Xia, R. X., Shao, H. H., Cui, L. L., Zhang, P. Y., Xue, J. W., Zhou, A. B., & Li, S. F*. (2021). Evidence for self-positivity bias in a subliminal self-cue: An event-related potential study. Neuroscience Letters. DOI: 10.1016/j.neulet.2021.135625

3.                      3.  Li, S. F., Yang, Z*., Wang, C., & Xu, Q. Y. (2021).Rural and urban disparities in selective attention in Chinese young adults: An event-related potential study. Applied Neuropsychology: Adult,DOI: 10.1080/23279095.2020.1861617

        4.   Li, S. F*., Xu, Q. Y., & Zhou, A. B. (2022). Follow up to a randomized controlled trial of the effect of self-affirmation on anxiety during the COVID 19 pandemic. Psychology, Health & Medicine, 27(2), 361-36.

         5.   Li, S. F*. & Xu, Q. Y. (2022). Family support as a protective factor for attitudes toward social distancing and in preserving positive mental health during the COVID-19 pandemic. Journal of Health Psychology, 27(4), 858-867.

6.            6.  Xu, Q., Tao, S., Li, S. F., Wang, W., Li, B., & Joshi, R. 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.

7.                 7.  李世峰, 吴艺玲, 张福民, 许琼英*, 周爱保*. (2020). 自我肯定缓冲新冠疫情引发的焦虑反应：一项随机对照研究. 心理学报, 52(7), 886-894.

            8.  Li, S. F., Nan, N*., Xu, Q. Y., & Li, J. (2020). Perceived quality of parent-child relationships by Chinese primary school students: The role of parents’ education and parent-child literacy activities. Child Language Teaching and Therapy, 36(2), 79-89.

9.             9.   Li, S. F., Xu, Q. Y*., & Xia R. X. (2020). Relationship between SES and academic achievement of junior high school students in China: the mediating effect of self-concept. Frontiers in Psychology, 10, 2513.

          10.  Li, S. F., & Xu, Q. Y*. (2019). Atypical frontal midline theta activity during cognitive control in heroin addicts. Neuroreport, 30(12), 852-855.

             11.  Xu, Q. Y., Li, S. F*., & Yang, L. (2019).Perceived social support and mental health for college students in mainland China: The mediating effects of self-concept. Psychology, Health, & Medicine, 24(5), 595- 604.

          12.   Xia, R. X., Su, W. R., Wang, F., Li, S. F*., Zhou, A. B*., & Lyu, D. (2019). The Moderation Effect of Self-enhancement on the Group- Reference Effect. Frontiers in Psychology, 10, 1463.

13.          13.   Li, S. F., Tao, S*., Josh, M. Xu, Q. F. (2018). Second language reading difficulties among native Chinese-speaking elementary school children learning to read in English: The roles of native language skills. Reading Research Quarterly. 53(4), 423-441. 被遴选为2019 International Literacy Day Feature Article，录制主编专访向全球二语教师推荐。

14          14.   Xia, R. X., Jin, R. J., Yong, L., Li, S. D., Li. S. F*., Zhou, A. B*. (2018). Temporal Features of the Differentiation between Self-Name and Religious Leader Name among Christians: An ERP Study. Frontiers in Psychology, 8, 2114.

            15.   Li, S. F., Xu, K., Xu, Q., Xia, R., Ren, D., & Zhou, A*. (2016). Positive bias in self-appraisals from friend's perspective: an event-related potential study. Neuroreport, 27, 694-698.

        16.   Li, S. F., Song, J, Guo, N., Yin, Y., & Tao, S*. (2014). The roles of phoneme awareness and letter-sound knowledge in learning to read English words for native Chinese speaking children: Findings from a training study. ISSBD 18th Biennial Meeting.

17.          17.   李世峰, 许琼英*. (2020). 视角采择降低自我中心化认知. 中国社会科学报.

18.          18.   李世峰, 许琼英*. (2018). 亲子阅读促进儿童早期语言和阅读发展. 中国社会科学报.

19.          19.   许琼英, 李世峰*, 杨振. (2017). 发展性阅读障碍的神经预测研究进展. 中国特殊教育, (2). 44-48.