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科研技俩：ai换脸 porn
量化心扉学商讨递次类技俩
跟踪商讨中贯穿时辰动态模子的建构、拓展与哄骗，国度当然科学基金(32071091)，2021,1- 2024,12，58万，主捏
密集型跟踪数据中时变效应的分析过甚在心扉学商讨中的哄骗，国度当然科学基金(31571152)，2016,1- 2019,12，64万，主捏
跟踪商讨中潜类别混杂模子和多阶段发展模子分析递次过甚哄骗，国度当然科学基金后生科学基金技俩（31100759），2012,1-2014,12，23万，主捏
证明与心扉测评商讨类技俩
高考网上评卷主不雅题评分间隙的测量及为止，国度证明考试科研计算课题（GJK2017015），2017.12-2019.12，4万，主捏
大夫阅历考试临床执业大夫技俩功能各异商讨，国度医学考试中心，2018.9-2019.12,10万，主捏
中等作事学校语文、历史课程圭臬学科中枢修养，证明部，2018.1-2018.9,5万，主捏
高中课程圭臬改造学科测试及问卷调研数据分析，中华东谈主民共和国证明部，2016.5-2017.5, 71万，主捏
智能语音时代及产物研发与产业化:子课题，工业和信息化部，2014.11-2016.11，35万元，主捏
多维测验才略算计及等值递次商讨，北京师范大学自主课题。2015.-2017.12,30万，主捏
技俩时代评释、数据分析以及数据库平台竖立、各界限常模制定，国度科技基础性责任专向“中国儿童青少年心扉发育特征拜谒”子课题，2009.8-2010.6，10万，主捏
充分证实考试的评价功能——考试信息的挖掘与反馈，世界证明科学计算课题（考试商讨专项），2007.1-2010.1，3万，主捏
测量表面和统计分析模子在证明质地监测中的哄骗，世界证明科学“十二五”计算重心课题（GFA111001），2012.1-2017.12，3万，主捏
《通顺员基础证明课程研制技俩》之学科学业质地与课程践诺情状调研，国度体育总局，2012.1-2012.12，主捏
北京市东谈主才给与中抗乌有的自相宜东谈主格迫选测验的研发与哄骗，证明部高校共建（019-105812），2013.7-2018.12，50万，主捏
大夫阅历考试医学空洞笔试的及格分数线等值商讨，国度医学考试中心，2012.1-2013.12，5万，主捏
高等证明大家化阶段质地保险与评价体系商讨（1）子课题——评价方针体系的竖立，十一五国度重心，5万元，主捏
证明质地评价、分析与领导系统：抽样联想与数据分析，证明部课程课本中心，2003.7-2013.5
高考等值联想商讨，证明部考试中心拜托技俩, 2008.3-2009.12
证明与心扉测评践诺类技俩
高考网上阅卷主不雅题评分间隙近况商讨，证明部考试中心拜托课题，2017.1-2018.12，10万，主捏
江苏省高考数据分析、评释撰写与解读，2016.8-2018.3，80万，江苏省考试院
北京市中小学生空洞心扉涵养测评模子的研发,2015.12-2017.12,1000万，北京师范大学“改日证明”高精尖翻新中心子技俩
官渡戋戋域义务证明阶段证明质地检测试点，云南省证明厅，2015.1-2015.12，15万元，主捏
作事司理东谈主测评系统作事酷好测验模块研发，北京盟国佳通电子科技有限公司，2014.11-2015.11，20万元，主捏
“升值评价系统”技俩测试器用迷惑，大连必由学证明收集股份有限公司，2014.10-2015.12，5万元，主捏
“狡计机自相宜测试”技俩迷惑，全好意思在线（北京）证明科技有限公司，2014.3-2015.3，14.24万元，主捏
县域义务证明阶段证明质地监测试点技俩，天津市西青区证明局&广东省中山区，2012.9-2013.9，30万，主捏
证明部证明质地监测中心数据分析系统竖立，2008.1-2014.7
大学英语四、六级考试扫尾评价及影响要素商讨, 证明部考试中心拜托技俩, 2008.5-2009.12
自主命题省份高考试题社会反响拜谒及质地分析，证明部考试中心拜托技俩, 2007.6-2007.9
教学转换技俩
“心扉统计”交互式可视化教学平台的研发与哄骗，北京师范大学，2021.7-2022.7,10万，主捏
本科生心扉统计在线MOOC课程竖立，北京师范大学，2017.1-2018.12，25万，主捏
商讨生高等心扉统计学混杂式教学课程竖立，北京师范大学，2017.1-2018.12,20万，主捏
心扉学商讨递次课程竖立，北京师范大学，2010.1-2022.12,5万，主捏
科研后果：发表论文：
Liu, H., Yuan, K-H., Li, H. (2023). A Systematic Framework for Defining R-squared Measures in Mediation Analysis. Psychological Methods. (in press)
Xu, X., Chen, C., Wang, L., Zhao, M., Xin, Z., Liu, H.* (2023). Longitudinal relationship between number line estimation and other mathematical abilities in Chinese preschool children. Journal of Experimental Child Psychology. 228, 105619.
Xiao,Y., Liu,H.*(2023). A state response measurement model for problem‑solving process data. Behavior Research Methods. https://doi.org/10.3758/s13428-022-02042-9.
Zhao, D., Wang, D., He, Z., Yuan, S., Zhu, D., Liu, H.*(2022). Victim profiles and the protective role of school anti‑bullying norms: a study of Chinese adolescents. Current Psychology. https://doi.org/10.1007/s12144-022-04204-6
Wu,R., Shi, P., Wu,X., Yang,H., Liu,H*., Liu, J*.(2022). A multilevel person-centered examination of students' learning anxiety and its relationship with student background and school factors. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2022.102253
波多野结衣 女同Li, R., Liu,H*., Chen, Z., Wang, Y. (2022). Dynamic and cyclic relationships between employees' intrinsic and extrinsic motivation: Evidence from dynamic multilevel modeling analysis. Journal of Vocational Behavior. https://doi.org/10.1016/j.jvb.2022.103813.
Li, H., & Liu, H.* (2022). A monte carlo confidence interval method for testing measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal. https://doi.org/10.1080/10705511.2022.2034114
He, M., Xu, L.-X., Li, C.-s. R., Liu, Z., Hu, J., Guo, X., Liu, H*., & Zhang, J.-T. (2022). Do real-time strategy video gamers have better attentional control? Human Factors. https://doi.org/10.1177/00187208211064683
Wang D., Liu H*, Hau K-T. (2021). Automated and interactive game-based assessment of critical thinking. Education and Information Technologies. https://doi.org/10.1007/s10639-021-10777-9
Liu Y., Wang C., Liu J., & Liu H* (2021): The role of cognitive activation in predicting mathematics self-efficacy and anxiety among internal migrant and local children, Educational Psychology, DOI: 10.1080/01443410.2021.1987388
Liu,H., Yuan, K-H., Wen, Z. (2021). Two-level moderated mediation models with single-level data and new measures of effect sizes. Behavior Research Method. https://doi.org/10.3758/s13428-021-01578-6
Han, Y., Liu, H*., & Ji, F. (2021): A Sequential Response Model for Analyzing Process Data on Technology-Based Problem-Solving Tasks, Multivariate Behavioral Research, DOI: 10.1080/00273171.2021.1932403
Xiao, Y., He, Q., Veldkamp, B., & Liu, H*. (2021). Exploring latent states of problem-solving competence using hidden Markov model on process data. Journal of Computer Assisted Learning, 1–16. https://doi.org/10.1111/jcal.12559
Liu,Y., Liu,H*.(2021). Detecting Noneffortful Responses Based on a Residual Method Using an Iterative Purification Process. Journal of Educational and Behavioral Statistics. DOI: 10.3102/1076998621994366
Liu H, Liu Q, Du X, Liu J*, Hoi W, Schumacker, R.E.(2021) Teacher-student relationship as a protective factor for socioeconomic status, students’ self-efficacy and achievement: a multilevel moderated mediation analysis. Current Psychology. DOI : https://doi.org/10.1007/s12144-021-01598-7
Yuan K-H, Liu H*, Han Y. (2021). Differential Item Functioning Analysis without A Priori Information on Anchor Items: QQ Plots and Graphical Test. Psychometrika. DOI : https://doi.org/10.1007/s11336-021-09746-5
Li M, Cai M, Zhong H, Liu H*. (2021). Comparisons of academic achievements of one-only children vs. children with siblings in China. Current Psychology. DOI : 10.1007/s12144-020-01263-5
Liu H, Yuan K-H*. (2021). New Measures of Effect Size in Moderation Analysis. Psychological Methods. Vol. 26, No. 6, 680–700
Liu Y, Cheng Y, Liu H*. (2020). Identifying Effortful Individuals with Mixture Modeling Response Accuracy and Response Time Simultaneously to Improve Item Parameter Estimation. Educational and Psychological Measurement. DOI: 10.1177/0013164419895068
Li H, Liu J, Zhang D, Liu H*. (2020). Examining the relationships between cognitive activation, self‐efficacy, socioeconomic status, and achievement in mathematics: A multi‐level analysis. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12351
Liu H, Yuan K-H*, Liu F (2019). A Two-level Moderated Latent Variable Model with Single Level Data. Multivariate Behavioral Research. DOI:10.1080/00273171.2019.1689350.
Xiao Y, Liu H*, Hau K.T (2019). A Comparison of CFA, ESEM, and BSEM in Test Structure Analysis. Structural Equation Modeling: A Multidisciplinary Journal. DOI: 10.1080/10705511.2018.1562928
You X, Li M, Xiao Y and Liu H* (2019). The Feedback of the Chinese Learning Diagnosis System for Personalized Learning in Classrooms. Front. Psychol. 10:1751. doi: 10.3389/fpsyg.2019.01751
Yuan J, Xiao Y and Liu H* (2019). Assessment of Collaborative Problem Solving Based on Process Stream Data: A New Paradigm for Extracting Indicators and Modeling Dyad Data. Front. Psychol. 10:369.doi: 10.3389/fpsyg.2019.00369
Ding Y, Liu R-D, Liu H, Wang J, Zhen R and Jiang R-H (2019). Effects of Working Memory, Strategy Use, and Single-Step Mental Addition on Multi-Step Mental Addition in Chinese Elementary Students. Frontiers in Psychology 10:148. doi: 10.3389/fpsyg.2019.00148
Liu Y, Li Z, Luo F*, Liu H*. (2019). Modeling Test-taking Non-effort in MIRT Models. Frontiers in Psychology. 10:145. doi: 10.3389/fpsyg.2019.00145
Liu H., Liu Y., Li M. (2018). Analysis of Process Data of PISA 2012 Computer-Based Problem Solving: Application of the Modified Multilevel Mixture IRT Model. Frontiers In Psychology. doi: 10.3389/fpsyg.2018.01372
Liu Y. Liu H* (2018). Effect of Distance and Shape on the Estimation of the Piecewise Growth Mixture Model. Journal of Classification. https://doi.org/10.1007/s00357-018-9291-9ai换脸 porn
Liu Y, Liu H, Zheng X. (2018). Piecewise growth mixture model with more than one unknown knot: An application in reading development. Nonlinear Dynamics, Psychology, and Life Sciences (In Press)
Liu Y. Li Z. Liu H*. (2018). Reporting Valid and Reliable Overall Scores and Domain Scores Using Bi-Factor Model. Applied Psychological Measurement. DOI: 10.1177/0146621618813093
Zhang D, Cui Y, Zhou Y, Cai M and Liu H* (2018) The Role of School Adaptation and Self-Concept in Influencing Chinese High School Students’ Growth in Math Achievement. Front. Psychol. 9:2356. doi: 10.3389/fpsyg.2018.02356
Chen N., Li M. & Liu H* (2018): Comparison of maximum likelihood approach, Diggle–Kenward selection model, pattern mixture model with MAR and MNAR dropout data, Communications in Statistics - Simulation and Computation, DOI: 10.1080/03610918.2018.1506028
Gong J, Xiao W, Gao H, Wei W, Zhang W, Lv J, Xiao L, Duan L, Zhang Y, Liu H* and Huang Y (2018) How to Best Convey Information About Intensive/Comfort Care to the Family Members of Premature Infants to Enable Unbiased Perinatal Decisions. Front. Pediatr. 6:348. doi: 10.3389/fped.2018.00348
You X., Li M., Zhang D., Liu H.* (2018). Application of a Learning Diagnosis System in Chinese Classrooms. Applied Psychological Measurement. 2018, Vol. 42(1) 89–94
Gong J., Zhang Y., Gao H., Wei W., Lu J., Liu H,* Huang Y(2017). Choices regarding Thrombolysis are Modified by the Way to Transfer the Messages. Frontiers in Neurology. doi: 10.3389/fneur.2017.00589
Li M., Zhang Y., Liu H.* Hao Y. (2017). Gender differences in mathematics achievement in Beijing: A meta-analysis, British Journal of Educational Psychology. DOI:10.1111/bjep.12203
Xiao Y., Liu H.*, Li H.（2017）. Integration of the Forced-Choice Questionnaire and the Likert Scale: A Simulation Study. Frontiers in psychology. Vol 8.
Li M., Chen N., Cui Y., Liu H.* (2017). Comparison of Different LGM-Based Methods with MAR and MNAR Dropout Data. Frontiers in psychology. Vol 8.
Wang R., Liu H., Jiang J., Song Y. (2017). Will materialism lead to happiness? A longitudinal analysis of the mediating role of psychological needs satisfaction. Personality and Individual Differences 105 312–317
Liu Y., Luo F., Zhang，D. & Liu H.* (2017): Comparison and robustness of the REML, ML, MIVQUE estimators for multi-level random mediation model, Journal of Applied Statistics, Abingdon
44.9: 1644-1661. DOI: 10.1080/02664763.2016.1221904
Cheng, Y., Zhang J., Li H., Wu X., Liu H.,(2017). Growth of Compounding Awareness Predicts Reading Comprehension in Young Chinese Students: A Longitudinal Study From Grade 1 to Grade 2. Reading Research Quarterly; Newark52.1 (Jan-Mar 2017): 91
Liu Y., Liu H*., Hau K.T (2016). Reading Ability Development from Kindergarten to Junior Secondary: Latent Transition Analyses with Growth Mixture Modeling. Frontiers in Psychology7: 1659. doi: 10.3389/fpsyg.2016.01659
Jiang J., Song Y., Ke Y., Wang R., & Liu H. (2016). Is disciplinary culture a moderator between materialism and subjective well-being? A three-wave longitudinal study. Journal of Happiness Studies, Vol (17):1391–1408
Sun J., Liu Y, Chen E., Rao N., Liu H. (2016). Factors related to parents’ engagement in cognitive and socio-emotional caregiving in developing countries: Results from Multiple Indicator Cluster Survey 3.Early Childhood Research Quarterly. Vol(36):21-31
Kevin K. H. Chung*, H. Liu, C. McBride, Anita M.-Y. Wong & Jason C. M. Lo (2016). How socioeconomic status, executive functioning and verbal interactions contribute to early academic achievement in Chinese children. Educational Psychology.
Cheng Y., Zhang J., Li H., Wu X., Liu H., Dong Q., Li L., Nguyen T. P., Zheng M., Zhao Y. & Sun P. (2016).Growth of Compounding Awareness Predicts Reading Comprehension in Young Chinese Students: A Longitudinal Study From Grade 1 to Grade 2.Reading Research Quarterly.
Pan J., Kong Y., Song S., McBride C., Liu H., & Shu H. (2016). Socioeconomic status, parent report of children’s early language skills, and late literacy skills: a long term follow-up study among Chinese children. Reading and Writing An Interdisciplinary Journal.
Gong J., Zhang Y., Feng J., Zhang W.,Yin W., Liu H*.,Miao D.(2016). How best to obtain consent to thrombolysis individualized decision-making. Neurology.
Pan J., Song S., Su M., McBride C., Liu H., Zhang Y,, Li H., & Shu H. (2015). On the relationship between phonological awareness, morphological awareness and Chinese literacy skills: evidence from an 8‐year longitudinal study. Developmental science.
Liu, Y., Liu, H*., Li, H., & Zhao, Q. (2015). The effects of individually varying times of observations on growth parameter estimations in piecewise growth model. Journal of Applied Statistics, 42(9), 1843-1860.
Song, S., Su, M., Kang, C., Liu, H., Zhang, Y., McBride‐Chang, C., Tardif,T., Li,H., Liang,W., Zhang,Z., & Shu, H. (2015). Tracing children's vocabulary development from preschool through the school‐age years: an 8‐year longitudinal study. Developmental science, 18(1), 119-131.
Wang,Y.,Liu, H.*, Su, Y(2014)., Development of preschoolers' emotion and false belief understanding: A Longitudinal study, Social Behavior and Personality,2014,42,645-654
Liang,X., Wang，Z.，Liu, H., Lin,Q.(2014). Adult attachment statue predicts the development trajectory of maternal sensitivity in new motherhood among Chinese mother, Midwifery,2014,30.
Wen Z. Herbert W. Hau K.T. Wu Y. Liu H (2014). Interaction effects in latent growth models:evaluation of alternative approaches，Structural equation modeling，361-374
Liu,H*., You, X., Wang, W., Ding, S., Chang, H.(2013). The Development of Computerized Adaptive Testing with Cognitive Diagnosis for English Achievement Tests in China，Journal of Classification,Vol 30（2）
Rao N,Sun J, Pearson E, Liu H.(2013). Is Something Better Than Nothing? An Evaluation of Early Childhood Programs in Cambodia, Child development, 83(3), 864-76
Zhang,Y., Tardif, T., Shu, H. *, Li, H., Liu, H., McBride-Chang, C., Liang, W., Zhang, Zh. (2013). Phonological skills and vocabulary knowledge mediate socioeconomic status effects in predicting reading outcomes for Chinese children, Developmental Psychology, 49(4): 665-671.
Li, H., Shu, H., McBride-Chang, C., Liu, H., & Peng, H. (2012). Chinese Children’s Character Recognition: Visuo-orthographic, Phonological Processing, and Morphological Skills. Journal of Research in Reading. (SSCI) doi: 10.1111/j.1467-9817.2010.01460.x
Lei, L., Pan, J.,Liu, H., McBride-Chang, C., Li, H., Zhang, Y., Chen L., Tardif, T., Liang, W. Zhang, Z., & Shu, H. (2011). Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children.Journal of Child Psychology and Psychiatry, 52(2),212-220.
Li, H., Shu, H., McBride-Chang, C.,Liu, H.,& Peng, H. (2011). Chinese children's character recognition: Visuo-orthographic, phonological processing and morphological skills. Journal of Research in Reading.
Chang, L., Liu, H., Wang, Y., Fung, K.Y., Wen, Z., Li, H., & Farver, J. The mediating and moderating effects of teacher preference on the relations between students’ social behaviors and peer acceptance. Merrill-Palmer Quarterly, 2007, 53(4): 603-630.
Shu, H., McBride-Chang, C., Wu, S.N., Liu, H. Understanding Chinese developmental dyslexia: Morphological awareness as a core cognitive construct. Journal of Educational Psychology，2006.98: 122-133.
Chang, L., Liu, H., Wen, Z. Commentary: Longitudinal Data Analysis: How to abstract Developmental Variations, International Society for the study of Behavioural Developmental, 2005,29:14-16.
McBride-Chang, C., Cho, J.R., Liu, H. Changing Models across Cultures: Associations of Phonological and Morphological Awareness to Reading in Beijing, Hong Kong, Korea, and America. Journal of Experimental Child Psychology, 2005,92, 140-160.
Chen, X., Chang, L., He, Y., Liu, H. The peer group as a context: Moderating effects on relations between maternal parenting and social and school adjustment in Chinese children. Child Development,2005.76,417-434.
Chang, L., Lei, L, Guo, B,. Liu, H. Peer acceptance and self-perceptions of verbal and behavioral aggression and social withdrawal. International Society for the study of Behavioural Developmental,2005,29,48-57.
Chang, L., Liu, H., Wen, Z., Fung, K.Y., Wang, Y., & Xu, Y.. Mediating teacher liking and moderating authoritative teachering on Chinese students’ perceptions of antisocial and prosocial behaviors. Journal of Educational Psychology, 2004, 96, 369-380.
中语发表
游晓锋, 杨建芹, 秦春影, 刘红云*(2023). 剖判会诊测评中缺失数据的处理: 立地丛林阈值插补法，心扉学报（In press）.
袁建林，李好意思娟，刘红云*(2023). 情境化测验的进展与挑战. 中国考试, 2023年第3期，17-26.
袁建林，刘红云*(2022).结合问题贬责才略测量：委果性与经过性评价视角,电化证明商讨，2022年第5期，101-108.
刘玥，刘红云*(2022). 用于处理不起劲作答的圭臬化残差系列递次和混杂多层模子法的相比，心扉学报, Vol. 54, No. 4, 411-425
李好意思娟，刘红云，张咏梅(2022). 狡计心扉测量在中枢修养测评中的哄骗——以结合问题贬责为例, 证明商讨, 2022年第3期：127-137.
韩雨婷，肖悦，刘红云*（2022）. 问题贬责测验中经过数据的特征抽取与才略评估. 心扉科学进展，Vol. 30, No. 6, 1393–1409
刘玥，刘红云* (2021). 心扉与证明测验中非常作答处理的新时代：混杂模子递次. 心扉科学进展, Vol. 29, No. 9, 1696-1710
刘红云，袁克海*，甘凯宇（2021），有中介的编削模子的拓展过甚效应量. 心扉学报. Vol. 53, No. 3, 322-336
袁建林，刘红云（2020）. 经过性测量：证明测量的新范式. 中国考试, 344, 1-9.
周园，刘红云（2020）. 证明升值评价中嵌套数据增长百分位算计递次探析:多水平线性分位数归来模子的哄骗. 341, 32-39.
周园，刘红云，袁建林（2019）. 升值评价中学生增长百分位模子过甚算计递次概述. 证明导刊，11月, 61-67.
李好意思娟，刘玥，刘红云*（2020）. 狡计纯真态测验中问题贬责经过计谋的分析：多水平混杂IRT模子的拓展与哄骗. 心扉学报, Vol. 52, No. 4, 528-540.
魏丹，张丹慧，刘红云*（2019）. 多维题组响应模子在技俩功能各异检修中的哄骗商酌，心扉科学.
王璞珏，刘红云*（2019）. 让自相宜测验更知东谈主善选——基于推选系统的选题计谋，心扉学报，9
张茂鑫，刘红云*(2019).自制感对社会剖判的影响:经济要素的调看成用. 心扉学探新，2019, 39(2), 159-164
马洁，刘红云*.（2018）高中英语阅读测验中题组模子的弃取与哄骗,心扉科学，41(6)：1374-1381
魏丹，刘红云，张丹慧.(2017) 多维题组响应模子：多维立地通盘多项Logistic 模子的哄骗拓展, 心扉学报，49(12):1604 -1614
刘源，刘红云. (2018).非贯穿性与异质性——多阶段混杂增长模子在话语发展商讨中的哄骗, 华东师范大学学报(证明科学版),1. 137-148
刘玥，刘红云*. (2017). 基于双因子模子的测验总分和维度分合陋习律的探索. 心扉学报，第8期
袁建林，刘红云.(2017) 中枢修养测量:表面依据与践诺指向.证明商讨.第7期
张杉杉，陈楠，刘红云*. (2017). LGM模子中缺失数据处理递次的相等到悠闲性. 心扉学报，第5期.699-710
李辉，肖悦，刘红云*. (2017).抗乌有东谈主格迫选测验中瑟斯顿IRT模子的影响要素. 北京师范大学学报（当然科学版）
宋晓娟，刘红云*(2016). 成对相比数据和排序数据的处理： 模子分析的递次. 北京师范大学学报（当然科学版）,52(4): 525-531
袁建林，刘红云*（2016）.结合问题贬责才略的测评： PISA2015和ATC21S的测量旨趣透视. 番邦证明商讨,12期，45-56
刘玥，刘红云*，游晓锋(2015).月吉学生学习相宜性对学业收获的调看成用: 基于多水瓜分析的商讨.基础证明,12(4):93-104
刘玥，刘红云*(2015).无铆题情况下测验分数等值递次探索——构造铆测验法. 心扉科学.38(6) :1504-1512
周翠敏, 陶沙*, 刘红云, 王翠翠, 都雪, & 董奇(2016).学校心扉环境对小学 4~ 6 年龄学生学业发扬的作用及条款.心扉学报,2:185-198
穆洪华, 胡咏梅, & 刘红云(2016). 中学考验责任心仪渡过甚影响要素商讨. 证明学报.2:71-80
袁建林，刘红云(2016).国外大限制证明评价的训导与趋势_以PISA为例. 中小学信息时代证明.
袁建林，刘红云*，张生(2016).数字化测验环境中学生问题贬责才略影响要素——以PISA2012为例. 中国电化证明, 第355期
刘源, 刘红云*，潜变量量尺的拓展及商讨预测，统计与决议, 2015 (6): 8-12
刘玥, 刘红云*，多维数据 IRT 真分数等值和 IRT 不雅察分数等值商讨，心扉学探新, 2015, 35(1): 56-61
陈楠, 刘红云*，基于增长模子的非立地缺失数据处理: 弃取模子和极大似然递次，心扉科学, 2015, 2: 031
陶沙*, 刘红云, 周翠敏, 等. 学校心扉环境与小学 4~ 6 年龄学生剖判才略发展的相干: 基于世界代表性数据的多水瓜分析，心扉科学, 2015, 38(1): 2-10
杨丽珠, 张金荣, 刘红云, 孙岩*，3~ 6 岁儿童东谈主格发展的群组序列跟踪商讨，心扉科学, 2015, 38(3): 586-593
李好意思娟, 刘红云，收集双评经过中作文评分间隙以及评分者效应的分析--以大限制英语考试作文评分为例，中国考试, 2015 (2): 39-48
李好意思娟, 刘红云*，基于多级计分题方针分步功能各异检修，江西师范大学学报: 当然科学版, 2014, 38(6): 593-599
刘玥, 刘红云, 题组模子过甚在证明测验中的哄骗，证明测量与评价，2014,1,4-9
刘晓宇，刘红云*，高中生价值弃取本性过甚影响要素，教学与经管，2014，87-80
王珊，骆方*，刘红云，迫选式东谈主格测验的传统计分与IRT计分模子，心扉科学进展，2014, 22(3)，549-557
刘源，骆方，刘红云*. 多阶段混杂增长模子的影响要素：距离与形态,心扉学报，2014, 46(8), 1-10
骆方，刘红云*，张东，王珊，神经质东谈主格迫选量表的迷惑过甚抗乌有用果商讨，心扉学探新，2013, 33(5), 460-464
刘源,赵骞,刘红云*，多阶段增长模子的递次相比，心扉学探新，2013, 33(5)
刘红云，骆方，张玉，张丹慧*，因变量为等第变量的中介效应分析，心扉学报，2013,45(12)，1431-1442
刘玥，刘红云*，不同铆测验联想下多维IRT等值递次的相比，心扉学报，2013,45（4）
张勋,李凌艳,刘红云，IRT_Δb法和修正LR 法对矩阵取样DIF 检修的有用性，心扉学报，2013,45（8）
张咏梅,刘红云，发扬性评定对数学自我效劳与问题贬责才略相干影响的实验商讨，证明学报，2013,9（2）
刘红云，骆方*，王玥，张玉，多维测验技俩参数的算计：基于SEM与MIRT递次的相比， 心扉学报，2012, 44(1), 121-132
刘红云, 李冲, 张平平, 骆方*. 分类数据测量等价性检修递次过甚相比：技俩阈值(难度)参数的组间各异性检修. 心扉学报. 2012, 44(8), 558-568
刘红云，李好意思娟，骆方*，李小山，单维技俩要素分析: CCFA与IRT算计递次的相比，心扉科学，2012, 35(2), 441-445
刘玥, 刘红云*，贝叶斯题组立地效应模子的必要性及影响要素，心扉学报，2012，44（1），121-132
刘源，刘红云*，音乐才略测验: 结构拓展与分析方式的转变，心扉科学进展，2012,44（2），263-275
王家祺，刘红云*，和会模子在小学数学剖判会诊评价中的哄骗，心扉学探新，2012，32（5），423-428
刘源，刘红云*，音乐才略个体要素测验：结构考据过甚哄骗，重庆大学学报（社会科学版)，2012，18.159-166
侯杰泰 刘红云 Herbert W ，心扉统计分析：趋势、机会与预测，中国科学院院刊，2012年12月
刘红云,张月,骆方,李好意思娟,李小山. 多水平立地中介效应算计过甚相比. 心扉学报. 2011,43(6)
骆 方, 刘红云, 张月. 应聘情景下乌有识别量表的迷惑. 心扉学报. 2010,42(7)
游晓峰, 丁树良, 刘红云. 狡计机自相宜测验华夏始题技俩参数的算计. 心扉学报. 2010,42(7)
刘红云, 陈阅, 骆方. 学业水平测试中作文评分间隙的多面Rasch分析. 心扉科学. 2010.33(4)
刘 玥, 骆方, 刘红云*. 真分数等值和不雅测分数等值的相比商讨. 心扉科学. 2010, 33(3)
刘源，郑健，杨熹，刘红云*.英文阅读材料的神采对阅读收获的影响.心扉学探新，2010，30（2）:48-54
刘红云. Alpha通盘与测验的同质性. 心扉科学. 2008,(1)
刘红云, 骆方.多水平技俩响应模子在测验发展中的哄骗. 心扉学报. 2008,40(1):92-100
刘红云.奈何姿色个体间发展趋势的各异:潜变量混杂模子. 心扉科学进展. 2007,13(3): 539-544
骆方, 刘红云. 狡计机化测验不同测验容颜的相比. 中国考试. 2007.2: 24-28
张厚粲, 刘红云. 提升考试的科学性完善考试的功能. 中国考试. 2007.1: 9-11
刘红云, 张雷, 孟庆茂. 小学考验集体效劳过甚对自我效劳功能的编削. 心扉学报. 2005,37(1):79-86
刘红云, 孟庆茂, 张雷. 班主任考验班级经管效劳感对学生学习气派过甚与学业效劳间相干的影响. 心扉发展与证明. 2005,2:62-68
王燕, 张雷, 刘红云. 同伴相干在儿童社会自我成见酿成中的中介作用. 心扉科学. 2005. 28(5):1152-1155
温忠麟, 侯杰泰, 张雷, 刘红云. 中介效应检修阵势过甚哄骗. 心扉学报. 2004,36(5):614-620
刘红云, 孟庆茂, 张雷. 考验集体效劳和自我效劳对责任压力影响作用的编削:多水瓜分析. 心扉科学, 2004,27(5):1073-1076
刘红云, 张雷, 孟庆茂. 考验集体效劳量表的改造. 应悉心扉学. 2004,10(1):28-32
王争艳, 雷雳, 刘红云. 家庭亲子雷同对青少年社会相宜的影响---兼工读学校相比. 心扉科学. 2004,27(5):1056-1059
出疆域书：
刘红云（编订）.SPSS基础与哄骗，北京：中国东谈主民大学出书社, 2022年7月
温忠麟，刘红云（著）. 编削效应和中介效应分析，北京：证明科学出书社, 2020年11月.
刘源，刘红云（著）.结构方程模子过甚哄骗. 北京：北京师范大学出书社, 2020年10月
刘红云（编订）.高等心扉统计.北京：东谈主民大学出书社，2019.3
弗雷德里克·J·格雷维特(Frederick J Gravetter),拉里·B·瓦尔诺(Larry B.Wallnau)著,刘红云,骆方译. 行径科学统计摘要(第8版). 北京:中国东谈主民大学出书社, 2016
刘文，刘红云，李宏利 (著). 儿童青少年心扉学丛书：儿童青少年心扉学前沿. 浙江：浙江证明出书社，2016
刘红云，骆 方. 应悉心扉统计学. 北京：北京师范大学出书社, 2015年7月
张丹慧, 张生, 刘红云. 基础证明质地监测：抽样联想与数据分析. 北京：北京师范大学出书社, 2015年8月
温忠麟，刘红云，侯杰泰，编削效应和中介效应分析，北京：证明科学出书社，2012年1月
骆方，刘红云，黄崑著，SPSS数据统计与分析，清华大学出书社，2011
弗雷德里克·J·格雷维特(Frederick J Gravetter),拉里·B·瓦尔诺(Larry B.Wallnau)著,刘红云,骆方译. 行径科学统计摘要(第5版). 北京:中国东谈主民大学出书社, 2010
孟庆茂, 刘红云, 赵增梅. 心扉与证明商讨递次、联想及统计分析.北京：高等证明出书社,2006年12月
刘红云, 张 雷. 跟踪数据分析递次过甚哄骗. 北京：证明科学出书社, 2005年5月
Liu H., Zhang Y., Luo F. (2015) Mediation Analysis for Ordinal Outcome Variables. In: Millsap R., Bolt D., van der Ark L., Wang WC. (eds) Quantitative Psychology Research. Springer Proceedings in Mathematics & Statistics, vol 89. Springer, Cham（章节）
Luo F., Liu H. (2015) Multilevel Random Mediation Analysis: A Comparison of Analytical Alternatives. In: Millsap R., Bolt D., van der Ark L., Wang WC. (eds) Quantitative Psychology Research. Springer Proceedings in Mathematics & Statistics, vol 89. Springer, Cham（章节）
Liu,H. & Chang, L(2010). Multivariate Longitudonal Data Analysis, in The International Encyclopedia of Education, 3rd Edition, edited by Barry McGaw, Penelope Peterson and Eva Baker, Elsevier.（章节）