个人简介
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
清华大学心理学系副主任 2021.11至今
副教授，清华大学心理学系 2018.12至今
清华大学终身学习实验室研究主管 2016.4至今
助理教授，清华大学心理学系 2015.8-2018.12
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
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
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
近期论文
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（温馨提示：请注意重名现象，建议点开原文通过作者单位确认）
*通讯作者；#指导学生
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
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)
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.
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.
Guo, R.#, Ding, J.#, & Wu, Z.* (2020). How intergroup relation moderates the group bias in Third-Party Punishment. Acta Psychologica, 205, article 103055.
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)
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.
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)
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