张丽 教授
基本情况
• 专业方向：决策心理学，发展与教育心理学
• 研究主题：情绪与健康，社会与决策，认知与学习
• 研究兴趣：
(1)情绪与健康，关注焦虑、抑郁、负债感、生命意义感
(2)情绪与决策，关注情绪对风险决策、最优化决策和社会决策的影响
(3)认知与学习，关注儿童数学和空间能力的发展、数学学习的影响因素
• 联系方式：lilyking_0717@126.com
教育经历
• 2003/09 – 2008/07，北京师范大学，发展心理研究所，博士
• 1999/09 – 2003/07，陕西师范大学，教育科学学院，学士
工作经历
• 2018/06— 至今中央财经大学，社会与心理学院，教授
• 2015/07 — 2018/05西南大学，心理学部，研究员
• 2013/12 — 2014/12 英国剑桥大学，心理系，访问学者
• 2010/07 — 2015/07西南大学，心理学部，副教授
• 2008/07 — 2010/07 西南大学，心理学院，特聘副教授
讲授课程
• 本科生：《心理学史》、《团体辅导》
• 研究生：《心理学研究方法》、《家庭沟通的理论和实践》
主持课题
1.中央财经大学青年科研创新团队项目(校20190116):情绪及其与认知和生理因素的交互作用对经济决策的影响.30万,2019.05-2021.05
2.国家自然科学基金面上项目(31871120)：空间能力的性别差异以及空间能力对数学能力的影响：基因-脑-行为的研究.60万,2019.1-2022.12.
3.国家自然科学基金面上项目(31470996)：发展性计算障碍：基因-脑-行为的研究.80万,2015.1-2018.12.
4.国家自然科学基金青年项目(30900408)：类包含和替代包含推理的发展认知神经机制.23万,2010.1-2012.12.
5.全国教育科学“十二五”规划青年项目(EBA130366)：发展性计算障碍儿童的认知缺陷成因.2万,2013.4-2015.4.
6.中国博士后科学基金二等资助(20090450797):类推理的认知神经机制.3万,2009.1- 2011.1.
7.中央高校基本业务经费一般项目(SWU1209410):分数加工的符号特异性. 2012.1-2014.1.
8.北京师范大学认知神经科学与学习国家重点实验室开放课题(CNLY1208):分数和小数加工的认知神经机制.5万,2013.1-2014.12.
代表性论文
1.Zhang L, Wang W, & Zhang X. The psychological typhoon eye effect during the COVID-19 outbreak in China: the role of coping efficacy and perceived threat.Globalization and Health(IF=10.8, JCR 1区,中科院小类1区),2020, 16,105.
2.Xie F,Zhang L*, Chen X, Xin Z. Is spatial ability related to mathematical ability: a Meta-analysis.Educational Psychology Review(IF=10.1, JCR 1区,中科院大类1区,Top期刊), 2020, 32,113-155.
3.Xie F, Xin Z,Chen X,Zhang L*. Gender difference of Chinese high school students’ math anxiety: the effects of self-esteem, test anxiety and general anxiety.Sex Roles(IF=3.8, JCR 1区,中科院大类2区,Top期刊),2019, 81(3-4), 235-244.
4.Yuan Y, Yu X, Liang Z,Zhang L*.The different role of adversity before and after birth in adolescent depression.Journal of Affective Disorder(IF= 6.6, JCR 1区,中科院大类2区,Top期刊).https://doi.org/10.1016/j.jad.2023.12.064
5.Li DF, Wu ML,Chao B,& Zhang, L*.Coping efficacy is associated with the domain specificity in risk-taking behaviors during the COVID-19 pandemic.International Journal of Disaster Risk Reduction(IF= 5.0, JCR 1区,中科院大类1区,Top期刊), 2022. 103321.https://doi.org/10.1016/j.ijdrr.2022.103321
6.Ma M, LDF, & Zhang L.* Longitudinal prediction of children's math anxiety from parent-child relationships.Learning and Individual Differences(IF=3.6, JCR 1区,中科院大类1区,Top期刊),2021,88, 102016.https://doi.org/10.1016/j.lindif.2021.102016
7.Zhang L., et al.,Gender inequality is negatively associated with academic achievement for both boys and girls.Npj Learning of Science(IF=4.2,JCR1区,中科院大类1区).Accepted manuscript.
8.Li D, Zhang X,Zhang L.*What skills could distinguish developmental dyscalculia and typically developing children: Evidence from a 2-Year longitudinal screening.Journal of Learning Disabilities(IF=3.0, JCR 1区,中科院小类1区),2023,56(4), 257-277.
9.Zhang L, Jia Y, Xue X, Wang W. Can Mathematics-unrelated reading intervention improve Children’s mathematical performance? Educational Psychology,,2023, 43(10),1144-1159(IF= 3.2, JCR 2区,中科院大类2区).
10.Shao J, Xiao L,Zhang L*, Xin ZQ.Feeling younger, remembering better: The Effect of experimentally induced subjective age on memory among Chinese older adults.Aging & Mental Health(IF=3.4, JCR2区),2020, 24(1), 73-80.
其他发表论文
1.Zhu Y, Yan S, Tao J.,Zhang L.The perspective of teaching systems: The effectiveness of two online teaching approaches in K-12 and school stages differences.Education and Information Technologies.Advance online publication.https://doi.org/10.1007/s10639-023-12257-8
2.Zheng K, Chao W, Xue X,Zhang L*.Number sense predicts arithmetic competence in young Chinese children: The role of visual spatial skills and inhibitory control.Early Child Development and Care.Accepted.In press.https://doi.org/10.1080/03004430.2024.2337236
3.Niu, Y., Cai, H., & Zhang, L*. The moderating role of the DYX1C1 gene in the effect of home supervision on Chinese children’s reading achievements: Evidence from the Diathesis–Stress Model.Behavioral Science,2023,13, 891.
4.Ma M, Guo K, Li Z, Xie C, & Zhang L*. The relationship between perfectionism and maximization tendency: Mediating roles of achievement motivations.Journal of individual differences. 2023,44(4),254–262.
5.Zhu Y, Xu S, Wang W,Zhang L,Liu Z, Xu Y. The impact of Online and Offline Learning motivation on learning performance: the mediating role of positive academic emotion.Education and Information Technologies, 2022,27, 8921-8938.
6.Zhang L, Wang W, Zhang X.Effect of finger Gnosis on young Chinese children’s addition skills.Frontiers in Psychology,11,544543.
7.Ma, M., Zhao, N., & Zhang, L*. (2021). The positive side of maximization: Linking maximization tendency with meaning in life through time perspectives.Frontiers in Psychology, 12, 4336.
8.Shao J,Zhang L#, Xiao L, Li X, & Li J. Subjective age and memory performance among older Chinese adults: A moderated mediation model.The International Journal of Aging and Human Development, 2020, 91(2), 182-197.
9.Zhang L,Xin ZQ*, Feng TY, Chen YH, Szűcs D*. Physical similarity or numerical representation counts in same different, numerical comparison, physical comparison, and priming task.Quarterly Journal of Experimental Psychology, 2018, 71(3), 670-687.
10.Zhang L, Cai F, Chen CS, He QH. Different neural mechanisms for the comparison and priming distance effects: an fMRI study?Frontiers in Psychology, 2016, 7, 1633.
11.Zhang L, Fang Q, Gabriel FC, Szűcs D. Common magnitude representation of fractions and decimals is task dependent.Quarterly Journal of Experimental Psychology, 2016, 69(4), 764-780.
12.Zhang L,Fang Q, Gabriel F, Szűcs, D. The componential processing of fractions in adults and children: Effects of stimuli variability and contextual interference.Frontiers in Psychology, 2014, 5, 981
13.Zhang L, Chin M, Lin CD, Szűcs D. Flexible and unique representations of two-digit decimals.Acta Psychologica, 2014, 151, 89-97.
14.Du P, Liu D,Zhang L*, Hitchmana G, & Lin CD*. The processing of contradictory and non-contradictory negative sentences.Journal of Cognitive Psychology,2014,26, 461-472.
15.Zhang L, Xin ZQ, Ding C*, Lin CD*. An application of configural frequency analysis: The development of children’s class reasoning.Swiss Journal of Psychology(IF=0.8, JCR4区), 2013, 72(2), 61-70
16.Zhang L, Wang Q, Lin CD, Ding C, Zhou XL. An ERP study of the processing of common and decimal fractions: How different they are.Plos one, 8(7), 2013, e6948724
17.Long CQ, Lu XY,Zhang L, Li H, & Deák G. Category label effects on Chinese children inductive inferences: Modulation by perceptual detail and category specificity.Journal of Experimental Child Psychology, 2012, 111(2), 230-245
18.Cao BH, Li FH,Zhang L, Wang YF, Li H. The holistic processing of price comparison: Behavioral and electrophysiological evidences.Biological Psychology, 2012, 89(1), 63–70
19.Zhang L, Xin ZQ, Li FH, Ding C, Li H. An ERP study on the processing of common fractions.Experimental Brain Research, 2012, 217, 25-34
20.Zhang T, Zheng X,Zhang L, Sha W, Deak G, Li H. Older children misunderstanding of uncertain belief after passing the false belief test.Cognitive Development, 2010, 24: 158-165
21.Zhang L, Xin ZQ, Lin CD, Li H. The complexity of the Latin Square task and its influence on children’s performance.Chinese Science Bulletin, 2009, 54(5), 766-775
22.Xin ZQ,Zhang L. The influence of cognitive holding power, fluid intelligence and mathematical achievement on children’s realistic problem solving.Learning and Individual Differences,2009, 19(1),124-129.
23.张丽,潘霈霖,牛梓瑜,马敏.安静自我:基于平衡和成长视角的理解.心理发展与教育,2024,40(2),288-297.
24.苑媛,梁周健,张丽*.结构性校园氛围与中学生抑郁:社会支持的中介作用和性别的调节作用.心理发展与教育,2023, 39(6), 869-876.
25.王亚如,张丽*.负债感的最新研究进展.心理技术与应用. 2020, 8(3), 172-184.
26.张李斌,张丽*,冯廷勇.发展性计算障碍儿童的数感缺陷.心理行为与研究, 2019,17 (4), 512-519
27.朱丹,张丽*,袁加锦.接近成功和接近失败对幸运感评价的影响.心理技术与应用, 2019, 7(3), 167-172.
28.贾砚璞,张丽*,徐展.自适应的数感训练对低年级儿童数学能力的影响.数学教育学报, 2019, 28(2), 30-34
29.李相南,张丽*.基于fNIRS的符号和非符号数量加工的脑机制研究.西南大学学报(自然科学版), 2018, 40(12),126-132.
30.张丽,蒋慧,赵立.发展性计算障碍儿童的数量转换缺陷.心理科学, 2018, 41(2), 337-343.
31.张丽,李相南,谢芳.发展性计算障碍的认知神经机制研究进展.教育神经科学视野中的数学教育创新. 2017, 599-611
32.李相南,李志勇,张丽*.青少年社会支持与攻击的关系:自尊、自我控制的链式中介作用.心理发展与教育, 2017, 240-248.
33.武盼盼,邵景进,贺念,张丽.老年人年龄认同特征及其与心理健康的关系.心理与行为研究, 2017, (4), 520-527.
34.张丽,卢彩芳,杨新荣. 3-6年级儿童整数数量表征与分数数量表征的关系.心理发展与教育,2014, 30 (1), 1-8.
35.胡艳蓉,张丽*,陈敏.手指的感知、运动以及数量表征对数字认知的促进作用.心理发展与教育, 2014, 30(3), 329-336.
36.张丽,辛自强,王琦,李红.整数构成对分数加工的影响.心理发展与教育, 2012, 1, 37-44.
37.张丽,陈雪梅,王琦,李红.身体形式和社会环境对SNARC效应的影响:基于具身认知观的理解.心理学报, 2012, 44(10),1309−1317
38.王琦,李红,张丽*,陈雪梅.数量表征的符号特异性和符号非特异性.心理科学进展, 2011(6), 832-842
39.张丽,李红.类别验证任务中否定加工的ERP研究.中国科学C辑:生命科学, 2011, 41(12), 1203- 1211.
40.张丽,辛自强,林崇德.类推理发展的非连续性.心理科学, 2010, 33 (6),1352-1356
41.张丽,辛自强,李红,林崇德.探测认知发展的非连续性:思路与方法.心理发展与教育, 2010, 1, 117-124.
42.王一峰,张丽,刘春雷,李红.空间量化的心理表征.心理科学进展, 2010, 18(4),560-568.
43.张丽,林崇德,李红.事前分析的拉丁方任务的复杂性及其对儿童表现的影响.科学通报, 2009, 54 (2), 193-200.
44.张丽,辛自强.类推理的发展序列与年龄特点.心理学探新, 2009, 2, 27-31.
45.张丽,辛自强.平衡秤任务复杂性的事前与事后分析.心理发展与教育, 2008, 2, 36-43.
46.辛自强,张丽,林崇德. 10-12岁儿童在平衡秤任务上的规则使用及其复杂性.心理科学, 2008, 31(1), 62-69.
47.胡清芬,辛自强,张莉,张丽.儿童图形表征能力测验编制的初步报告.心理发展与教育, 2008, 1, 113-118.
48.张丽,辛自强.认知复杂性与意识水平:Zelazo理论述评.心理科学,2007, 30(1),120-122.
49.张丽,辛自强,李洪儒.青少年群体社会化的社会微环境研究.青年研究, 2007, 3, 54-57.
50.张丽,辛自强.关系复杂性理论述评.心理与行为研究, 2006, 4(4), 312-317.
51.张丽,辛自强.问题解决成功后知识的微观建构.上海教育科研, 2006, 221(4): 50-53
52.辛自强,张丽,林崇德,池丽萍.练习背景下表征水平的变化.心理学报, 2006, 38(2): 189-196
53.辛自强,张丽.表征变化及其影响因素的微观发生研究.心理学报, 2006, 38(4),532-541.
54.辛自强,池丽萍,张丽.建构主义视野下的教学评估.教育研究, 2006, 315, 55-60.
55.张丽,辛自强.简论数学现实性问题解决能力.上海教育科研, 2005, 1, 56-58.
56.辛自强,张丽.解决现实性问题与建构现实的数学.中国教育学刊,2005,1, 38-41.
57.张丽,辛自强.失望情境下小学儿童情绪表达规则的运用.心理发展与教育, 2004, 4, 30-36.
学术著作
张丽.儿童数学能力的培养:基于实证研究的观点. 2022年5月.北京师范大学出版社
获奖记录
1.2023年获得香港大学“田家炳访问学人计划”支持
2.2019年获得朱智贤心理学新秀奖
3.2006-2007年北京师范大学“求是”研究生奖学金。
4.2000-2001年陕西师范大学“华藏”奖学金
社会服务
1.中国心理学会经济心理学专业委员会委员
2.中国心理学会教育心理学专业委员会委员
3.中国社会心理学会社会心理服务专业委员会委员
4.北京慢性病防治与健康教育研究会心理健康教育专业委员会副主任
5.北京心理学会理事
6.《心理发展与教育》和《心理技术与应用》编委
