Guoliping

Professional Position

FulbrightVisiting Scholar, Teachers College, Columbia University, USA, 2011-2012.

VisitingScholar, Emory University and University of Florida, USA, 2003-2004.

Member, Academic AffairsCommittee, College of Preschool and Special Education, 2008-Present.

Professor, Department of Early Childhood Education, East ChinaNormal University, 2007-Present.

Associate Dean,School of Early Childhood Education and Special Education, 2005-2007.

Associate Professor, Department of Early Childhood Education,East China Normal University, 2002-2007.

Assistant Professor, Department ofEarly Childhood Education, East China Normal University, 2000-2002.

Young Children’s Cognitive Development and Education

Early Childhood Development and Education Evaluation

Information and Communication Technology and Early Childhood Education

Toy Design and Application

Publication
Books
Guo, L., & Xie, M. (2014). Kindergarten toys: Equipment, design and application. China Light Industry Press.
Guo, L., & Qin, Z. (2013). Topics on information and communication technology in the early years. Gu Wu Xuan Press.
Guo, L. (2007). Information technology and early childhood education. Shanghai: East China Normal University Press.
Guo, L. (2003). Introduction to research methods: Developmental psychology. Shanghai Educational Press.
Yang, Z., Guo, L., Wang, P., & Chen, N. (1999). Psychology of memory. Shanghai: East China Normal University Press.
Journal Articles
Zhao, L., Guo, L., & Chen, K. (2015). Review on the development of Work Sampling System and its application to the early education in United States. Early Education of China‚ 4: 17-21.
Zhou, H., & Guo, L. (2015). Meta-analysis on the studies of the correlation between teachers' job burnout and social support: Based on a decade's researches in mainland China. Journal of Southwest Jiao Tong University (Social Sciences), 16: 28-37.
Rochat, P., Robbins, E., Passos-Ferreira, C., Oliva, A D., Dias, M, D G., Guo, L. (2014). Ownership reasoning in children across cultures. Cognition, 132: 471-484.
Zhou, J., Yu, F., & Guo, L. (2014). Language ability and false-belief: A Meta-analysis on children Aged 3-6 in China. Advances in Psychological Science (China), 22: 911-917.
Chen, Y., & Guo, L. (2013). The management function of American early childhood services: The transition of its form. Studies in Foreign Education, 10: 109-117.
Lai, J., & Guo, L. (2013). Comparison and analysis on NAEYC's two position reports about technology and early childhood education. Information and Technological Education of China‚ 9: 115-118.
Yu, F., & Guo, L. (2013). Analysis on digital educational resources in kindergarten. Chinese Early Childhood Education, 2013; 9: 46-47.
Guo, L., Hao, J., & Xie, M. (2013). The effect of infant and toddler directed videos on parent-child interaction for 1-2 Year-old Children. Psychological Science of China, 36(4): 892-898.
Yu, F., & Guo, L. (2013). An interpretation of Vygotsky's ZPD theory. Shanghai Educational Research Journal, 8: 9-12.
Guo, L. An bottom-up strategy on the development of early childhood education resources: Kindergarten based teaching research with the support of ICT as an example. Chinese Early Childhood Education, 7: 82-83.
Xie, M., & Guo, L. (2013). Analysis on Chinese preschool education related topics of America master and doctoral dissertations during the past thirty years (1983-2012). 5: 2-6.
Zhou, J., Guo, L., & Yu, F. (2013). Alignment analysis on early learning standards in United States and its inspirations to the fulfillment of Guidelines on Early Learning and Development for Children aged 3-6. Chinese Early Childhood Education, 1: 1-6.
Guo, L., Zhou, J., & Yu, F. (2012). On teacher training based on Chinese “Guidelines for 3-6 year old children’s learning and development”: A reflection on American experiences. Chinese Early Childhood Education, 12: 1-5.
Guo, L.‚ Xie, M., & Chen, Y. (2012). PreK-3rd: Educational transition in USA. Chinese Early Childhood Education,, 2012; 11: 42-46.
Guo, L., Xie, M., & Wang, X. (2012). Early learning standards and education quality: Experiences of the United States and enlightenment. Chinese Early Childhood Education, 9: 42-46.
Guo, L.‚ Hao, J., & Zhu, W. (2012). The effect of parasocial interaction on young children’s learning from video. Psychological Science of China, 4: 882-888.
Wang, X., & Guo, L. (2012). The construction of early childhood data system in the United States. Chinese Early Childhood Education, 7: 80-83.
Guo, L., Chen, Y. (2012). Analysis of inequality issues in early childhood education of United States. Chinese Early Childhood Education, 6: 53-56.
Guo, L., & Xie, M. (2012). Quality rating and improvement systems of early childhood education in America and the inspirations. Chinese Early Childhood Education, 5: 46-50.
Guo, L., & Xie, M. (2012). On quality promotion of early childhood education in United States. Chinese Early Childhood Education, 4: 44-48.
Guo, L., & Xie, M. (2012). On mathematic standards for grades K-2 in Common Core State Standards of America. Chinese Early Childhood Education, 3: 45-49.
Jiaxin, L., Yang, H., Guo, L. (2012). On the preschool children's sharing behavior and its implication. Early Childhood Education Research, 2: 20-26.
Xie, M. , Guo, L. (2012). On English language standards for grades K-2 in Common Core State Standards of America. Chinese Early Childhood Education, 1: 85-89.
Guo, L.‚ & Lai, J. (2011). Early childhood Education informatization in China. Chinese Early Childhood Education, 12: 1-4.
He, L., Zhu, W., & Guo, L. (2011). On longitudinal researches of 0-8 years old children’s development and education of China. Educational Exploration, 12: 21-24.
Zhang, S., & Guo, L. (2011). Understanding young children’s smile. Chinese Pre-school Education, 6: 46-47.
Yu, S., Li, Y., Guo, L. (2011). Analysis of American early learning guidelines for 0-3-years-olds: Motor subdomain. Chinese, 5: 52-55.
Guo, L.‚ Zhu, W., Hao, J., & Zhang, S. (2011). Young children's learning from video: Researches and perspectives. Chinese Early Childhood Education, 4: 6-11.
Jin, Z., & Guo, L. (2011). Content analysis and inspirations of American early learning standards for 5-year-olds. Chinese Early Childhood Education, 5: 47-51.
Zhuang, T.‚ & Guo, L. (2011).Content analysis of approaches to learning in early learning standards of United States.. Early Education of China‚ 3: 20-23.
Guo, L. (2011). Perspective on ICT in early childhood Education. Information and Technological Education of China‚ 1: 19-20.
Zhou, X.‚ Guo, L.‚ Zuo, Z., & Li, J. (2010). A Case analysis of teacher’s observation, judgment and response to children’s counting behavior. Chinese Early Childhood Education, 12: 24-28.
Xu, B., Guo, L. (2010). Young children’s understanding of the drawing style and the relationship between the qualities of the painter and his drawings. Psychological Science of China, 33(3): 588-592.
Li, Y., Yu, S., & Guo, L. (2010). Content analysis of learning and developing standards for birth to 3 years old children in states of America: Health and safety sub-domain of physical development domain. Studies in Preschool Education，6: 44-48.
Zhang, J., & Guo, L. (2010). The content analysis and inspirations of early learning standards of the United States: Domain of physical development and health. Chinese Early Childhood Education, 5: 49-52.
Hao, J., & Guo, L. (2010). Understanding on baby crying, Chinese Pre-school Education, 4: 40-42.
Ruan, T., & Guo, L. (2010). The Music world of the infant. Chinese Pre-school Education, 2: 46-47.
Guo, L., & Yu, F. (2010). Mother-infant interaction based value guide the scientific nurture. Chinese Pre-school Education, 1: 44-45.
Liu, T., Xia, J., & Guo, L. (2010). Interpretation and inspirations of measurement in early learning standards of United States. Chinese Early Childhood Education, 1/2: 86-88.
Yu, F., & Guo, L. (2009). Babies are natural "mathematician”. Chinese Pre-school Education, 12: 30-31.
Xu, Q., & Guo, L. (2009). 3-to 6-year-old children’s understanding of the painter s intention. Psychological Science of China, 32(6): 1333-1337.
Rochat P, Dias M D G, Guo L, et al. Fairness in distributive justice by 3- and 5-year-olds across seven cultures. Journal of Cross-Cultural Psychology, 2009, 40(3): 416-442.
Yang, S., Guo L. (2009). On young children’s participation in the education software design, China Audio-Visual Education, 6: 61-65.
Guo, L., Yu, F.. (2009). Babies are natural “physicists”. Chinese Pre-school Education, 7/8: 77-78.
Wang, X., Guo, L. (2009). A developmental study of pencil grasps of preschool children. Psychological Science of China, 32(3): 579-583.
Sun, H., & Guo, L. (2009). The development of the Infant’s brain. Chinese Pre-school Education, 3: 38-39.
Guo, L. (2009). Research on early childhood education software evaluation. Chinese Early Childhood Education, 1: 20-25.
Guo, L., Sun, H. (2009). Why does human born “Untimely”. Chinese Pre-school Education, 2009; 1: 46-47.
Qian, Q., Sun, H., & Guo, L. (2009). The development of 2-4 year-old children s landmark and beacon use for spatial orientation in the video medium. Psychological Science of China, 32(1): 93-97.
Guo, L., Wu, W., & Sun, H. The development of early learning standards in America and its inspiration. Studies In Foreign Education, 35(12): 49-54.
Guo, L. (2008). Early Learning Standards and Developmentally appropriate practice: Conflict, Integration and Its Implications. Chinese Early Childhood Education‚ 10: 12-18.
Guo, L., Xu, Q. (2008). Preschool children’s cognitive development about the painter’s intention. Psychological Science of China, 31(5): 1112-1116
Guo, L., Yang, H. (2008). On the progress and inspirations of research on children’s sharing behavior. Early Childhood Education, 7: 79-83.
Wang, J., Guo, L., & Sun, H. (2008). On video media using of 0-3-year children in suburban areas: A survey from Wujing of Shanghai. Early Childhood Education, 5: 46-51.
Guo, L., Xu, B. (2007). Young children s understanding of the relationship between the emotional states of the painter and his drawings. Psychological Science of China, 30(6): 332-1336.
Guo, L., Qian, Q. (2007). 2 to 3-year-old children’s understanding of video images. Psychological Science of China, 30(4): 824-829.
Ge, X., Guo, L. (2007). The microgenetic study of strategy application of 5-6 year olds. Early Childhood Education, 5: 40-44.
Li, L., Guo, L., & Du, Y. (2007). Children’s ability of interpreting the words "big" and "small" in different contexts. Psychological Science of China, 30(1): 185-188.
Guo, L., & Yan, T. (2006). 4-to 6-year-old children s representations of computer-based information technology. Psychological Science of China, 29(4): 574-579.
Guo, L., Qian, Q., Jun W., & Zeng, Z. (2006). On information technology using of kindergarten: a survey and analysis from shanghai. Shanghai Educational Research Journal, 6: 37-40.
Qian, Q., & Guo, L. (2006). An introduction of studies on children’s cognitive style and play. Early Childhood Education, 5: 36-39.
Guo, L., Xu, Q., & Li, L. (2005). 2.5 to 7.5-year-old children s cognitive development about the characteristics of the artist s ability. Psychological Science of China, 28(4): 1055-1059.
Guo, L. (2005). A survey on computer using of 0-6 years old children in family life of shanghai. Shanghai Educational Research Journal, 7: 42-44.
Guo, L., & Wang, J. (2005). Understanding on information technology using in young children’s education. People Eduction, 11: 20-21.
Guo, L., Li, L., & Wang, X. (2005). Research on children’s cognitive development about author’s age characteristic of drawings. Psychological Development and Education, 21(2): 1-6.
Yan, T., & Guo, L. (2005). Analysis on using of concept map in preschool education. Facts Research, 267-268.
Guo, L., Wang, X., Wang, S., Yan, H. (2005). Young children s understanding of pictures and their referents: Investigated with ambiguous figures. Psychological Science of China, 28(1): 61-65.
Guo, L., Wang, X., & Wang, S. (2004). An investigation of cognitive development with upside-down pictures. Psychological Science of China, 27(4): 850-854.
Guo, L. (2004). A psychological model of recognition. Psychological Science of China, 27(2): 333-336.
Zhang, L., Guo, L., Xu, B. (2003). A developmental study of prospective memory of children, Psychological Science of China, 26(6): 1123-1124‚ 1105.
Guo, L., Li, L. The necessity and feasibility of English education for young children. Shanghai Educational Research Journal, 9: 45-47.
Guo, L., & Feng, J. (2003). Theory of mind and young children’s play. Psychological Science of China, 26(5): 804-807.
Zhao, J., Yang, Z., Qin, J., & Guo, L. (2003). Self-assessment and retention interval of prospective memory. Acta Psychologica Sinica, 35(4): 455-460.
Yu, K., Xu, X., & Guo, L. (2003). Computer and young children’s development, Psychological Science of China, 26(2): 337-340.
Guo, L., & Li, L. (2002). Reflection on English education in kindergarten. Early Childhood Education, 247‚ 248(7‚ 8): 19-20.
Guo, L., & Zhang, Y. (2002). The relationship between children’ pretend play and theory of mind. Psychological Science of China, 25(2): 228-230.
Guo, L. (2002). An experiment on forgetting of implicit and explicit memory. Acta Psychological Sinca, 34(1): 29-35.
Guo, L., & Xu, B., & Li, L. (2001). The Role of play on young children’s psychological development. Psychological Science of China, 24(6): 749-751.
Guo, L. (2001). Experiment on the relationship of cognition and emotion - the effect of modification of local perceptual traits on the dual process of recognition. Psychological Science of China, 24(3): 267-270.
Yang, Z., Guo, L. (2001). Advances in learning style research. Psychological Science of China, 24(3): 326-329.
Guo, L. (2000). The relationship between internal-external locus of control and implicit/explicit memory. Acta Psychological Sinca, 32(4): 368-373.
Guo, L., & Yang, Z. (2000). An experiment on testing the hypothesis of dual process theory of recognition: effects of different demands of retrieval speed. Psychological Science of China, 23(5): 567-570.
Zhao, J., & Guo, L. (2000). A review of prospective memory research. Psychological Science of China, 23(4): 466-469.
Liu, Y., & Guo, L. The relationship between metamemory judgments and personality. Psychological Science of China, 23(1): 20-23.
Guo, L., & Yang, Z. (1999). A confirmatory research on the mere exposure effect. Psychological Science of China, 22(5): 402-406.
Guo, L. (1999). Control motivation and the processing of information about others. Psychological Science of China, 22(2): 171-173
Jin, Y., & Guo, L. (1998). Information processing model of child’s learning. Psychological Science of China, 21(5): 465-466.
Yang, Z., & Guo, L. (1998). From task dissocation paradigm to process dissocation paradigm. Journal of Hubei University, 2: 81-83.
Guo, L., & Yang, Z. (1998). The development of implicit and explicit memory. Psychological Science of China, 21(4): 319-323.
Liu, Y., & Guo, L. (1998). New progress in the research of implicit learning. Psychological Science of China, 21(2): 167-171.
Yang, Z., & Guo, L. (1998). A Review of the Recognition Indexes in Memory Research. Journal of East China Normal University, 1: 74-80.
Yang, Z., Gao, H., & Guo, L. (1998). More Implicity In Social Cognition. Acta Psychologica Sinca, 30(1): 1-6.
Guo, L., & Huang, H. (1998). A study of the relationship between control motivation and perceived control. Psychological Science of China, 21(1): 79-80.
Guo, L. (1997). On memory illusions. Journal of Changsha Normal College, 12(4): 38-42.
Guo, L. (1997). A study of mood-congruent memory in depressed individuals: Use of recognition tasks. Acta Psychologica Sinca, 29(4): 365-371.
Yang, Z., & Guo, L. (1997). Estimating unconscious processes: Implications of a general class of models. Psychological Science of China, 20(5): 441-445.
Guo, L. (1996). The relationship between middle school students’ depression and anxiety symptoms and self discrepancy, Psychological Science of China, 19(6): 374-376.

Conference Presentation
Guo, L., Zhou, J., Zhou, X., & Xin, T. (July, 2014). A Longitudinal Study on the Development and Influencing Factors of 4-7-year-old Children’s Mathematical Learning in China. Poster presented at the 23rd Biennial Meeting of the International Society for the Study of Behavioural Development, Shanghai, China.
Guo, L. (July, 2013). Implementation and Effectiveness of Professional Development for Early Childhood Teachers in United States. (Conference paper). The 65th OMEP World Conference, Shanghai, China.
Guo, L. (July, 2011). ICT Implementation in Early Childhood Education in China: Retrospect and Prospect. (Conference paper). The 65th OMEP World Conference , Hong Kong, China.
Guo, L. Research on young children’s picture reading. (Keynote speech). 2010 China (Hunan) animation culture and children's education Summit.
Rao N, Zhou, J, Guo, L, Qian L & Li, H. (March, 2007). Patterns of early development among poor and rural Chinese and India children. Poster presented at the 2007 SRCD Biennial Conference, Boston, USA.
Guo, L.( October 2006). Young children’s understanding of ownership: An cross-cultural research. (Conference paper). 27th International Early Education Conference, Shanghai, China.
Guo, L. (December, 2006). Young children’s development of sharing. (Conference Papers). The Academic Annual Meeting of Chinese Psychological Society, Developmental Psychology Professional Committee, Guangzhou, China.
Guo, L. (October 2003). Pretend Play, theory of mind and implicit learning. Academic Conference Commemorate a century of Chinese Early Childhood Education. Beijing, China.

Ph.D. (2000) Department of Psychology‚ East China Normal University‚ China

B.A. (1991) Department of Electronic Engineering‚ FuDan University‚ China