cues. The Journal of the Acoustical Society of America, 145 (4), https://doi.org/10.1121/1.5097734

13.Feng, J., Tao S., Wu, X-C., Alsbury, K., & Liu, C. (2019). The effects of amplitude and duration on the perception of English statements vs questions for native English and Chinese listeners. The Journal of the Acoustical Society of America,145, EL449 (2019); https://doi.org/10.1121/1.5109046

14.Schumann G, Benegal V, Yu C, Tao S., Jernigan T, Heinz A, Araya R, Yu L, Calhoun V; Global Imaging Genetics in Adolescents Consortium. Lancet Glob Health. 2019 Jan;7(1):e32

15. Zhao,T-D., Liao, X., Fonov, V., Men,W-W.,Wang,Y-P., Qin, S-Z., Tan, S-P., Gao, J-H., Evans, A., Tao, S., Dong, Q., He Y. (2019). Unbiased Age-Appropriate Structural Brain Atlases for Chinese Pediatric Population. NeuroImage, 189:55-70

16.Wang, C-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, 10：100-116. DOI: 10.1080/17588928.2018.1529665

17.Tervaniemi, M., Tao, S. & Huotilainen, M. (2018). Promises of music in education? Frontiers in Education，3:74，doi: 10.3389/feduc.2018.00074

18.Sun, C-Y.*, Branum-Martin, L., Peng, P. & Tao, S.* (2018) Phonology, Orthography, and Decoding Skills Within and Across English and Chinese, Scientific Studies of Reading, 22:5, 401-419, DOI: 10.1080/10888438.2018.1466302

19.Peng, P.*, Barnes, M., Wang, C., Wang, W., Li, S., Swanson, H. L., Dardick, W., & Tao, S*. (2018). A Meta-Analysis on the Relation Between Reading and Working Memory. Psychological Bulletin. 144(1), 48-76

20.Li, S., Tao, S.*, Joshi, R. M., & Xu, Q. (2018). Second‐Language Reading Difficulties Among Native Chinese Speaking Students Learning to Read English: The Roles of Native and Second Language Skills. Reading Research Quarterly, 53(4), 423-441

21.Wang, D-Y., Hu, M-M., Li, S-T., Tao, S.* (2017). Psychometric Properties of the Temperament and Character Inventory-Revised in Chinese Young Adults. Current Psychology, Doi 10.1007/s12144-017-9643-3

22.Wang, D-Y., Li, S-T., Hu, M-M., Dong, D., Tao, S.* (2017). Negative academic emotion and psychological well-being in Chinese rural-to-urban migrant adolescents: Examining the moderating role of cognitive reappraisal. Frontiers in Psychology, 8:1312. doi: 10.3389/fpsyg.2017.01312

23.Hu,W., Mi, L., Yang, Z., Tao, S.*, Li, M. S., Wang, W.J., Dong, Q., & Liu, C*. Shifting Perceptual Weights in L2 Vowels Identification after Training. PLoS ONE 11 (9): e0162876.doi:10.1371/journal.pone.0162876

24.Huo, ST., Tao, S., Wang, WJ., Li, MS., Dong, Q., & Liu, C* (2016). Auditory detection of non-speech and speech stimuli in noise: Native speech advantage. The Journal of the Acoustical Society of America, 139, EL161-166

25.Peng P.*，Wang，CC., Tao, S.*，Sun, CY.(2016). The Deficit Profiles of Chinese Children with Reading Difficulties: a Meta-analysis. Educational Psychology Review, 2016:1-52

26.Yang Z., Wang CC., Feng , L., Li SF. & 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

27.Mi, L., Tao, S*., Wang WJ., Dong Q., & Liu, C.* (2016). English vowel identification and vowel formant discrimination by native Mandarin Chinese- and native English-speaking listeners: the effect of vowel duration dependence. Hearing Research, 333,58-65

28.Li, M.S., Wang, W.J., Tao, S.*, Dong, Q., & Liu, C.* (2016). Mandarin Chinese vowel-plus-tone identification in noise: effects of language experience. Hearing Research, 331, 109-118

29.Branum-Martin, L., Tao, S., Garnaat, S. (2015). Bilingual Phonological Awareness: Reexamining the Evidence for Relations within and across Languages. Journal of Educational Psychology, 107:111-125