CURRICULIUM VITAE

Shouxin Li

Profile

Education

1983—1987, Bachelor of Science, Department of Education, Qufu Normal University

1991—1994, Master of Education, Department of Psychology, Beijing Normal University

2003—2006, Ph.D of Education, Department of Psychology, Shandong Normal University

2008—2009, Senior visiting scholar, Department of Psychology, The State University of New York at Buffalo

Career

1987—1994, Lecturer, Department of Education in Qufu Normal University

1994—2002, Associate Professor, Department of Education in Qufu Normal University

2002—present, Professor, Department of Psychology in Shandong Normal University

Research interests

His research interests are in human cognitive styles and working memory.

• Human cognitive styles

A central part of his research focuses on cognitive styles, which allows the study of individual differences in information processing. He focuses on two kinds of cognitive styles----field dependence-independence (FDI) cognitive style, which refers to two contrasting methods that people use to isolate target information from its context, and object-spatial cognitive style, which refers to the ability to process visual information about objects or about spatial relations between objects. The cognitive styles significantly affect our everyday life and modulate our performance on cognitive task. He explores the mechanism underling different cognitive styles and the practical application in daily teaching.

• Working memory

Another central part of his research focuses on visual working memory (VWM), that is, the ability to temporarily keep in mind and manipulate visual information drawn from the environment and from long-term memory. He explores how similarity of objects affects VWM representations during encoding, retaining and retrieval phase of VWM. He also explores the processing mechanism of similarity effect using a variety of methodologies and tries to establish the relationship model of similarity, cognitive style and VWM representations.

On a related note, it is established that VWM and attention are closely related constructs, with selective attention determining to a large extent what is stored in memory and what is forgotten. Some of his research explores how different kinds of attention affect VWM representation during encoding and retaining phase, and how the content and load of VWM affect selective attention. This study has critical implications for understanding the nature of the interactive relationship between VWM and attention.

Grants

•The effect of different attention on visual working memory representation. (2019-2022), Fund of the National Natural Science Foundation of China (￥600000), PI.

•The influence of object similarity and individual cognitive style on visual working memory representation. (2015-2018), Fund of the National Natural Science Foundation of China (￥530000) , PI.

•The effect of cognitive styles and emotion on general autobiographical memory and the analysis of patients with post-traumatic stress disorder after earthquake. (2010-2012), Fund of humanities and social sciences project by the Ministry of Education in China (￥70000) , PI.

•Effects of emotional arousal on associative memory: The limits and cognitive neural mechanisms (2016-2019) (main participant researcher), Fund of the National Natural Science Foundation of China (￥640000)

•Research on the psychological inducing mechanism of charitable donation. (2015-2018) (main participant researcher), Fund of the National Social Science Foundation of China (￥200000)

Publications

Li, S., Che, X., Li, Y., Wang L., & Chen, K. (2019). The effects of capacity load and resolution load on visual selective attention during visual working memory. Acta Psychologica Sinica, 51(5), 527–542.

Che, X., Ding, X., Ling, X., Wang, H., Gu, Y., & Li, S. (2019). Does maintaining bindings in visual working memory require more attention than maintaining features?. Memory. (online)

Tian, Q., Han, H., Zhang, D., Ma, Y., Zhao, J., & Li, S. (2018). Earthquake trauma, overgeneral autobiographical memory, and depression among adolescent survivors of the Wenchuan Earthquake, Frontiers in Psychology, 9, 1–6.

Xin, X., Lv, X., Li, M., Han, H., Zhang, Q., & Li, S. (2018).The effect of the alignment of emotional motivational intensity and working memory task demands on self-control. Journal of Psychological Science, 41(05), 1062–1068.

Wang, K., Miao, Y., Che, X., & Li, S. (2018).The influence of spatial working memory load on inhibition of return elicited by central gaze cue. Psychological Development and Education, 34(06), 649–655.

Hua, Q., Zhang, D., Che, X., & Li, S. (2017). Effects of working memory span training on solving arithmetic word problems in primary school students. Educational Research and Experiment, 5, 84–90.

Han, H., Li, S., & Wang, H. (2017). On attribution training in upper secondary school students with the depression tendency. Chinese Journal of Special Education, 10, 84–90.

Zhang, Q., Li, S., Wang, X., & Che, X. (2016). The effects of direction similarity in visual working memory: Behavioral and ERP studies. The Quarterly Journal of Experimental Psychology, 69 (9), 1812–1830.

Wang, L., Li, S., & Zhang, Q. (2016). The effect of the focality of processing and ongoing task load on prospective memory for undergraduates with different cognitive styles. Psychological Development and Education, 32(2), 79–87.

Wang, X., Liu, L., Adams, W., Li, S., Zhang, Q., Li, B., Wang, M., & Cui, R. (2015). Cocaine exposure alters dopaminergic modulation of prefronto-accumbens transmission. Physiology & Behavior, 145, 112–117.

Che, X., Zhang, Q., & Li, S. (2015). The influence of the familiarity of distractions and cognitive styles in text reading. Psychological Development and Education, 31(2), 198–203.

Jia, S., Zhang, Q., & Li, S. (2014). Field dependence–independence modulates the efficiency of filtering outirrelevant information in a visual working memory task. Neuroscience, 278, 136–143.

Li, S., Zhang, D., & Zhang, J. (2014). The effect of causal diagrams on expository texts reading for individuals with different cognitive styles. Acta Psychologica Sinica, 46(8), 1043–1501.

Ma, Y., & Li, S. (2014). The effect of high-approach-motivated positive affect on attentional flexibility. Psychological Exploration, 33(6), 517–522.

Li, S., Chen, H., & Zhang, J. (2013). The influence of context positioning on ambiguity resolution for individuals with different cognitive styles. Journal of Psychological Science, 36(5), 1073–1077.

Ma, Y., Li, Y., & Li, S. (2013). Type D personality and coronary heart disease：Mediating effect of negative emotion and social support. Chinese Journal of Clinical Psychology, 21(2), 224–228.

Jia, G., & Li, S. (2013). The difference between individuals with different cognitive styles in inhibiting the syntactic ambiguity. Psychological Exploration, 33(2), 163–167.

Jia, G., & Li, S. (2013). The mechanism of individuals with different cognitive styles inhibiting the inappropriate meaning of ambiguous words. Journal of Psychological Science, 36(2), 340–343

Zhang, J., Chen, H., Zhang, D., & Li, S. (2012). Role of context type in pronouns ambiguity resolution for individuals with different cognitive style. Chinese Journal of Applied Psychology, 18(4), 315–322.

Yue, P., Li, S., & Bai, X. (2012). Individuals of field dependence-independence cognitive style in three-dimensional mental rotation tasks showed differences in neural efficiency: Evidence from slow cortical potentials. Psychological Exploration, 32(6), 531–535.

Li, Y., & Li, S. (2012). Distinctiveness of type D personality, depression and anxiety in patients with coronary heart disease. Chinese Mental Health Journal, 26(7), 505–510.

Li, S., Gong, D., Jia, S., Zhang, W., & Ma, Y. (2011). Object and spatial visualizers have different object-processingpatterns: Behavioral and ERP evidence. Neuroreport, 22(17), 860–864.

Li, S., Xu, Z., & Chen, H. (2010). Eye movements of individuals with different cognitive styles while reading text with distraction. Acta Psychologica Sinica, 42(5), 539–546.

Zhang, L., Quan, C., & Li, S. (2010). The effect of reminders on event-based prospective memory. Psychological Science, 33(6), 1405–1407.

Li, S., Luo, L., Gong, D., & Dai, G. (2009). Influence of presentation modes and cognitive styles on the effects of text signals. Studies of Psychology and Behavior, 7(2), 104–108.

Li, S., Dong, L., & Gong, D. (2008). Attention, cognitive style and tap effect of prospective memory. Acta Psychologica Sinica, 40(11), 1149–1157.

Li, S. (2008). ERP study of difference cognitive styles individuals in the processing of consistency judgment of graphics. Psychological Exploration, 28(3), 47–52.

Ma, Y., & Li, S. (2007). Electrophysiological basis of individual iifferences of intelligence:

Evidence from EEG and ERP data. Advances in Psychological Science, 15(6), 872–877.

Li, S., & Zhou, Y. (2006). The influence of individual cognitive style and material complexity on visuo-spatial working memory. Acta Psychologica Sinica, 38 (4), 523–531.

Liu, N., & Li, S. (2006). The social orientation of field-dependent and field-independent individuals in explicit memory and implicit memory. Psychological Science, 29(5), 1111–1115.

Li, S., & Song, Y. (2006). Research on the prospective memory of students with different cognitive styles. Psychological Development and Education, 2, 18–22.

Li, S., Ding, Z., & Zhang, L. (2005). The effect of cognitive style and cue characteristics on prospective memory. Acta Psychologica Sinica, 37(3), 320–327.

Li, S., & Zhang, Z. (2003). The effect of cognitive styles and teaching strategy on English learning. Psychological Science, 26(3), 519–520.

Li, S., & Chen, H. (2003). Influence of cognitive styles and subjects on reading transfer. Psychological Development and Education, 4, 52–55.

Du, X., & Li, S. (2002). A comparative study of the cognitive styles of hearing disable children and normal children. Chinese Journal of Special Education, 1, 33–36.

Li, S., & Zhang, X. (2001). Exploration of the mental health criterion between China and west countries and their implacations. Exploration of Psychology, 21(3), 47–50.

Song, G., Li, S., & Wang, X. (2001). The effects of students cognitive styles on article reading comprehension. Psychological Development and Education, 2, 31–35.

Li, S., & Song, G. (1994).A study on the cognitive styles of senior middle school students. Acta Psychologica Sinica, 26(4), 378–384.

Contact details

Email: shouxinli@sdnu.edu.cn

Telephone: 086-531-86181178

Address: 88 East Wenhua Road, Jinan, 250014, P. R. China