教育背景
博士，心理学系，美国爱荷华大学 2009.8 – 2015.5
理学学士，心理学专业，元培学院，北京大学 2005.9 – 2009.7
工作履历
清华大学心理学系副主任 2021.11至今
副教授，清华大学心理学系 2018.12至今
清华大学终身学习实验室研究主管 2016.4至今
助理教授，清华大学心理学系 2015.8-2018.12
科研项目
国家自然科学基金：儿童第三方惩罚的内群偏好：发生发展及影响因素，主持，结题
北京市教育科学规划项目：屏幕暴露对儿童情绪调节能力的影响，主持，在研。
清华大学春风基金：新冠疫情各阶段情绪问题与心理应对：共情的作用，主持，在研。
企事业单位委托项目：陈一丹基金会-乐高基金会联合教育研究专项课题，主持，在研。
清华大学自主科研（未来学者计划）：儿童合作行为的建立与维护，主持，结题。
国家社科基金重大项目：语言、思维、认知层级的高阶认知，在研，参加。
国家自然科学基金面上项目： 注意缺陷多动障碍患者选择性注意发展特性的行为与神经影像学研究，在研，参加。
联合共建科研机构项目：终身学习的培养，在研，参加。
企事业单位委托项目：基于可穿戴神经生理测量的课堂教学效果评价方法研究，在研，参加。
企事业单位委托项目：青少年儿童创新教育课程与培训体系，在研，参加。
美国国家自然科学基金博士论文研究项目，National Science Foundation,1323285, Social, Behavioral & Economic Sciences Doctoral Dissertation Research Improvement Grants，已结题，主持。
奖励和荣誉
清华大学学术新人奖 2021.7
清华大学教学成果奖一等奖《社科学院大类平台课程体系建设》（第五完成人） 2021.7
清华大学在线教学创新案例 2020.7
清华大学第九届青年教师基本功大赛二等奖 2020.12
清华大学年度教学优秀奖 2017.9
清华大学仲英青年学者 2017.1
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论文报告 2011.8
北京大学第十七届“挑战杯”——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 *通讯作者；#指导学生
Guo, Z#., Guo, R#., Xu, C., & Wu, Z*. (in press). Reflexive or Reflective? Group Bias in Third-Party Punishment in Chinese and Western Cultures. Journal of Experimental Child Psychology. (SSCI，IF = 3.603)
Guo, R.# & Wu, Z.* (2021). Empathy as a buffer: How empathy moderates the emotional effect in preschoolers’ sharing. British Journal of Psychology, 112(2), 412-432. (SSCI，IF = 4.267)
Yang, X#., Wu, Z.*, & Dunham, Y. (2021). Children’s restorative justice in an intergroup context. Social Development, 30, 663-683. (SSCI，IF = 2.269)
Liu, X.#, Yang, X., & Wu, Z*. (2021). To punish or to restore: How children evaluate victims’ responses to immorality. Frontiers in Psychology, 12, 696160. (SSCI, IF = 2.99)
郭睿#，伍珍*，张英俊，何吉波，樊富珉. (已接收). 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. 中国临床心理学杂志.
李秀妍#, 伍珍*. (2021). 4-8岁儿童认知风格的发展及其对问题解决的影响. 心理科学, 44(2): 433-439. (CSSCI，IF = 1.62)
Guo, R.#, Ding, J.#, & Wu, Z.* (2020). How intergroup relation moderates the group bias in Third-Party Punishment. Acta Psychologica, 205, article 103055.
Guo, R.#, He, Z.#, & Wu, Z*. (2019). Emotion makes a difference: Induced sadness reduces preschool boys’ sharing behavior. Evolution and Human Behavior, 40, 148-155. (SCIE Q1，IF = 4.178)
Wu, Z.*, Gao, X.# (2018). Preschoolers’ group bias in punishing selfishness in the ultimatum game. Journal of Experimental Child Psychology, 166, 280-292. (SSCI，IF = 2.610)
Wu, Z.*, Chen, X., Gros-Louis, J., & Su, Y. (2018). “She is looking at me! Shall I share?” How Chinese and American preschoolers respond to eye gaze during sharing. Social Development, 27, 447-460. (SSCI，IF = 2.269)
An, J., Wen W., Wu, Z., & Wan X*. (2018). Differential inter-trial effects in the visual search of children, adolescents, and young adults. Acta Psychologica, 191, 171-178. (SSCI，IF = 1.734)
Su, J., Wu, Z., & Su, Y*. (2018). Physical exercise predicts social competence and general well-being in Chinese children 10 to 15 years old: A preliminary study. Child Indicators Research, 2, 1-15. (SSCI，IF = 2.420)
Wu, Z.*, Zhang, Z., Guo, R.#, & Gros-Louis, J. (2017). Motivation counts: Autonomous but not obligated sharing promotes happiness in preschoolers. Frontiers in Psychology, 8, 867. (SSCI，IF = 2.990)
Wu, Z., & Gros-Louis, J*. (2017). The value of vocalizing: 10-month-olds’ vocal usage relates to language outcomes at 15 months. Infancy, 22(1), 23–41. (SSCI，IF = 2.052)
伍珍* & 郭睿#. (2017). 婴儿指示性手势与其语言学习的关系.心理科学进展, 25(10), 1705-1712.
陈童# & 伍珍*. (2017). 儿童的分配公平性：心理理论的作用.心理科学进展, 25(8), 1299-1309.
Xiong, M., Shi, J., Wu, Z., & Zhang, Z*. (2016). Five-year-old preschoolers’ sharing is influenced by anticipated reciprocation. Frontiers in Psychology, 460.
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, 538-561
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.
Wu, Z*., & Gros-Louis, J. (2014). Infants’ prelinguistic communicative acts and maternal responses: Relations to linguistic development. First Language, 34, 72-90
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.
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.
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.
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.
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. (EI)