王莹 - 清华大学 - 社会科学学院

个人简介

教育背景 2011. 9 – 2014. 7 香港中文大学心理系博士 2008. 9 – 2011. 7 北京师范大学发展与教育心理学硕士 2004. 9 – 2008. 7 北京邮电大学自动化学院工学学士工作履历 2021 – 今清华大学副教授 2018 - 2021 清华大学助理教授 2016 – 2017 美国密歇根大学博士后 2014 – 2015 香港大学博士后学术兼职 Frontiers in Psychology and Frontiers in Education：Review Editor 担任以下期刊审稿人：Journal of Learning Disabilities, Scientific Studies of Reading， International Journal of Bilingual Education and Bilingualism, Dyslexia, Early Education and Development, Applied Psycholinguistics, International Journal of Behavioral Development, Reading and Writing, Journal of Experimental Child Psychology 学术会员 American Psychological Association (APA) Society for Research in Child Development (SRCD) Society for the Scientific Study of Reading (SSSR) Association for Reading and Writing in Asia (ARWA) International Society for Autism Research(INSAR)

研究领域

儿童的早期认知和语言能力发展的跨文化研究孤独症儿童的语言和高级认知功能发展特殊儿童家庭和校干预

近期论文

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Lau, C., Wang, Y., Chan, S. W., Chen, E. E., McBride, C., Tse, S. K., ... & Rao, N. (2020). Promoting Chinese Literacy in South Asian Preschoolers and their Mothers in Hong Kong: An Intervention Study. Early Education and Development, 31(4), 561-581. Wang, Y., McBride, C., Zhou, Y., Malatesha Joshi, R., & Farver, J. A. M. (2018). Becoming literate in Chinese: a comparison of native‐speaking and non‐native‐speaking children. Journal of Research in Reading, 41(3), 511-524. Citation: 14 McBride, C., Wang, Y., & Cheang, L. M. L. (2018). Dyslexia in Chinese. Current Developmental Disorders Reports, 5(4), 217-225. Citation:11 Zhou, Y., McBride, C., Leung, J. S. M., Wang, Y., Joshi, M., & Farver, J. (2018). Chinese and English reading-related skills in L1 and L2 Chinese-speaking children in Hong Kong. Language, Cognition and Neuroscience,33(3): 1-13. Citation:14 Wang, Y., & McBride, C. (2017). Beyond Copying: A Comparison of Multi-Component Interventions on Chinese Early Literacy Skills. International Journal of Behavioral Development, 41(3): 389-390. Citation: 19 Li, T., Wang, Y., X., Tong., & McBride, C. (2017). A Developmental Study of Chinese Children’s Word and Character Reading. Journal of Psycholinguistic Research, 46(1): 141-155. Citation: 10 Wang, Y., & McBride, C. (2016). Character reading and word reading in Chinese: Unique correlates for Chinese kindergarteners. Applied Psycholinguistics, 37(2), 371-386. Citation: 28 Liu, D., Chen, X., & Wang, Y. (2016). The Impact of Visual-spatial Attention on Reading and Spelling in Chinese Children. Reading and Writing. Reading and Writing, 29(7), 1435-1447. Citation: 38 Wang, Y., Yin, L., & McBride, C. (2015). Unique Predictors of Early Reading and Writing: A One-year Longitudinal Study of Chinese Kindergarteners. Early Childhood Research Quarterly, 32, 51-59. Citation: 47 McBride, C., & Wang, Y. (2015). Learning to Read Chinese: Universal and Unique Cognitive Cores. Child Development Perspectives, 9(3), 196-200. Citation: 26 Wang, Y., & McBride, C., Chan, S. (2014). Correlates of Chinese Kindergarteners' Word Reading and Writing: The Unique Role of Copying Skills? Reading and Writing, 27(7), 1281-1302. Citation: 67 王莹, & 李燕芳. (2012). 早期经验对儿童心理发展的影响. 心理科学, 35(2), 346-351. Citation: 3 李燕芳, 王莹, 郑渝萍, & 董奇. (2010). 小学儿童英语课堂学习焦虑发展及其与教师教育行为的关系. 心理发展与教育, 26(1), 42-47. Citation: 12 李燕芳, & 王莹. (2009). 影响儿童青少年创造力发展的学校环境因素研究述评. 中国特殊教育, 2, 80-85. Citation:11