Lead Researcher in TULLL
Ph.D., Psychology, University of Iowa, Iowa, USA May 2015
B. S., Psychology, Yuanpei College, Peking University, Beijing, China July 2009
Assistant Professor 2015.8 to present
Teaching Assistant 2011.8 – 2014.12
Member, American Psychological Association, Cognitive Science Society, International Conference on Infant Studies, and Society for Research in Child Development
Ad hoc reviewer for psychological journals (e.g., First Language, Infancy, Infant Behavior and Development, PLOS ONE)
Areas of Research Interests/ Research Projects
Prelinguistic communication, word learning, caregiver-child interactions, pro-social behavior, social cognition
National Science Foundation Young Scientist Research Grant (NSF No. 31600899) 2017.1-2019.12
National Science Foundation (NSF No. 1323285) 11-547, Social, Behavioral & Economic Sciences Doctoral Dissertation Research Improvement Grants, USA 2013.9-2015.8
Honors And Awards
Chinese Government Award for Outstanding Self-financed Students Abroad 2015.2
Best student paper presentation award at American Psychological Association 119th convention, Washington, D.C., USA 2011.8
Executive Council of Graduate and Professional Students Research Grant the University of Iowa, Iowa City, IA, USA 2010.12
1st Prize for Undergraduate Research in the Peking University “Challenge Cup” Competition Beijing, China 2009 .5
President’s Undergraduate Research Fellowship 2007.9-2008.8
Refereed Journal Publications
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.
1.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.
2. 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.
3. 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, DOI: 10.1109/DEVLRN.2010.5578848).