Zhenlin Wang, Ph.D.
Affiliations: | University of Pennsylvania, Philadelphia, PA, United States |
Area:
DevelopmentGoogle:
"Zhenlin Wang"Mean distance: 18.69 (cluster 8) | S | N | B | C | P |
Parents
Sign in to add mentor| Douglas Frye | grad student | 2010 | Penn | |
| (Mindful learning: Children's developing theory of mind and their understanding of the concept of learning.) | ||||
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Publications
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| Wang Z, Frye DA. (2020) When a Circle Becomes the Letter O: Young Children's Conceptualization of Learning and Its Relation With Theory of Mind Development. Frontiers in Psychology. 11: 596419 |
| Chan MH, Wang Z, Devine RT, et al. (2020) Parental mental-state talk and false belief understanding in Hong Kong children Cognitive Development. 55: 100926 |
| Wang L, Wang Z. (2018) The Modified Temptation Resistance Task: A Paradigm to Elicit Children's Strategic Lie-telling. Journal of Visualized Experiments : Jove |
| Wang L, Zhu L, Wang Z. (2017) Parental mind-mindedness but not false belief understanding predicts Hong Kong children's lie-telling behavior in a temptation resistance task. Journal of Experimental Child Psychology. 162: 89-100 |
| Wang Z, Wang XC, Chui WY. (2017) Young Children's Understanding of Teaching and Learning and Their Theory of Mind Development: A Causal Analysis from a Cross-Cultural Perspective. Frontiers in Psychology. 8: 725 |
| Hughes C, Devine RT, Wang Z. (2017) Does Parental Mind-Mindedness Account for Cross-Cultural Differences in Preschoolers' Theory of Mind? Child Development |
| Wang Z, Wong RKS, Wong PYH, et al. (2016) Play and theory of mind in early childhood: a Hong Kong perspective Early Child Development and Care. 1-14 |
| Wang Z, Wang L. (2015) The Mind and Heart of the Social Child: Developing the Empathy and Theory of Mind Scale Child Development Research. 2015: 171304 |
| Wang Z. (2015) Theory of mind and children’s understanding of teaching and learning during early childhood Cogent Education. 2: 1011973 |
| Wang Z, Hung LM. (2010) Kindergarten children's number sense development through board games The International Journal of Learning: Annual Review. 17: 19-32 |