伍珍，女，清华大学心理学系助理教授。

教育背景

博士，心理学系，爱荷华大学 2009.8 – 2015.5

理学学士，心理学专业，北京大学元培学院，北京大学 2005.9 – 2009.7。

工作履历

讲师，清华大学心理学系 2015.8至今

教学助理，爱荷华大学心理学系 2011.8 – 2014.12。

学术兼职

期刊外审：First Language, Infancy, Infant Behavior and Development, PLOS ONE

会员：American Psychological Association, Cognitive Science Society, International Conference on Infant Studies, Society for Research in Child Development。

研究领域

社会认知能力的发展, 亲社会行为的发展

婴幼儿早期交流能力的发展, 语言获得与发展。

研究概况

1.国家自然科学青年科学基金，31600899，儿童第三方惩罚的内群偏好：发生发展及影响因素，2017/1-2019/12，20万元，在研，主持。

2. 国家社科基金重大项目，15ZDB017，语言、思维、认知层级的高阶认知，2016/1-2 020/12，80万元，在研，参加。

3. 美国国家自然科学基金博士论文研究项目，2013/9-2015/8，9483美元(约61700人民币)，已结题，主持。

奖励与荣誉

中国国家留学基金委优秀自费留学生奖学金 2015.2

第119届美国心理学协会最佳学生论文报告 2011.8

北京大学第十七届““挑战杯”中国大学生创业计划竞赛”——五四青年科学奖竞赛特等奖 2009.5

北京大学校长基金 2007.9-2008.8。

学术成果

1.Wu, Z., & Gros-Louis, J*. (2016). The value of vocalizing: Ten-month-olds' vocal usage relates to language outcomes at 15 months. Infancy.

2.Xiong, M., Shi, J., Wu, Z., & Zhang, Z*. (2016). Five-year-old preschoolers’ sharing is influenced by anticipated reciprocation. Frontiers in Psychology, 460.

3.Wu, Z., & Gros-Louis, J. (2015). Caregivers provide more labeling responses to infants’ pointing than to infants’ object-directed vocalizations. Journal of Child Language, 42(3), 538-561.

4.Wu, Z., & Su, Y. (2014). How do preschoolers’ sharing behavior relate to their theory of mind understanding? Journal of Experimental Child Psychology, 120, 73-86.

5.Wu, Z., & Gros-Louis, J. (2014). Infants’ prelinguistic communicative acts and maternal responses: Relations to linguistic development. First Language, 34, 72-90.

6.Wu, Z., pan, J., & Su, Y., & Gros-Louis, J. (2013). How joint attention relates to cooperation in 1- and 2-year-olds. International Journal of Behavioral Development, 37,542-548.

7.Gros-Louis, J., & Wu, Z. (2012). Twelve-month-olds' vocal production during pointing in naturalistic interactions: Sensitivity to parents' attention and responses. Infant Behavior and Development, 35, 773-778.

8.Wu, Z., & Gros-Louis, J. (2015). Contingent labeling after infants’ pointing helps infants learn words. In D. C. Noelle, R. Dale, A. S. Warlaumont, J. Yoshimi, T. Matlock, C. D. Jennings, & P. P. Maglio (Eds.), Proceedings of the 37th Annual Conference of the Cognitive Science Society (pp. 2685-2690). Austin, TX: Cognitive Science Society.

9.Wu, Z., & Su, Y. (2013). Development of sharing in preschoolers in relation to theory of mind understanding. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp 3811-3816). Austin, TX: Cognitive Science Society.

10.Wu, Z., pan, J., Su, Y., & Gros-Louis, J. (2010). Becoming a gaze user: Joint attention and cooperation in one and two-year-old children. Proceedings of Development and Learning, 2010 IEEE 9th International Conference on Development and Learning (pp. 161-164). Ann Arbor, MI.。