清华大学长聘副教授、博士生导师，心理学系副主任
联系方式：zhen-wu@tsinghua.edu.cn
*本课题组长期招聘博士后研究员，有相关研究兴趣的欢迎联系。
教育背景
2009.8 – 2015.5 博士，心理学系，美国爱荷华大学
2005.9 – 2009.7 理学学士，心理学专业，元培学院，北京大学
工作履历
2019.1至今 副教授，清华大学心理学系
2016.4至今 清华大学终身学习实验室研究主管
2015.8-2018.12 助理教授，清华大学心理学系
学术兼职
期刊编委：Infant Behavior and Development
期刊外审：Child Development, Journal of Experimental Child Psychology, Frontiers in Psychology, Social Development, First Language, Infancy, Infant Behavior and Development, PLOS ONE,心理学报，心理科学进展，心理科学
专委会：中国心理学会普通心理学和实验心理学专业委员会委员，中国心理学会心理学教学指导委员会委员，北京心理学会理事
会员：中国心理学会，American Psychological Association, Cognitive Science Society, International Conference on Infant Studies, Society for Research in Child Development
教学工作
本科生课程：《普通心理学》《普通心理学进阶》《发展心理学》《前沿创新研究：社会情感智能》（1、2）
研究生课程：《发展心理学专题》《社会认知发展前沿》《情绪生理测量技术前沿专题》
科研项目
国家自然科学基金面上项目：亲社会行为发展的情绪奖赏机制：基于强化学习计算模型，主持，在研。
北京市教育科学规划项目：屏幕暴露对儿童情绪调节能力的影响，主持，在研。
清华大学自主科研计划：心理韧性的神经恢复性机制：基于动态系统理论，主持，在研。
清华大学春风基金：新冠疫情各阶段情绪问题与心理应对：共情的作用，主持，结题。
国家自然科学青年科学基金：儿童第三方惩罚的内群偏好：发生发展及影响因素，主持，结题。
清华大学自主科研（未来学者计划）：儿童合作行为的建立与维护，主持，结题。
国家社科基金重大项目：语言、思维、认知层级的高阶认知，参加，结题。
国家自然科学基金面上项目：注意缺陷多动障碍患者选择性注意发展特性的行为与神经影像学研究，参加，结题。
联合共建科研机构项目：终身学习的培养，参加，结题。
企事业单位委托项目：基于可穿戴神经生理测量的课堂教学效果评价方法研究，参加，结题。
美国国家自然科学基金博士论文研究项目，National Science Foundation,1323285, Social, Behavioral & Economic Sciences Doctoral Dissertation Research Improvement Grants，主持，结题。
奖励和荣誉
清华大学SRT计划优秀组织奖 2022.12
清华大学2021年度教学优秀奖 2022.9
教育部高等学校心理学类专业教学指导委员会教育教学改革项目《思考-阅读-写作三位一体式创新思维培养》2022.6
北京市高等教育教学成果奖一等奖《社科学院大类平台课程体系建设》2022.6
清华大学课程思政示范教师、示范课程 2022.6
清华大学优秀招生新人奖 2021.9
清华大学学术新人奖 2021.7
清华大学教学成果奖一等奖《社科学院大类平台课程体系建设》2021.7
清华大学在线教学创新案例 2020.7
清华大学第九届青年教师基本功大赛二等奖 2020.12
清华大学首届年度教学优秀奖 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留学生奖学金 2015.2
第119届美国心理学协会最佳论文报告 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
研究兴趣
社会认知的发展，道德发展，情绪，社会情感智能
学术成果
*通讯作者；#指导学生
教学论文：
伍珍*，李琳#. (已接收）. TREW模式研讨课培养批判性思维的实践与探索——以《普通心理学进阶》小班研讨课为例. 教学研究.
科研论文：
2024
Hoid D#, Guo Z.#, He Z.#, Wu J., Wu Z.* (2024). To Risk or Not: The Impact of Socioeconomic Status on Preschoolers’ Risky Decision-Making for Gains and Losses. Developmental Science, e13485. https://doi.org/10.1111/desc.13485 (SSCI IF=3.7, JCR Q1, 中科院分区心理学1区Top)
2023
Wu, Z.*, Yu, J.#, & Xu, C. (2023). Does screen exposure necessarily relate to behavior problems? The buffering roles of emotion regulation and caregiver companionship. Early Childhood Research Quarterly, 63, 424–433. https://doi.org/10.1016/j.ecresq.2023.01.008 (SSCI IF=3.815, JCR Q1，中科院分区教育学1区Top)
Yu, J.#, Xu, C.#, & Wu, Z.*(2023). The emerging techno-microsystem and its longitudinal influences on Chinese young children’s behavior problems. Applied Developmental Science. DOI: 10.1080/10888691.2023.2281326 (SSCI IF=3.8, JCR Q1)
Li, K.#, Zhang, J., Wu, Z.*, & Zheng, Y. (2023). Intelligence mindset in Chinese children: The role of parental praise and autonomy support. Journal of Applied Developmental Psychology, 87, 101555. https://doi.org/10.1016/j.appdev.2023.101555 (SSCI IF=3, JCR Q2)
刘好#, 郭睿#, 于佳露#, 徐丞谊#, 郭子妍#, & 伍珍*(2023). 经济人信念影响捐赠意愿：有调节的中介. 科学通报, 68, 1-14.
郭睿#，徐丞谊#，伍珍*(2023). 儿童积极消极共情量表的修订及信效度检验. 中国临床心理学杂志, 31（04）, 862-866+842.
马睿，吴南，田莫千，伍珍(2023). 惩恶还是扶弱: 7~10岁儿童第三方惩罚的动机. 科学通报, 68, 2258-2268.
2022
Hu, C.#, & Wu, Z*. (2022). They can and will: Preschoolers encourage pro-environmental behavior with rewards and punishments. Journal of Environmental Psychology, 82, 101842. https://doi.org/10.1016/j.jenvp.2022.101842 (SSCI IF=7.649, JCR Q1)
Guo, Z.#, Guo, R.#, Xu, C.#, & Wu, Z*. (2022). Reflexive or reflective? Group bias in third-party punishment in Chinese and western cultures. Journal of Experimental Social Psychology,100, 104284. https://doi.org/10.1016/j.jesp.2022.104284 (SSCI IF=3.532, JCR Q2)
郭睿#, 伍珍*, 张英俊, 何吉波, & 樊富珉. (2022). 积极消极共情量表与一般共情量表中文版的修订及信效度检验. 中国临床心理学杂志, 30(2), 324-330.
2021
Guo, R.# & Wu, Z.* (2021). Empathy as a buffer: How empathy moderates the emotional effect in preschoolers’ sharing. British Journal of Psychology, 112(2), 412-432. (SSCI IF=4.981, JCR Q1)
Yang, X#., Wu, Z.*, & Dunham, Y. (2021). Children’s restorative justice in an intergroup context. Social Development, 30, 663-683.
Liu, X.#, Yang, X.#, & Wu, Z*. (2021). To punish or to restore: How children evaluate victims’ responses to immorality. Frontiers in Psychology, 12, 696160.
李秀妍#, 伍珍*. (2021). 4-8岁儿童认知风格的发展及其对问题解决的影响. 心理科学, 44(2): 433-439.
2020
Guo, R.#, Ding, J.#, & Wu, Z.* (2020). How intergroup relation moderates the group bias in Third-Party Punishment. Acta Psychologica, 205, article 103055.
2019
Guo, R.#, He, Z.#, & Wu, Z*. (2019). Emotion makes a difference: Induced sadness reduces preschool boys’ sharing behavior. Evolution and Human Behavior, 40,148-155. (SSCI IF=5.327, JCR Q1，中科院分区心理学1区Top)
2018
Wu, Z.*, Gao, X.#(2018). Preschoolers’ group bias in punishing selfishness in the ultimatum game. Journal of Experimental Child Psychology, 166, 280-292.
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.
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.
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.
2017及之前
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.
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.
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.
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.
Xiong, M., Shi, J., Wu, Z., & Zhang, Z*. (2016). Five-year-old preschoolers’ sharing is influenced by anticipated reciprocation. Frontiers in Psychology, 460.
Wu, Z., & Gros-Louis, J*. (2015). Caregivers provide more labeling responses to infants’ pointing than to infants’ object-directed vocalizations. Journal of Child Language, 42,538-561
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.
Wu, Z*.,& Gros-Louis, J. (2014). Infants’ prelinguistic communicative acts and maternal responses: Relations to linguistic development. First Language, 34, 72-90
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.
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.
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.
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.
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)
ResearchGate: https://www.researchgate.net/profile/Zhen_Wu2
Google Scholar: https://scholar.google.com/citations?user=ZMIAsdwAAAAJ&hl=en
