心理学系

Department of Psychology

心理学系

心理学与认知科学研究中心

伍珍

 

清华大学伟清楼509A  ·          zhen-wu@mail.tsinghua.edu.cn

教育背景

博士,心理学系,美国爱荷华大学                                                     2009.8 – 2015.5
理学学士,心理学专业,元培学院,北京大学                                   2005.9 – 2009.7

工作履历

副教授,清华大学心理学系          2019.2至今
助理教授,清华大学心理学系          2015.8-2018.1

学术兼职

期刊外审:Journal of Experimental Child Psychology, First Language, Infancy, Infant Behavior and Development, PLOS ONE, 心理学报,心理科学进展,心理科学

会员:American Psychological Association, Cognitive Science Society, International Conference on Infant Studies, Society for Research in Child Development

社会兼职

  1.  

  2.  

研究领域

社会认知能力的发展, 亲社会行为的发展,创造力的发展

研究概况

1、国家自然科学青年科学基金,31600899,儿童第三方惩罚的内群偏好:发生发展及影响因素,2017/1-2019/12,20


2、国家社科基金重大项目,15ZDB017,语言、思维、认知层级的高阶认知,2016/1-2020/12,80万元,在

研,参加。


3、 清华大学自主科研(未来学者计划),20171080349,儿童合作行为的建立与维护,2017-2018,20万元,在研,合作主持。


4、 美国国家自然科学基金博士论文研究项目,National Science Foundation,13232 85, Social, Behavioral &

Economic Sciences Doctoral Dissertation Research Improvement Grants,2013/9-2015/8,9483美元(约61700人民币),已结题,主持。

 

奖励与荣誉

清华大学2016年度教学优秀奖                                                                                                       2017.9

清华大学仲英青年学者                                                                                                                   2017.1
中国国家留学基金委优秀自费留学生奖学金                                                                                   2015.2
第119届美国心理学协会最佳学生论文报告                                                                                    2011.8
北京大学第十七届“挑战杯”——五四青年科学奖竞赛特等奖                                                      2009.5
北京大学校长基金                                                                                                                          2007.9-2008.8

 

学术成果

*通讯作者;#指导学生;^合作导师

18. Guo, R.#, He, Z.#, & Wu, Z*. (2018). Emotion makes a difference: Induced sadness reduces preschool boys’ sharing behavior. Evolution and Human Behavior. (SSCI,IF = 3.623)
17. Wu, Z.*, Gao, X.# (2018). Preschoolers’ group bias in punishing selfishness in the ultimatum game. Journal of Experimental Child Psychology, 166, 280-292. (SSCI,IF = 2.424)
16. Wu, Z.*, Chen, X., Gros-Louis, J., & Su, Y. (2018). “She is looking at me! Shall I share?” How Chinese and American preschoolers respond to eye gaze during sharing. Social Development, 27, 447-460. (SSCI ,IF = 2.042)
15. An, J., Wen W., Wu, Z., & Wan X*. (2018). Differential inter-trial effects in the visual search of children, adolescents, and young adults. Acta Psychologica, 191, 171-178. (SSCI,IF = 1.862)
14. Su, J., Wu, Z., & Su, Y*. (2018). Physical exercise predicts social competence and general well-being in Chinese children 10 to 15 years old: A preliminary study. Child Indicators Research, 2, 1-15. (SSCI ,IF = 1.858)

13. Wu, Z.*, Zhang, Z., Guo, R.#, & Gros-Louis, J.^ (2017). Motivation counts: Autonomous but not obligated sharing promotes happiness in preschoolers. Frontiers in Psychology, 8, 867. (SSCI)

12. Wu, Z., & Gros-Louis, J*. (2017). The value of vocalizing: 10-month-olds’ vocal usage relates to language outcomes at 15 months. Infancy, 22(1), 23–41. (SSCI)

11. 伍珍* & 郭睿#.(2017).婴儿指示性手势与其语言学习的关系.心理科学进展,25(10),1705-1712.(CSSCI)
10. 陈童# & 伍珍*.(2017).儿童的分配公平性:心理理论的作用.心理科学进展,25(8),1299-1309.(CSSCI)

9. Xiong, M., Shi, J., Wu, Z., & Zhang, Z*. (2016). Five-year-old preschoolers’ sharing is influenced by anticipated reciprocation. Frontiers in Psychology, 460. (SSCI)

8. Wu, Z., & Gros-Louis, J^*. (2015). Caregivers provide more labeling responses to infants’ pointing than to infants’ object-directed vocalizations. Journal of Child Language, 42(3), 538-561. (SSCI)

7. Wu, Z., & Su, Y^*. (2014). How do preschoolers’ sharing behavior relate to their theory of mind understanding? Journal of Experimental Child Psychology, 120, 73-86. (SSCI)

6. Wu, Z*., & Gros-Louis, J^. (2014). Infants’ prelinguistic communicative acts and maternal responses: Relations to linguistic development. First Language, 34, 72-90. (SSCI)

5. Wu, Z., Pan, J., & Su, Y^*., & Gros-Louis, J^. (2013). How joint attention relates to cooperation in 1- and 2-year-olds. International Journal of Behavioral Development, 37,542-548. (SSCI)

4. Gros-Louis, J^*., & Wu, Z. (2012). Twelve-month-olds' vocal production during pointing in naturalistic interactions: Sensitivity to parents' attention and responses. Infant Behavior and Development, 35, 773-778. (SSCI)

3. Wu, Z., & Gros-Louis, J^. (2015). Contingent labeling after infants’ pointing helps infants learn words. In D. C. Noelle, R. Dale, A. S. Warlaumont, J. Yoshimi, T. Matlock, C. D. Jennings, & P. P. Maglio (Eds.), Proceedings of the 37th Annual Conference of the Cognitive Science Society (pp. 2685-2690). Austin, TX: Cognitive Science Society.

2. Wu, Z., & Su, Y^. (2013). Development of sharing in preschoolers in relation to theory of mind understanding. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 3811-3816). Austin, TX: Cognitive Science Society.

1. Wu, Z., Pan, J., Su, Y^., & Gros-Louis, J^. (2010). Becoming a gaze user: Joint attention and cooperation in one and two-year-old children. Proceedings of Development and Learning, 2010 IEEE 9th International Conference on Development and Learning (pp. 161-164). Ann Arbor, MI. (EI)

更多论文信息请访问我的ResearchGate页面。


 

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