李菲茗
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副教授
硕士生导师
- 性别 : 女
- 毕业院校 : 佐治亚大学
- 学历 : 博士研究生毕业
- 学位 : 博士学位
- 在职信息 : 在岗
- 所在单位 : 教育学院
- 入职时间 : 2018-10-17
- 学科 : 教育学 应用心理
- Email : 054ab3846af015ef6f0150465dcb7e0680309c64653ab9175ea250ec7a287fecab30813ee0c1b8fd9e3fcf4d958ab5ab3adcb71d977c0e2063a796520a11138877d8ac7e0ae3990e0470615bd1fac394209747230f43540ff4ebbead77acb4db63805c8c434654d605bfe0564e7252547e0b20ccd47b3a3b01992b34f0f3125e
访问量 ：
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[1] Li, Feiming; Yan, Xinyu; Su, Hongli; Shen, Rong; Mao, Gang; An Assessment of Human-AI Interaction Capability in the Generative AI Era: The Influence of Critical Thinking, Journal ofIntelligence, 2025, 13(6)
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[2] 李菲茗; 王香云; 饶姣; 胡亦玮; 汪俊; 受挫经历对儿童坚持性的影响及不同上行社会比较的作用,应用心理学, 2025, 31(6): 533-540
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[3] Hangqi Xu; Jiawei Xiong; Feiming Li; A modified hidden Markov model for detecting insufficient effort responses in questionnaires, Behavior Research Methods, 2025, 57(12) ( 通讯作者 )
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[4] 毛刚 龙周萍 李菲茗. (2024). Aigc环境下学习者数字创作实践特征与学习体验调查研究. 电化教育研究, 45(10), 79-85..2026
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[5] 夏晶, & 李菲茗. (2024). 基于潜在剖面分析的初中生心理健康影响因素分析. 现代中小学教育, 40(11), 87-94.
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[6] Xiong, J. , & Li, F. . (2023). Bilevel topic model‐based multitask learning for constructed‐responses multidimensional automated scoring and interpretation. Educational Measurement: Issues & Practice, 42(2).(通讯作者）
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[7] 夏晶, 李菲茗, & 周孟秋. (2021). 小学学业抗逆与社会情感抗逆的研究——基于浙江省教育质量监测数据的分析. 上海教育科研, 000(001), 49-53.
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[8] 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，2020, No.544(05), 29-37, 77
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[9] Wang, C. , Li, H. , Jia, L. , Li, F. , & Wang, J. . (2020). Theta band behavioral fluctuations synchronized interpersonally during cooperation. Psychonomic Bulletin & Review, 1-8.
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[10] Zhang, X, Li, F, Wang, H., Mao, Z., Li, H., Wang, J., & Jia, L. Attentional blink effects on S-Cone Stimuli. I-Percetion, 2019 ,10(1), 1-10.
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[11] Zhan, P., Jiao, H., Liao D.& Li, F. A longitudinal Higher-order diagnostic classification model. Journal of Educational and Behavioral Statistics, 2019, 44(3),251-281.
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[12] 叶艳伟, 李菲茗*, 刘倩倩,等. 知识追踪模型融入遗忘和数据量因素对预测精度的影响[J]. 中国远程教育(综合版), 2019, 000(008):20-26.
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[13] 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, 2019,No. 534(07), 86-91.
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[14] 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, 2018, No.520(05), 63-67, 78.
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[15] 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.
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[16] 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):285–304.2020
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[17] 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
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[18] 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.
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[19] 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.
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[20] 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.
