Magnitude representation of preschool children with autism spectrum condition, Li, X., Li, J., Zhao, S., Liao, Y., Zhu, L., & Mou, Y., 2023
Parental Problematic Smartphone Use and Children's Executive Function: The Mediating Role of Technoference and the Moderating Role of Children's Age, Yang, X., Jiang, P., & Zhu, L., 2023
Musical coordination affects children's perspective‐taking, but musical synchrony does not, Wan, Y., Wei, Y., Xu, B., Zhu, L., & Tanenhaus, M. K., 2023
Longitudinal development of children's sharing behaviour: Only children versus children with siblings from rural China, Lin, Z., Yu, J., Jiang, Y., Wang, X. T., & Zhu, L., 2023
Group decision-making on risky choice in adolescents and young adults, Zhang, W., Jiang, Y., Wang, C., & Zhu, L., 2023
Understanding the effects of rhythmic coordination on children's prosocial behaviours, Wan, Y., & Zhu, L., 2022
Context-sensitivity influences German and Chinese preschoolers’ comprehension of indirect communication, Schulze, C., Buttelmann, D., Zhu, L., & Saalbach, H., 2022
Effects of rhythmic turn-taking coordination on five-year-old children’s prosocial behaviors, Wan, Y., & Zhu, L., 2021
Psychological implications of the COVID‐19 pandemic around the world: Introduction to the special issue, Obschonka, M., Gewirtz, A. H., & Zhu, L., 2021
Power grabbed or granted: Children’s allocation of resources in social power situations, Cheng, N., Wan, Y., An, J., Gummerum, M., & Zhu, L., 2021
The development of intent-based moral judgment and moral behavior in the context of indirect reciprocity: A cross-cultural study, Li, J., Hou, W., Zhu, L., & Tomasello, M., 2020
The relation between electronic game play and executive function among preschoolers, Yang, X., Wang, Z., Qiu, X., & Zhu, L., 2020
Effect of transfer type on labor's role in ownership judgments, Li, Z., Zhu, L., Wan, Y., Li, J., & Yu, J., 2020
Preschoolers’ evaluation of the informativeness of others’ explanations about conjunctive causal events, Li, Y. L., Chai, K. X., Wan, Y., Chen, Z., & Zhu, L., 2020
Fairness, Zhu, L.,& Yu, J., 2018
The association between punishment and cooperation in children with high-functioning autism, Li, J., Zhu, L., & Chen, Z., 2018
Is the bias for function-based explanations culturally universal? children from china endorse teleological explanations of natural phenomena, Schachner, A., Zhu, L., Li, J., & Kelemen, D., 2017
Parental mind-mindedness but not false belief understanding predicts Hong Kong children's lie-telling behavior in a temptation resistance task, Wang, L., Zhu, L., & Wang, Z., 2017
Developing concepts of the mind, body, and afterlife: exploring the roles of narrative context and culture, Lane, J. D., Zhu, L., Evans, E. M., & Wellman, H. M., 2016
How universal are free will beliefs? cultural differences in Chinese and U.S. 4- and 6-year-olds, Wente, A. O., Bridgers, S., Zhao, X., Seiver, E., Zhu, L., & Gopnik, A., 2016
Children's sharing behavior in mini-dictator games: the role of in-group favoritism and theory of mind, Yu, J., Zhu, L., & Leslie, A. M., 2016
English- and mandarin-learning infants' discrimination of actions and objects in dynamic events, Chen, J., Tardif, T., Pulverman, R., Casasola, M., Zhu, L., & Zheng, X., 2015
Media multitasking and psychological wellbeing in Chinese adolescents: time management as a moderator, Yang, X., Xu, X., & Zhu, L., 2015
Social and non-social deficits in children with high-functioning autism and their cooperative behaviors, Li J, Zhu L, Liu J, & Li X, 2014
The relationship between moral judgment and cooperation in children with high-functioning autism, Li, J., Zhu, L. & Gummerum, M., 2014
Examining Biological Explanations in Chinese Preschool Children: A Cross-Cultural Comparison, Legare, C. H., Zhu, L., & Wellman, H. M., 2013
Psychological Traces of China's Socio-economic Reforms in the Ultimatum and Dictator Games, Zhu, L., Gigerenzer, G. & Huangfu, G., 2013
Chinese and British adolescents’ academic self-concept, identity and behaviour in schools, Maras, P., Moon, A. & Zhu, L., 2012
Acquisition of generic noun phrases in Chinese: learning about lions without an ‘-s’, Tardif, T., Gelman, S. A., Fu, X., & Zhu, L., 2012
English- and Chinese-learning Infants Map Novel Labels to Objects and Actions Differently, Chan, C. C.Y., Tardif, T., Chen, J., & Pulverman，R.B., Zhu, L. & Meng, X., 2011
How do children coordinate information about mental states with social norms?, Wang, F., Zhu, L., & Shi, K., 2011
