王貞琳博士
助理教授
https://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Zhenlin_edited_201230.jpg
(852) 2948 8795
D1-2/F-29
zlwang@eduhk.hk

Introduction
Zhenlin Wang’s primary research interests focus on children’s theory ofmind development, and its implication in children’s social functioning as well as early childhood teaching and learning.
Highest Degree Obtained
Ph.D., Developmental and Educational Psychology, Institute of Psychology, Chinese Academy of Sciences, 2000
Ph.D., Applied Psychology in Human Development, Graduate School of Education, University of Pennsylvania, 2010
Teaching in Current Academic Year
Developmental Psychology
Parenting
Current External Competitive Grants
Sibling Effect on Theory of Mind Development and Prosocial Behavior: A Natural Experiment, WANG, Zhenlin (PI), The Education University of Hong Kong Internal Research Grant, HKD100,000, December 2018 to December 2019.
Police Officers and Cheerleaders: The Emergence of Strong Reciprocity in Children, WANG, Zhenlin (PI), University Grants Committee General Research Fund, HKD 776,400, Jan 2016-Dec 2017.
Theory of mind development and use in children from Hong Kong and the UK - A latent variable study, WANG, Zhenlin (PI), Chung Kien Hoa Kevin, Wang Wen Chung, Cheng Pui Wah Doris, Economic & Social Research Council / Research Grants Council Joint Research Scheme, HKD387,444, Oct 2012-Oct 2013.
The Heart and Mind of the Social Child: Development of Distributive Justice through Empathy and Theory of mind, Wang, Zhenlin (PI), Su Yanjie, Zhu Liqi, University Grants Committee General Research Fund, HKD 665,988, Jun 2012-Jun 2014.
Scaling Young Children's Understanding of Teaching and Learning-WANG, Zhenlin (PI), Wang Xiaohui Christine, Chiu Ming Ming, The Hong Kong Institute of Education Internal Research Grant, HKD99,984, June 2011 to Sep 2012.
Hong Kong Tertiary Student Conceptions of Assessment: Understanding the Impact of Contextual and Cultural Factors on Beliefs about Assessment,BROWN, Gavin Thomas Lumsden, PETERSON, Elizabeth, Wang Zhenlin (Co-I), The Hong Kong Institute of Education Internal Research Grant, HKD120,000, Jun 2010-May 2011.
Hong Kong Preschoolers’ theory of mind and their social strategies in play, Cheng Pui Wah Doris, Wang Zhenlin (Co-PI), Ho Fuk Chuen, The Hong Kong Institute of Education, Strategic Centre Research Grant, HKD 110,692.5, Oct 2010- Apr 2011.
Consultancy in Past 3 Years
Associate Editor:
British Journal of Developmental Psychology
Selected Recent Publications
Note: * Corresponding author
Wang, Z.*, Yeung, P. L., & Gao, X. (2021). Under the same roof: Parents’ COVID-related stress mediates the associations between household crowdedness and young children's problem behaviors during social distancing.Current Research in Ecological and Social Psychology, 100022. https://doi.org/10.1016/j.cresp.2021.100022
Gao, X., & Wang, Z.* (2021). Parental neuroticism and negative discipline: The role of household chaos and parental perspective-taking.Journal of Family Psychology.
Wang, Z.* & Wang, L. (2021). Little pranksters: Inhibitory control mediates the association between false belief understanding and practical joking in young children. International Journal of Behavioral Development, 45(3), 244-249. https://doi.org/10.1177/8594
Wang, Z.* & Frye, D. A. (2020). When a circle becomes the letter O: Young children’s conceptualization of learning and its relation with theory of mind development. Frontiers in Psychology, 11, 4013. https://doi.org/10.3389/fpsyg.2020.596419
Zhu, N., & Wang, Z.* (2020). The paradox of sarcasm: Theory of mind and sarcasm use in adults.Personality and Individual Differences,163, 110035. https://doi.org/10.1016/j.paid.2020.110035
Chan, M. H.*, Wang, Z.*, Hughes, C., & Devine, R. T. (2020). Parental mental-state talk and false belief understanding in Hong Kong children. Cognitive Development, 55.https://doi.org/10.1016/j.cogdev.2020.100926
Harrison, M. G.*, & Wang, Z. (2020). School counselling based on humanistic principles: A pilot randomised controlled trial in Hong Kong. Asia Pacific Journal of Counselling and Psychotherapy, 11(2), 122-138. https://doi.org/10.1080/21507686.2020.1781667
Gao, Q., Chen, W.*,Wang, Z.*, & Lin, D. (2019). Secret of the masters: Young Chess players show advanced visual perspective taking.Frontiers in Psychology,10, 2407.https://doi.org/10.3389/fpsyg.2019.02407
Hughes, C.*, Devine, R. T., &Wang, Z.(2018). Does parental mind‐mindedness account for cross‐cultural differences in preschoolers’ theory of mind?.Child Development,89(4), 1296-1310. https://doi.org/10.1111/cdev.12746
Wang, L., Zhu, L., &Wang, Z.*(2017). Parental mind-mindedness but not false-belief understanding predicts Hong Kong children's lie-telling behavior in a temptation-resistance task.Journal of Experimental Child Psychology,162, 89-100.https://doi.org/10.1016/j.jecp.2017.04.023
Wang, Z.*, Wang, X.C., & Chui, W.Y. (2017). Young children’s understanding of teaching and learning and their theory of mind development: A causal analysis from a cross-cultural perspective.Frontiers in Psychology, 8, 725.https://doi.org/10.3389/fpsyg.2017.00725
Wang, Z., Wong, R.K.S., Wong, P.Y.H., Ho, F.Q., & Cheng, D.P.W.* (2017). Play and theory of mind in early childhood: A Hong Kong perspective,Early Child Development and Care, 187(9), 1389-1402. https://doi.org/10.1080/03004430.2016.1146261
Wang, Z.*, Devine, R. T., Wong, K. K., & Hughes, C. (2016). Theory of mind and executive function in middle childhood across cultures.Journal of Experimental Child Psychology, 149, 6-22. https://doi.org/10.1016/j.jecp.2015.09.028
Wang, Z.*, & Wang, L., (2015). Cognitive Development: Child Education. In J. D. Wright (editor-in-chief), International Encyclopedia of the Social & Behavioral Sciences (2nd edition), Vol 4. pp. 38–42. Elsevier.
Wang, Z.*& Wang, L. (2015). The mind and heart of the social child: Developing the empathy and theory of mind scale.Child Development Research,2015, 171304. https://doi.org/10.1155/2015/171304
Wang, Z.*(2015). Theory of mind and children's understanding of teaching and learning during early childhood.Cogent Education, 2(1). https://doi.org/10.1080/2331186X.2015.1011973
Brown, G. T.*, &Wang, Z.(2015). Understanding Chinese university student conceptions of assessment: Cultural similarities and jurisdictional differences between Hong Kong and China.Social Psychology of Education, 19(1), 151-173. https://doi.org/10.1007/s11218-015-9322-x
Wang, Z.*, & Brown, G. T. L. (2014). Hong Kong tertiary students' conceptions of assessment of academic ability.Higher Education Research & Development, 33(5), 1063-1077. https://doi.org/10.1080/07294360.2014.890565
Brown, G. T. L.*, &Wang, Z.(2013). Illustrating assessment: How Hong Kong university students conceive of the purposes of assessment.Studies in Higher Education,38(7), 1037-1057. https://doi.org/10.1080/03075079.2011.616955
Wong, S. M.*,Wang, Z., & Cheng, D. (2010). A play-based curriculum: Hong Kong children’s perception of play and non-play. The International Journal of Learning,17(10), 165-180. https://doi.org/10.18848/1447-9494/CGP/v17i10/47298
Wang, Z.*, & Hung, L. M. (2010). Kindergarten children’s number sense development through board games.The International Journal of Learning,17(8), 19-31. https://doi.org/10.18848/1447-9494/CGP/v17i08/47181