王臘梅，心理學博士，兒童心理學家，深圳大學心理與社會學院副教授。
基本介紹
- 中文名：王臘梅
- 國籍：中國
- 職業：兒童心理學家
- 畢業院校：中科院心理所、德國薩爾大學
教育經歷,工作經歷,主要研究領域,代表論著,
教育經歷
1998.9 - 2002.7 北京師範大學理學學士
2002.9 - 2005.7 北京大學管理學碩士
2008.9 - 2011.7 中科院心理所理學博士
2009.10 - 2010.12 德國薩爾大學聯合培養博士
工作經歷
2016.7 至今 深圳大學心理與社會學院，副教授
2014.11 - 2015.11 香港大學，博士後
2012.9 - 2014.6 香港教育學院，訪問學者
2011.7 - 2016.6 中科院心理所，助理研究員
主要研究領域
- 兒童情緒和社會性發展
- 父母教養方式
代表論著
1.Wang, L., Zhu, L., & Wang, Z. (in press) 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.(Q2, IF =2.549)
2.Wang, L., Chen, W., & Li, H. (2017). Use of 3D faces facilitates facial expression recognition in children,Scientific Reports,7, 45464.doi:10.1038/srep45464 (Q1, IF = 5.228)
3.Wang, L., & Mesman, J. (2015). Child Development in the Face of Rural-to-Urban Migration in China: A Meta-analytic Review,Perspectives on Psychological Science, 10(6), 813–831. (Q1, IF = 9.546)
4.Mesman, J., ...Wang, L.et al. (2015). Is the Ideal Mother a Sensitive Mother? Beliefs about Early Childhood Parenting in Mothers across the Globe,International Journal of Behavior Development, 7, 1 – 12.
5.Wang, Z. &Wang, L.(2015). Cognitive development: Child education. In J. Wright (Ed.).International Encyclopedia of Social and Behavioral Sciences, 2nd edition, Vol 4. (pp. 38–42). Oxford: Elsevier.
6.Wang, Z., &Wang, L.(2015). The Mind and Heart of the Social Child: Developing the Empathy and Theory of Mind Scale.Child Development Research, doi:10.1155/2015/171304
7.Wang, L., Chen, C-W., Zhu, L. (2014). Picture norms for Chinese preschool children: Name agreement, familiarity, and visual complexity.PLoS ONE 9(3): e90450.
8.Umla-Runge, K., Fu, X.,Wang, L., & Zimmer, H.D. (2014). Culture-specific familiarity equally mediates action representations across cultures,Cognitive Neuroscience, 5(1), 26-35.
9.Yang, X.,Wang, L., Zhu, L. (2014). Electronic Media and Child Development - From the Perspective of the Ecological Techno-subsystem Theory.Psychological Science (Chinese), 4, 920-924.
10.Wang, L.,Fu, X.,Zimmer, H.D., Umla-Runge, K.,& Aschersleben, G. (2013). Action representation across ages and cultures: Recognition of action means–end change in German and Chinese children and adults,Journal of Cognitive Psychology, 25(8), 941-948.
11.Wang, L.,Fu, X.,Zimmer, H.D.,& Aschersleben, G.(2012) Familiarity and complexity modulate the way children imitate tool-use actions: A cross-cultural study,Journal of Cognitive Psychology, 24(2), 221-228.
12.Umla-Runge, K.,Zimmer, H.D.,Fu, X.,Wang, L.(2012) An action video clip database rated for familiarity in China and Germany, Behavior Research Methods, 44(4), 946-953.
13. Wang, L., Fu, X., Aschersleben, G., & Zimmer, H. (2010). Training Preschoolers’ Complex Tool Use Skills: Focusing on both Means and Ends should be the Goal. Proceedings of the 3rd International Conference on Education Technology and Training.
14. 王臘梅（2009）.皮亞傑.載於荊其誠、傅小蘭（主編），心·坐標—當代心理學大家（二）（139-187頁）.北京：北京大學出版社.
