鄧賜平

鄧賜平，男，華東師範大學心理與認知科學學院教師。

基本介紹

• 中文名：鄧賜平
• 職業：教師
• 專業方向：認知與語言發展、認知發展障礙及其潛在認知神經基礎
• 職務：所長
• 就職院校：華東師範大學心理與認知科學學院

研究方向

認知與語言發展、認知發展障礙及其潛在認知神經基礎、創新拔尖高中學生的發展跟蹤研究、認知-情緒-動機發展整合與青少年學習。

學術成果

近期論著：

Yiji Wang, Xiaolin Ye, Ciping Deng* (2020). Exploring Mechanisms of Rapid Automatized Naming to Arithmetic Skills in Chinese Primary Schoolers. Psychology in the Schools. (online DOI: 10.1002/pits.22349)

George K. Georgiou, Wei Wei, Tomohiro Inoue, Ciping Deng (2020).Are the Relations of RAN with Reading and Mathematics Accuracy and Fluency Bidirectional? Evidence From a 5-Year Longitudinal Study with Chinese Children. Journal of Educational Psychology. (online DOI: 10.1037/edu0000452 )

Wenjun Zhang, Chao Yan, David Shum, Ciping Deng* (2019). Responses to academic stress mediate the association between sleep difficulties and depressive/ anxiety symptoms in Chinese adolescents. Journal of Affective Disorders, vol.263, 89-98. (online DOI: 10.1016/j.jad.2019.11.157)

Xinpei Xu, Gangmin Xu, Ming Liu,Ciping Deng* (2019). Influence of parental academic involvement on the achievement goal orientations of high school students in China: A latent growth model study.British Journal of Educational Psychology,(online DOI: 10.1111/bjep.12326).

Xinpei Xu, David Yun Dai, Ming Liu, Ciping Deng* (2019). Parental psychological control and academic functioning in Chinese high school students: A short-term longitudinal study. British Journal of Developmental Psychology. (online DOI: 10.1111/bjdp.12308).

George Georgiou,Wei Wei, Tomohiro Inoue,J. P. Das,Ciping Deng*. (2019). Cultural influences on the relation between executive functions and academic achievement. Reading and Writing. (online DOI: 10.1007/s11145-019-09961-8)

Florrie Fei-Yin Ng, Eva M. Pomerantz, Shuifong Lam, Ciping Deng. (2019). The role of mother’s child-based worth in their affective responses to children’s performance. Child Development, 90(1), e165-e181.

Wei Wei, Liyue Guo, George Georgiou, Athanasios Tavouktsoglou, Ciping Deng*. (2018). Different Subcomponents of Executive Functioning Predict Different Growth Parameters in Mathematics: Evidence from A 4-year Longitudinal Study with Chinese Children. Frontiers in Psychology (the research topic: Individual Differences in Arithmetical Development), 9: 1037 (DOI: 10.3389/fpsyg.2018.01037)

Timothy C. Papadopoulos, George Georgiou, Ciping Deng, Jagannath P. Das. (2018). The structure of speed of processing across language. Advances in Cognitive Psychology 14(3), 112-125

Yiyang Le, Junsheng Liu, Ciping Deng*, Yun Dai. (2018). Heart rate variability reflects the effects of emotional design principle on mental effort in multimedia learning. Computers in Human Behavior, 89, 41-47

Chao Yan, Hui Zhou, Wei Wei, Yiji Wang, Lixian Cui, Raymond Chan, Ciping Deng*. (2018). Developmental trajectories of attention in typically developing Chinese children: A four-wave longitudinal study. Developmental Neuropsychology, 43(6), 479-496.

Xinpei Xu, Yun Dai, Ming Liu, Ciping Deng*. (2018). Relations between Parenting and Adolescents’ Academic Functioning: The Mediating Role of Achievement Goal Orientations. Frontiers in Education – Educational Psychology, 3:1. DOI: 10.3389/feduc.2018.00001

Angeliki Altani, George K. Georgiou, Ciping Deng, Jeung-Ryeul Cho, Katerina Katopodi, Wei Wei, Athanassios Protopapas. (2017). Is processing of symbols and words influenced by writing system? Evidence from Chinese, Korean, English, and Greek. Journal of Experimental Child Psychology, 164, 117-135.

Yiji Wang, Ciping Deng, Xiangdong Yang. (2016). Family economic status and parental involvement: Influences of parental expectation and perceived barriers. School Psychology International. 37(5), 536-553.

Ciping Deng, Xinpei Xu. (2016). Parents’ Psychological Control and its relatedness to Students’ Academic Motivations in Chinese Selective High Schools. In Jean-Louis Derouet, Yiping Huo, Philippe Savoie (Eds). The making of the elite in France and in China. Academia L’Harmattan, in press.

Wei Wei, George K. Georgiou, Ciping Deng. (2015) Examining the Cross-Lagged Relationships Between RAN and Word Reading in Chinese. Scientific Studies of Reading, in press.

Ciping Deng, Gintautas Silinskas, Wei Wei, George K. Georgiou. (2015). Cross-lagged relationships between home learning environment and academic achievement in Chinese. Early Childhood Research Quarterly, 33(1),12–20.

Chen-Huei Liao, Ciping Deng, Jessica Hamilton, Shuk Ching Lee, Wei Wei, George K. Georgiou. (2015). A Comprehensive Examination of the Role of Rapid Naming in Reading Development and Dyslexia in Chinese. Journal of Experimental Child Psychology, 130, 106-122.

Yang Qu, Eva M.Pomerantz, Ciping Deng. (2014). Mothers’ Goals for Adolescents in the United States and China: Content and Transmission. Journal of Research on Adolescence. (Article first published online: 9 OCT, DOI: 10.1111/jora.12176)

Ciping Deng, George K. Georgiou.(2014). Establishing Measurement Invariance of PASS across Cultures. In Papadopoulos, Parilla, & Kirby (Eds). Cognition, Intelligence, and Achievement, (pp.137-148). Elsevier Press.

Florrie Fei-Yin Ng, Eva M.Pomerantz, Ciping Deng.(2014).Why are Chinese parents more psychologically controlling than American parents?"My child is my report card". Child Development, 85(1), 355-369.

Dan Cai, Qiwei Li, Ciping Deng. (2013). Cognitive processing characteristics of 6th to 8th grade Chinese students with mathematics learning disability: Relationships among working memory, PASSprocesses, and processing speed. Learning and Individual Differences, 27, 120–127.

Ciping Deng, Ming Liu, Wei Wei, RCK Chan, J.P.Das. (2011). Latent Factor Structure of the Das-Naglieri Cognitive Assessment System: A Confirmatory Factor Analysis in a Chinese Setting. Research in Developmental Disabilities, 32, 1988–1997.

郭麗月, 嚴超, 鄧賜平. (2018). 數學能力的改善: 針對工作記憶訓練的元分析.心理科學進展, 26(9), 1576-1589.

魏威, 鄧賜平, 李其維. (2018). 學齡早期詞語閱讀習得對閱讀理解能力的預測作用: 初始水平和發展速率的貢獻. 心理科學，41(3),559-564.

魏威, 鄧賜平, 周琿. (2018). 兒童中期計畫能力和注意能力的關係: 一項交叉滯後研究. 心理科學，41(1), 57-63.

王曉辰,李清,鄧賜平.(2017).PASS認知加工對漢語閱讀的影響:語音加工和正字法加工的中介機制研究.心理科學,40(3),587-593.

魏威,田麗麗,鄧賜平,康丹,周欣.(2016).Das-Naglieri認知評估系統（中文版）在學前兒童樣本中的結構驗證.心理科學,39(2),377-383.

蔡丹,李其維,鄧賜平.(2013).數學學業不良國中生的工作記憶特點:領域普遍性還是特殊性？心理學報,45(2),193-205.

鄧賜平.(2013).城市普通高中學生的學業動機與學習興趣調查. 載於《中國高中階段教育發展報告(2013年度)》，華東師大出版社.

鄧賜平.(2013).資優研究的沿革與發展:心理學的視角. 載於《國際視野中的資優教育》，華東師大出版社.

張結海,鄧賜平.(2013).後悔內容的影響因素研究: 基於中美的初步比較.心理科學,36(4),1223-1229.

張結海,Bonnefon,JF,鄧賜平.(2011).“值”在中國人的假設思維中的角色. 心理學報, 43(1),1-10.

游寒琳,宋新燕,孫玲,鄧賜平,J.P.Das,孟祥芝.(2011).PASS認知成分和語音意識在中英文閱讀中的作用.中國特殊教育,4,71-81.

蔡丹,李其維,鄧賜平.(2011).數學學習困難國中生的N-back任務表現特徵.心理學探新,31(4),321-325.

蔡丹,李其維,鄧賜平.(2011).數學學習困難國中生的中央執行系統特點.心理科學,34(2),,361-366.