Professor | Zhen Wu | Asia Growth Partners

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Name	Zhen Wu
Contact Information	zhen-wu@tsinghua.edu.cn
Language ability	English, Chinese
Province	Beijing

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Name

Zhen Wu

Contact Information

zhen-wu@tsinghua.edu.cn

Language ability

English, Chinese

Province

Beijing

University/Lab Affiliation and Title	Tsinghua University
Faculty	Social Science
Academic Background & Achievements	2009.8 – 2015.5 Ph.D. in Psychology: University of Iowa, USA 2005.9 – 2009.7 Bachelor of Science in Psychology: Yuanpei College, Peking University
Work Experience	2019.1 - Present - Tsinghua University - Associate Professor, Department of Psychology 2016.4 - Present - Tsinghua University - Research Director, Lifelong Learning Laboratory 2015.8 - 2018.12 - Tsinghua University - Assistant Professor, Department of Psychology
Awards	Tsinghua University SRT Program Excellent Organization Award (2022.12) Tsinghua University 2021 Annual Teaching Excellence Award (2022.9) Ministry of Education Higher Education Psychology Teaching Reform Project (2022.6) Beijing Higher Education Teaching Achievement Award First Prize (2022.6) Tsinghua University Course Ideological and Political Demonstration Teacher, Demonstration Course (2022.6) Tsinghua University Excellent Recruitment Newcomer Award (2021.9) Tsinghua University Academic Newcomer Award (2021.7) Tsinghua University Teaching Achievement Award First Prize (2021.7) Tsinghua University Online Teaching Innovation Case (2020.7) Tsinghua University Ninth Young Teacher Basic Skills Competition Second Prize (2020.12) Tsinghua University First Annual Teaching Excellence Award (2017.9) Tsinghua University Zhongying Young Scholar (2017.1) China National Scholarship Council Outstanding Overseas Student Scholarship (2015.2) 119th American Psychological Association Best Paper Report (2011.8) Peking University 17th 'Challenge Cup' - May Fourth Youth Science Award Competition Special Prize (2009.5) Peking University President's Fund (2007.9)

University/Lab Affiliation and Title

Tsinghua University

Faculty

Social Science

Academic Background & Achievements

2009.8 – 2015.5 Ph.D. in Psychology: University of Iowa, USA
2005.9 – 2009.7 Bachelor of Science in Psychology: Yuanpei College, Peking University

Work Experience

2019.1 - Present - Tsinghua University - Associate Professor, Department of Psychology
2016.4 - Present - Tsinghua University - Research Director, Lifelong Learning Laboratory
2015.8 - 2018.12 - Tsinghua University - Assistant Professor, Department of Psychology

Awards

Tsinghua University SRT Program Excellent Organization Award (2022.12)
Tsinghua University 2021 Annual Teaching Excellence Award (2022.9)
Ministry of Education Higher Education Psychology Teaching Reform Project (2022.6)
Beijing Higher Education Teaching Achievement Award First Prize (2022.6)
Tsinghua University Course Ideological and Political Demonstration Teacher, Demonstration Course (2022.6)
Tsinghua University Excellent Recruitment Newcomer Award (2021.9)
Tsinghua University Academic Newcomer Award (2021.7)
Tsinghua University Teaching Achievement Award First Prize (2021.7)
Tsinghua University Online Teaching Innovation Case (2020.7)
Tsinghua University Ninth Young Teacher Basic Skills Competition Second Prize (2020.12)
Tsinghua University First Annual Teaching Excellence Award (2017.9)
Tsinghua University Zhongying Young Scholar (2017.1)
China National Scholarship Council Outstanding Overseas Student Scholarship (2015.2)
119th American Psychological Association Best Paper Report (2011.8)
Peking University 17th 'Challenge Cup' - May Fourth Youth Science Award Competition Special Prize (2009.5)
Peking University President's Fund (2007.9)

Areas of Focus	Development of social cognition Moral development Emotion Socio-emotional intelligence
Publications	To Risk or Not: The Impact of Socioeconomic Status on Preschoolers’ Risky Decision-Making for Gains and Losses, Hoid D, Guo Z., He Z., Wu J., Wu Z., 2024 Does screen exposure necessarily relate to behavior problems? The buffering roles of emotion regulation and caregiver companionship, Wu, Z., Yu, J., & Xu, C., 2023 The emerging techno-microsystem and its longitudinal influences on Chinese young children’s behavior problems, Yu, J., Xu, C., & Wu, Z., 2023 Intelligence mindset in Chinese children: The role of parental praise and autonomy support, Li, K., Zhang, J., Wu, Z., & Zheng, Y., 2023 经济人信念影响捐赠意愿：有调节的中介, 刘好, 郭睿, 于佳露, 徐丞谊, 郭子妍, & 伍珍, 2023 儿童积极消极共情量表的修订及信效度检验, 郭睿, 徐丞谊, & 伍珍, 2023 惩恶还是扶弱: 7~10岁儿童第三方惩罚的动机, 马睿, 吴南, 田莫千, & 伍珍, 2023 They can and will: Preschoolers encourage pro-environmental behavior with rewards and punishments, Hu, C., & Wu, Z., 2022 Reflexive or reflective? Group bias in third-party punishment in Chinese and western cultures, Guo, Z., Guo, R., Xu, C., & Wu, Z., 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, 郭睿, 伍珍, 张英俊, 何吉波, & 樊富珉, 2022 Empathy as a buffer: How empathy moderates the emotional effect in preschoolers’ sharing, Guo, R., & Wu, Z., 2021 Children’s restorative justice in an intergroup context, Yang, X., Wu, Z., & Dunham, Y., 2021 To punish or to restore: How children evaluate victims’ responses to immorality, Liu, X., Yang, X., & Wu, Z., 2021 4-8岁儿童认知风格的发展及其对问题解决的影响, 李秀妍, & 伍珍, 2021 How intergroup relation moderates the group bias in Third-Party Punishment, Guo, R., Ding, J., & Wu, Z., 2020 Emotion makes a difference: Induced sadness reduces preschool boys’ sharing behavior, Guo, R., He, Z., & Wu, Z., 2019 Preschoolers’ group bias in punishing selfishness in the ultimatum game, Wu, Z., Gao, X., 2018 “She is looking at me! Shall I share?” How Chinese and American preschoolers respond to eye gaze during sharing, Wu, Z., Chen, X., Gros-Louis, J., & Su, Y., 2018 Differential inter-trial effects in the visual search of children, adolescents, and young adults, An, J., Wen W., Wu, Z., & Wan X., 2018 Physical exercise predicts social competence and general well-being in Chinese children 10 to 15 years old: A preliminary study, Su, J., Wu, Z., & Su, Y., 2018 Motivation counts: Autonomous but not obligated sharing promotes happiness in preschoolers, Wu, Z., Zhang, Z., Guo, R., & Gros-Louis, J., 2017 The value of vocalizing: 10-month-olds’ vocal usage relates to language outcomes at 15 months, Wu, Z., & Gros-Louis, J., 2017 婴儿指示性手势与其语言学习的关系, 伍珍, & 郭睿, 2017 儿童的分配公平性：心理理论的作用, 陈童, & 伍珍, 2017 Five-year-old preschoolers’ sharing is influenced by anticipated reciprocation, Xiong, M., Shi, J., Wu, Z., & Zhang, Z., 2016 Caregivers provide more labeling responses to infants’ pointing than to infants’ object-directed vocalizations, Wu, Z., & Gros-Louis, J., 2015 How do preschoolers’ sharing behavior relate to their theory of mind understanding?, Wu, Z., & Su, Y., 2014 Infants’ prelinguistic communicative acts and maternal responses: Relations to linguistic development, Wu, Z., & Gros-Louis, J., 2014 How joint attention relates to cooperation in 1- and 2-year-olds, Wu, Z., Pan, J., Su, Y., & Gros-Louis, J., 2013 Twelve-month-olds' vocal production during pointing in naturalistic interactions: Sensitivity to parents' attention and responses, Gros-Louis, J., & Wu, Z., 2012 Contingent labeling after infants’ pointing helps infants learn words, Wu, Z., & Gros-Louis, J., 2015 Development of sharing in preschoolers in relation to theory of mind understanding, Wu, Z., & Su, Y., 2013 Becoming a gaze user: Joint attention and cooperation in one and two-year-old children, Wu, Z., Pan, J., Su, Y., & Gros-Louis, J., 2010

Areas of Focus

Development of social cognition
Moral development
Emotion
Socio-emotional intelligence

Publications

To Risk or Not: The Impact of Socioeconomic Status on Preschoolers’ Risky Decision-Making for Gains and Losses, Hoid D, Guo Z., He Z., Wu J., Wu Z., 2024
Does screen exposure necessarily relate to behavior problems? The buffering roles of emotion regulation and caregiver companionship, Wu, Z., Yu, J., & Xu, C., 2023
The emerging techno-microsystem and its longitudinal influences on Chinese young children’s behavior problems, Yu, J., Xu, C., & Wu, Z., 2023
Intelligence mindset in Chinese children: The role of parental praise and autonomy support, Li, K., Zhang, J., Wu, Z., & Zheng, Y., 2023
经济人信念影响捐赠意愿：有调节的中介, 刘好, 郭睿, 于佳露, 徐丞谊, 郭子妍, & 伍珍, 2023
儿童积极消极共情量表的修订及信效度检验, 郭睿, 徐丞谊, & 伍珍, 2023
惩恶还是扶弱: 7~10岁儿童第三方惩罚的动机, 马睿, 吴南, 田莫千, & 伍珍, 2023
They can and will: Preschoolers encourage pro-environmental behavior with rewards and punishments, Hu, C., & Wu, Z., 2022
Reflexive or reflective? Group bias in third-party punishment in Chinese and western cultures, Guo, Z., Guo, R., Xu, C., & Wu, Z., 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, 郭睿, 伍珍, 张英俊, 何吉波, & 樊富珉, 2022
Empathy as a buffer: How empathy moderates the emotional effect in preschoolers’ sharing, Guo, R., & Wu, Z., 2021
Children’s restorative justice in an intergroup context, Yang, X., Wu, Z., & Dunham, Y., 2021
To punish or to restore: How children evaluate victims’ responses to immorality, Liu, X., Yang, X., & Wu, Z., 2021
4-8岁儿童认知风格的发展及其对问题解决的影响, 李秀妍, & 伍珍, 2021
How intergroup relation moderates the group bias in Third-Party Punishment, Guo, R., Ding, J., & Wu, Z., 2020
Emotion makes a difference: Induced sadness reduces preschool boys’ sharing behavior, Guo, R., He, Z., & Wu, Z., 2019
Preschoolers’ group bias in punishing selfishness in the ultimatum game, Wu, Z., Gao, X., 2018
“She is looking at me! Shall I share?” How Chinese and American preschoolers respond to eye gaze during sharing, Wu, Z., Chen, X., Gros-Louis, J., & Su, Y., 2018
Differential inter-trial effects in the visual search of children, adolescents, and young adults, An, J., Wen W., Wu, Z., & Wan X., 2018
Physical exercise predicts social competence and general well-being in Chinese children 10 to 15 years old: A preliminary study, Su, J., Wu, Z., & Su, Y., 2018
Motivation counts: Autonomous but not obligated sharing promotes happiness in preschoolers, Wu, Z., Zhang, Z., Guo, R., & Gros-Louis, J., 2017
The value of vocalizing: 10-month-olds’ vocal usage relates to language outcomes at 15 months, Wu, Z., & Gros-Louis, J., 2017
婴儿指示性手势与其语言学习的关系, 伍珍, & 郭睿, 2017
儿童的分配公平性：心理理论的作用, 陈童, & 伍珍, 2017
Five-year-old preschoolers’ sharing is influenced by anticipated reciprocation, Xiong, M., Shi, J., Wu, Z., & Zhang, Z., 2016
Caregivers provide more labeling responses to infants’ pointing than to infants’ object-directed vocalizations, Wu, Z., & Gros-Louis, J., 2015
How do preschoolers’ sharing behavior relate to their theory of mind understanding?, Wu, Z., & Su, Y., 2014
Infants’ prelinguistic communicative acts and maternal responses: Relations to linguistic development, Wu, Z., & Gros-Louis, J., 2014
How joint attention relates to cooperation in 1- and 2-year-olds, Wu, Z., Pan, J., Su, Y., & Gros-Louis, J., 2013
Twelve-month-olds' vocal production during pointing in naturalistic interactions: Sensitivity to parents' attention and responses, Gros-Louis, J., & Wu, Z., 2012
Contingent labeling after infants’ pointing helps infants learn words, Wu, Z., & Gros-Louis, J., 2015
Development of sharing in preschoolers in relation to theory of mind understanding, Wu, Z., & Su, Y., 2013
Becoming a gaze user: Joint attention and cooperation in one and two-year-old children, Wu, Z., Pan, J., Su, Y., & Gros-Louis, J., 2010

Social Cognition Moral Development Emotion Socio-Emotional Intelligence Psychology Development Behavior Cognition Child Development Empathy

Hong Li - Tsinghua University

Meihong Zheng - Tsinghua University

Jia Liu - Tsinghua University

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