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

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，**，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（未来计划），，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 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)


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