• 国家自然科学基金面上项目：亲社会行为发展的情绪奖赏机制：基于强化学习计算模型，主持，在研。
• 北京市教育科学规划项目：屏幕暴露对儿童情绪调节能力的影响，主持，在研。
• 清华大学春风基金：新冠疫情各阶段情绪问题与心理应对：共情的作用，主持，在研。
• 国家自然科学青年科学基金：儿童第三方惩罚的内群偏好：发生发展及影响因素，主持，结题。
• 清华大学自主科研（未来学者计划）：儿童合作行为的建立与维护，主持，结题。
• 国家社科基金重大项目：语言、思维、认知层级的高阶认知，参加，结题。
• 国家自然科学基金面上项目：注意缺陷多动障碍患者选择性注意发展特性的行为与神经影像学研究，参加，结题。
• 联合共建科研机构项目：终身学习的培养，参加，结题。
• 企事业单位委托项目：基于可穿戴神经生理测量的课堂教学效果评价方法研究，参加，结题。
• 美国国家自然科学基金博士论文研究项目，National Science Foundation,1323285, Social, Behavioral & Economic Sciences Doctoral Dissertation Research Improvement Grants，主持，结题。

学术成果

• 28. Li, K.#, Zhang, J., Wu, Z.*, & Zheng, Y. (2023). Intelligence mindset in Chinese children: The role of parental praise and autonomy support. Journal of Applied Developmental Psychology, 87, 101555. https://doi.org/10.1016/j.appdev.2023.101555
• 27. Wu, Z.*, Yu, J.#, & Xu, C. (2023). Does screen exposure necessarily relate to behavior problems? The buffering roles of emotion regulation and caregiver companionship. Early Childhood Research Quarterly, 63, 424–433. https://doi.org/10.1016/j.ecresq.2023.01.008 (SSCI IF=3.815, JCR Q1)
• 26. Hu, C.#, & Wu, Z*. (2022). They can and will: Preschoolers encourage pro-environmental behavior with rewards and punishments. Journal of Environmental Psychology, 82, 101842. https://doi.org/10.1016/j.jenvp.2022.101842 (SSCI IF=7.649, JCR Q1)
• 25. Guo, Z.#, Guo, R.#, Xu, C., & Wu, Z*. (2022). Reflexive or reflective? Group bias in third-party punishment in Chinese and western cultures. Journal of Experimental Social Psychology,100, 104284. https://doi.org/10.1016/j.jesp.2022.104284 (SSCI IF=3.532, JCR Q2)
• 24. 郭睿#, 伍珍*, 张英俊, 何吉波, & 樊富珉. (2022). 积极消极共情量表与一般共情量表中文版的修订及信效度检验. 中国临床心理学杂志, 30(2), 324-330.
• 23. Guo, R.# & Wu, Z.* (2021). Empathy as a buffer: How empathy moderates the emotional effect in preschoolers’ sharing. British Journal of Psychology, 112(2), 412-432. (SSCI IF=4.981, JCR Q1)
• 22. Yang, X#., Wu, Z.*, & Dunham, Y. (2021). Children’s restorative justice in an intergroup context. Social Development, 30, 663-683.
• 21. Liu, X.#, Yang, X., & Wu, Z*. (2021). To punish or to restore: How children evaluate victims’ responses to immorality. Frontiers in Psychology, 12, 696160.
• 20. 李秀妍#, 伍珍*. (2021). 4-8岁儿童认知风格的发展及其对问题解决的影响. 心理科学, 44(2): 433-439.
• 19. Guo, R.#, Ding, J.#, & Wu, Z.* (2020). How intergroup relation moderates the group bias in Third-Party Punishment. Acta Psychologica, 205, article 103055.
• 18. Guo, R.#, He, Z.#, & Wu, Z*. (2019). Emotion makes a difference: Induced sadness reduces preschool boys’ sharing behavior. Evolution and Human Behavior, 40,148-155. (SSCI IF=5.327, JCR Q1)
• 17. Wu, Z.*, Gao, X.#(2018). Preschoolers’ group bias in punishing selfishness in the ultimatum game. Journal of Experimental Child Psychology, 166, 280-292.
• 16. 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, 447-460.
• 15. 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.
• 14. 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, 2, 1-15.
• 13. 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.
• 12. 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.
• 11. 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.
• 10. 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.
• 9. Xiong, M., Shi, J., Wu, Z., & Zhang, Z*. (2016). Five-year-old preschoolers’ sharing is influenced by anticipated reciprocation. Frontiers in Psychology, 460.
• 8. Wu, Z., & Gros-Louis, J*. (2015). Caregivers provide more labeling responses to infants’ pointing than to infants’ object-directed vocalizations. Journal of Child Language, 42,538-561
• 7. 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.
• 6. Wu, Z*.,& Gros-Louis, J. (2014). Infants’ prelinguistic communicative acts and maternal responses: Relations to linguistic development. First Language, 34, 72-90.
• 5. 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.
• 4. 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.
• 3. 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.
• 1. 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)