Feiming LiAssociate Professor of Educational Technology, Zhejiang Normal University. Focuses on research in Psychometrics and Learning analysis. Some of the papers published are as follows: Xiong, J., Li, F*. (2023). Bilevel topic model‐based multitask learning for constructed‐responses multidimensional automated scoring and interpretation. Educational Measurement: Issues and Practice, 42(2), 42-61. Pan, T, Zheng, Z., Li, F*,Wang, J.(2022). Memory matching features bias the ensemble perception of facial identity.Frontiers in Psychology, 12. Zhan P, Li, F., Jiao, H. Editorial: Cognitive diagnostic assessment for learning. Frontiers in Psychology. 2021.11. Li, F. , Wang, L. , Jia, L. , Lu, J. , & Wang, J. . (2021). The varying coherences of implied motion modulates the subjective time perception. Frontiers in Psychology, 12..DOI:10.3389/fpsyg.2021.602872. Jia L, Cheng M, Sung B, Wang C, Wang J and Li F* (2020) Frontal Theta Oscillation as a Mechanism for Implicit Gender Stereotype Control: Electrophysiological Evidence From an Extrinsic Affective Simon Task. Front. Hum. Neurosci. 14:573187. doi: 10.3389/fnhum.2020.573187. Zhan, P., Jiao, H., Liao, D., & Li, F. (2019). A longitudinal higher-order diagnostic classification model. Journal of Educational and Behavioral Statistics. 李菲茗, 张浩, 林丽娟, & 黄怡. (2020). 计算机交互式评价的开发研究——以科学探究为例. 中国远程教育, 000(005), 29-37. 詹沛达,田亚淑,于照辉,李菲茗,王立君,概率逻辑与模糊逻辑在精细化学习诊断中的对比研究,心理科学,2020，43(5). 李菲茗, 叶艳伟, 李晓菲, & 史丹丹. (2019). 知识追踪模型在教育领域的应用:2008—2017年相关研究的综述. 中国远程教育(综合版), 000(07), 86-91. 叶艳伟,李菲茗*,刘倩倩, & 林丽娟.（2019）.知识追踪模型融入遗忘和数据量因素对预测精度的影响.中国远程教育(综合版), 000(008), 20-26. 詹沛达,于照辉,李菲茗,王立君,一种基于多阶认知诊断模型测评科学素养的方法,心理学报2019，51(6) 李菲茗, 李晓菲, 黄亚平, & 叶艳伟. (2018). 训练对同伴互评评分准确性的影响——以"三维动画设计与建模"课程为例. 中国远程教育（综合版）(5), 63-67,78. Li, F., Cohen, A.S., Bottge, B. & Templin. A latent transition analysis model for assessing change in cognitive skills. Educational and Psychological Measurement, 2016,76(2):181-204. Yao L. & Li F. A DIF Detection Procedure in Multidimensional Item Response Theory Framework Using MCMC Technique. International Journal of Quantitative Research in Education, 2015; 2(3):285–304 Papa F. & Li F. Evidence of the preferential use of disease prototypes over case exemplars among early year one medical students prior to and following diagnostic training. Diagnosis, 2015, 2(4):217-225 Li F., Kalinowski KE, Song H, Bates B. Relationships between the Comprehensive Osteopathic Medical Achievement Test (COMAT) subject examinations and the COMLEX-USA Level 2-Cognitive Evaluation. Journal of American Osteopathic Association, 2014，144（9），714-721. Li F., Gimpel J., Arenson E., Song H., Bates B. & Ludwin F. Relationship between COMLEX-USA scores and performance on the American Osteopathic Board of Emergency Medicine Part I Certifying Examination. Journal of American Osteopathic Association，2014 114(4):260-266. Levy D., Dvokin R., Schwartz A., Zimmerman S. & Li F. (2014). Correlation of the Emergency Medicine Resident In-Service Examination with the American Osteopathic Board of Emergency Medicine Part I. Western Journal of Emergency Medicine, 15 (1), 45-50. Li, F., Cohen, A. S. & Shen, L.(2012). Investigating the Effect of Item Position in Computer-Based Tests. Journal of Educational Measurement, 49, 362-379. Orrill, C. H., Brown, R. E., Li, F., & Geisler, S. K. (2012). Questioning teacher goals in professional development: Shaping satisfaction perceptions, and performance. In B. Boufoy-Bastick (Ed.), Cultures of professional development for teaching: Collaboration, reflection, management and policy (pp. 573-600). Strasbourg, France: Analytrics. Shen, L., Li, F., Wattleworth, R., & Filipetto, F. (2010). The promise and challenge of including multimedia items in medical licensure examinations: some insights from an empirical trial. Academic Medicine, 85, S56-S59. Li, F., Cohen, A.S., Kim, S.H., & Cho, S.J. (2009). Model selection methods for mixture dichotomous IRT models. Applied Psychological Measurement, 33, 353-373. Cho, S.J., Li, F., & Bandalos, D.L. (2009). Accuracy of the parallel analysis procedure in exploratory factor analysis of polychoric correlations, Educational and Psychological Measurement, 69, 748-759. Hong, J.Y., Li, F., Cho, S.-J., Schutz, P.A., & Cohen, A.S. (2006). Why students do not respond to NAEP reading questions: The relationship between students' response patterns and reading motivation. Sun-Chung-Uh-MUN, 34, 179-199. Li, F., Fu, G., (2001). The application of adult attachment questionnaire (3.1) in China. Journal of Chinese Clinical Psychology, 9(3), 190-192.