Publications 伍珍教授文章发表 Guo, R., Ding, J., & Wu, Z. (2020). How intergroup relation moderates group bias in Third-Party Punishment. Acta Psychologica, 205, 103055. Guo, R., He, Z., & Wu, Z. (2019). Emotion makes a difference: Induced sadness reduces preschool boys’ sharing behavior. Evolution and Human Behavior, 40(2), 148-155. Wu, Z., & Gao, X. (2018). Preschoolers’ group bias in punishing selfishness in the Ultimatum Game. Journal of experimental child psychology, 166, 280-292. 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(2), 447-460. 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, 11(6), 1935-1949. 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. 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. 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. 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, 7,460. 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(3), 538-561. 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. (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(1), 72-90. 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. (2013). How joint attention relates to cooperation in 1-and 2-year-olds. International Journal of Behavioral Development, 37(6), 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(4), 773-778. 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) 更多论文信息请访问ResearchGate页面：https://www.researchgate.net/profile/Zhen_Wu2
