| 首页|师资队伍|专任教师 |
陈宝国 教授 研究方向：双语的表征与加工过程；双语的认知控制机制；第二语言（英语）词汇的习得、句法与语义的加工；执行功能和第二语言句法加工的关系等。 个人履历 学习经历：
科学研究 科研项目： 主持和参与的科研项目： 汉语词义的信息加工过程与表征（1998-2001，自然科学基金）。 儿童语言发展及其神经机制（2000-2003，攀登计划子项目）。 汉英双语者语言表征及代码切换的认知神经机制研究（2003-2005，自然科学基金）。 小学儿童句法意识发展特点的研究（2003-2005，北京市教育科学规划项目）。 汉字形音义加工时间进程的研究（2004-2006，onthegopto.com认知所青年教师基金）。 汉语儿童语言发展与促进（2002-2006，教育部文科基地项目）。 汉字习得年龄影响汉字加工的认知机制 （2010-2012，教育部人文社会科学基金, 项目号：09YJAXLX002）。 汉英双语者第二语言语法加工的影响因素及其神经机制（2011-2013，中央高校基本科研业务费专项资金）。 汉英双语者第二语言语法加工影响因素的研究（2011-2014，国家社科基金，项目号：11BYY039）。 第二语言词汇学习的认知神经机制（2014-2016, 认知神经科学与学习国家重点实验室开放课题，项目号：CNLYB1309）。 中国英语学习者英语歧义词习得机制研究（2017-2019，北京市教育科学“十三五”规划重点课题，项目号：CADA17077）。 第二语言歧义词习得的认知机制研究（2020-2023，国家自然科学基金，项目号：31970976）。 科研成果： 英文文章
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(2019).高限制性句子语境条件下词汇接触次数和二语熟练度对词汇习得的影响.心理与行为研究，17(2), 153-159. 路瑶，张颖颖，陈宝国 (2018). 主动性控制在语言转换线索加工阶段的作用。心理与行为研究，16 (1), 37-44. 何文广，陈宝国. 汉语主、宾关系从句加工难度及其核心名词生命性效应. 心理科学, 2016, 39(1), 43-49. 张颖颖，于方静，周治金，陈宝国.汉语时间-空间隐喻加工垂直偏向性的稳固性.心理与行为研究, 2016, 14(4), 446-452. 刘欢欢，陈宝国 (2015). 语言转换的认知及其神经机制. 心理科学, 38(1), 98-103. 马腾飞，汪竹，陈宝国(2014). 语音短时记忆与词汇知识对第二语言词汇学习的影响. 心理科学, 37(1),124-131. 施佳威，陈宝国(2014). 母语者与二语者屈折词和派生词语素加工的差异. 心理科学, 37(2), 322-328. 唐瑜婷，陈宝国(2014). 工作记忆、语境限制强度和句子长度对二语词汇学习的影响. 心理科学, 37(3),649-655. 胡琳，陈宝国(2014). 汉英双语者对英语长距离主谓一致性结构加工的不敏感性. 心理与行为研究, 12(1), 8-14. 胡姗姗，刘宁宁， 陈宝国 (2013). 主-谓数一致产生中的分布性效应及其理论. 心理与行为研究，11(6) 843-848. 何文广，陈宝国（2013）.句子加工中核心名词动物性效应及其认知机制. 心理科学进展，21(3)，437-447. 马腾飞，欧帮飞，陈宝国（2013）.汉语母语者英语动词三种屈折变化形式加工机制的差异. 心理科学，36(2)，271-278. 梁利娟，陈宝国（2013）.元语言意识对第二语言习得的影响及其与其他因素的交互作用. 外语教学的理论与实践，2，21-27. 药盼盼，王瑞乐, 陈宝国（2013）.工作记忆容量对二语句子加工中动词偏好信息利用的影响. 外语教学的理论与实践，1，15-21. 药盼盼，李妮，陈宝国（2012）.词根频率对汉语母语者英语屈折词和派生词表征方式的影响. 外语教学与研究，40(5),694-705. 陈宝国，胡琳（2012）.加工速度对晚期第二语言学习者句法加工的影响. 心理科学，35(5)，1031-1038. 王瑞乐，陈宝国（2012）.记忆的生存加工优势效应.心理科学,35(3),550-556. 何文广，陈宝国，崔鹏（2012）.主宾关系从句加工的不对称性效应及其神经机制.心理科学进展，20(7),981-994. 汪竹，陈宝国. (2011). 词汇语音学习的影响因素. 心理科学, 34(5), 1033-1039. 郭晶晶，陈宝国. (2011). 汉英句法结构相似性与第二语言的熟练度对第二语言句法加工的影响. 心理科学, 34(3), 571-575. 白利莉，陈宝国.(2011). 汉字习得年龄对词类信息加工的影响. 心理科学, 34(2), 343-347. 张振军，丁国盛, 陈宝国.(2011). 汉字习得的年龄效应:语音完整性假设的检验. 心理发展与教育, 27(6),577-583. 何文广， 陈宝国.(2011). 语言对认知的影响-基于双语认知"优势效应"的分析. 心理科学进展, 19(11), 1615-1624. 魏晓言，陈宝国. (2011). 语言对知觉的影响-来自颜色范畴知觉研究的证据. 心理科学进展，19(1), 35-41. 何文广，陈宝国. (2011). 认知神经科学及多学科视域中的宾主关系从句. 南京师大学报(社科版)，3, 132-139. 陈宝国，徐慧卉. (2010). 工作记忆容量的差异对第二语言句法歧义句加工的影响. 心理学报，42 (2)，185-192. 陈宝国，尤文平，张亚峰，刘文唤. (2010). 汉字早期字形加工阶段的习得年龄效应. 心理科学，33 (3), 726-728. 王瑞乐，李妮，陈宝国， (2010). 句子加工中的语义P600效应. 心理科学进展, 18(4), 545-552. 贾月芳，陈宝国. (2009). 双语跨语言的句法启动. 心理科学进展, 17(1), 56-63. 肖丽辉，罗倩，陈宝国，彭聃龄. (2009). 不同加工任务下情绪词的掩蔽重复启动效应. 心理科学，32(1) ，110-113. 陈宝国，高怡文. (2009). 工作记忆容量的限制对第二语言语法加工的影响. 外语教学与研究，41 (1)，38-45. 陈宝国，高怡文. (2009). 跨语言启动的不对称现象及其理论解释的新进展. 心理与行为研究，7 (1)，71-75. 郭晶晶，陈宝国. (2009). 汉、英句法结构的相似性对英语句法加工的影响. 心理科学，32(2) ，320-323. 陈宝国，陈雅丽. (2008). 小学儿童句法意识、语音意识与阅读理解成绩的关系. 心理科学，31(4), 892-895. 陈宝国，宁爱华. (2008). 汉语主语和宾语关系从句加工难度的比较. 应用心理学，1，29-34. 项玉，王立新，陈宝国，邹瑾. (2008). 孤独症者知觉信息加工理论评述. 中国特殊教育，3，31-36. 王立新，陈宝国，彭聃龄. (2007). 家中不同游戏情境中婴儿与父母交流行为的比较研究. 心理科学，30(3)，686-688. 陈宝国，尤文平，周会霞. (2007). 汉语词汇习得的年龄效应：语义假设的证据.心理学报，39(1), 9-17. 郭晶晶，陈宝国. (2007). 浮现理论及其对第二语言获得年龄效应的新解释. 心理科学，30(2), 500-503. 寇彧， 陈宝国（2007）. 普通心理学"教学新探索. 高等理科教育. 1, 92-95. 陈雅丽，陈宝国. (2006). 儿童句法意识与阅读能力发展的关系. 心理科学进展，1，53-59. 陈宝国，尤文平，王立新. (2006). 词汇习得年龄效应的研究进展. 心理科学，6, 1515-1517. 陈宝国，王立新，彭聃龄. (2006). 高、低频汉字形音义激活的时间进程. 心理与行为研究，4，252-257. 王立新，陈宝国， 彭聃龄. (2005). 家庭游戏情境对父婴交流行为的影响. 心理科学，4, 830－832. 陈宝国，周会霞. (2005). 多义词意义间的联系程度对词汇判断时间的影响. 心理与行为研究，3, 214-218. 陈宝国，宁爱华. (2005). 汉字识别中的同音字效应: 语音影响字形加工的证据. 心理学探新, 4: 35-40. 陈宝国. (2004). 双语双文教学促进学生智力、非智力发展的研究. 心理科学，1, 97-100. 陈宝国，王立新， 彭聃龄. (2004). 词汇习得年龄和频率在词汇识别中的作用. 心理科学，5, 1060-1064. 陈宝国，王立新，彭聃龄， (2003). 汉字识别中形音义激活时间进程的研究(Ⅱ ). 心理学报, 5, 576-581. 彭聃龄，邓园，陈宝国， (2003). 汉语多义单字词的识别优势效应. 心理学报, 5, 569－575. 陈宝国. (2003). 双语双文教学促进学生数学能力发展的研究. 心理发展与教育，3, 63-72. 陈宝国. (2002). 双语双文教学促进学生语文能力发展的研究. 中央民族大学学报，5, 140-144. 陈宝国，彭聃龄. (2001). 语言习得的关键期及对教育的启示. 心理发展与教育, 17(1), 52-57. 陈宝国，彭聃龄. (2001). 汉字识别中形音义激活时间进程的研究(I) . 心理学报，33(1), 1-6. 陈宝国，彭聃龄. (2001). 汉语双字多义词的识别优势效应. 心理学报, 33(4), 300-304. 陈宝国，彭聃龄. (2000).词义通达的三种理论模型及研究简介. 心理学探新, 20: 42-46. 陈宝国，彭聃龄. (1999). 词汇识别中句子和课文语境效应的研究进展. 心理科学进展, 7(1)，12-16. 陈宝国，彭聃龄. (1998). 词的具体性在词汇识别中的作用. 心理学报,30(4)，387-393. 陈宝国. (1993). 柯林斯语义层次网络模型的实验研究. 心理学报, 25(3), 359-365.
教学工作 主讲心理学院本科生"普通心理学"；研究生"心理语言学"、"心理学进展"、"心理学概论"、“心理学研究方法”等课程。
社会工作 中国心理语言学专业委员会副会长；中国英汉语比较研究会理事；中国神经语言学研究会常务理事。
其他 荣誉奖励： 北京高等学校优秀专业课主讲教师，2021年。 《普通心理学》获评2021年北京高校优质本科课程重点专业课程。 onthegopto.com教学名师奖，2016。 onthegopto.com本科教学优秀奖，2015。 onthegopto.com钱瑗教育基金优秀教师奖，2013。 入选2011年教育部新世纪优秀人才支持计划。 主持课程"普通心理学" 获评2010年国家精品课程。 《普通心理学》（第三版）获2012年北京市高等教育教学成果一等奖。 获2010年onthegopto.com优秀共产党员称号。 "立足基础培养兴趣的普通心理学教学改革"获2008 年onthegopto.com教学成果二等奖。 主讲课程"普通心理学"，获评2005年北京市精品课程。 《普通心理学》（第二版），获北京市第八届哲学社会科学优秀成果一等奖，2005。 《普通心理学》（第二版），获北京市优秀教学成果一等奖，2004。
2002：肖丽辉 2003：宁爱华，陈雅丽，周会霞 2004：尤文平，郭晶晶，徐慧卉 2005：高怡文，杨梅英 2006：贾月芳，胡琳，欧帮飞 2007：白利莉，李妮，王瑞乐 2008：汪竹，顾鹏 2009：魏晓言，崔鹏 2010：马腾飞，药盼盼 2011：施佳威，胡姗姗 2012：唐瑜婷 2013：张颖颖，张青格 2014：路遥 2015：李博闻 2016：张媛玥 2017：杨雪锋 2018：马律衡 2019：陈嘉彦 2020：邹子兰 2021：刘亚男 2022：孟玉洁 博士生 2009：周会霞 2010：何文广 2011：梁利娟 2012：马腾飞，邓太萍 2013：刘欢欢 2014：吕军梅 2015：郝思嘉 2016：焦鲁 2017：李博闻 2018：王珏 2019：丛凤娇 2020：蒋思艺 2021：赵长泽 2022：刘东雪
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