Dyslexia《阅读障碍》（季刊）. Dyslexia provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: Dyslexia is a forum in which a knowledge of these developments can be shared by readers in all parts of the world.

Child Development《儿童发展》（双月刊）. As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers.

School Psychology《学校心理学》（双月刊）. School Psychology publishes empirical studies and literature reviews of the psychology of education and services for children in school settings, encompassing a full range of methodologies and orientations, including educational, cognitive, social, cognitive behavioral, preventive, cross-cultural, and developmental perspectives.

Discourse Processes《话语过程》（一年10期）. Discourse Processes is a multidisciplinary journal providing a forum for cross-fertilization of ideas from diverse disciplines sharing a common interest in discourse--prose comprehension and recall, dialogue analysis, text grammar construction, computer simulation of natural language, cross-cultural comparisons of communicative competence, or related topics. The problems posed by multisentence contexts and the methods required to investigate them, although not always unique to discourse, are sufficiently distinct so as to require an organized mode of scientific interaction made possible through the journal.

Voprosy psikhologii《心理学问题》（双月刊）. Журнал был учрежден в 1955 г. Академией педагогических наук РСФСР (ныне Российская Академия образования) и вплоть до 1977 г. являлся единственным научным периодическим психологическим изданием в нашей стране. Он имеет наибольшее число подписчиков среди периодических изданий по психологии. В июне 2000 г. “Вопросы психологии” победили в номинации “самое популярное (читаемое) периодическое издание по психологии в России” на проведенном “Психологической газетой” конкурсе “Национальные итоги столетия”.Главная задача журнала - знакомить читателей с последними достижениями психологической науки в стране и за рубежом. В основных публикациях представлены современные исследования, проводимые в разных областях психологической науки, обсуждаются различные теоретические и практические проблемы, психологические методы решения практических задач, что способствует широкому внедрению психологических знаний в жизнь.

Psychology of Music《音乐心理学》（双月刊）. Psychology of Music publishes peer-reviewed papers directed at increasing the scientific understanding of any psychological aspect of music. These include studies on listening, performing, creating, memorising, analysing, describing, learning, and teaching, as well as applied social, developmental, attitudinal and therapeutic studies. Special emphasis is placed on studies, which address the interface between music psychology and music education.

Behavioral Disorders《行为障碍》（季刊）. Behavioral Disorders (BD) addresses compelling issues related to individuals with behavioral challenges. Regular features include research-based articles, which discuss evidence-based practices for use with challenging behaviors.

Reading and Writing《阅读与写作》（一年10期）. Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education.

Instructional Science《教学科学》（双月刊）. Instructional Science, An International Journal of the Learning Sciences promotes a deeper understanding of the nature, theory, and practice of learning and of environments in which learning occurs. Published papers represent a variety of perspectives from the learning sciences and cover learning by people of all ages, in all areas of the curriculum, in technologically rich or lean environments and in informal and formal learning contexts.

High Ability Studies《高能力研究》（半年刊）. High Ability Studies provides a forum for scholars in a variety of disciplines associated with the development of human abilities to their highest level. It is a medium for the promotion of high ability, whether through the communication of scientific research, theory, or the exchange of practical experience and ideas. The contents of this journal are unique in reflecting concerns and recent developments in this area from childhood and across the whole life span in a variety of contexts. Far from being restricted to the traditional focus on high-level cognitive development, it also presents investigations into all other areas of human endeavour, including sport, technology, the arts, business, management and social relations.