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邓赐平

教授

心理与认知科学学院      

个人资料

  • 部门: 心理与认知科学学院
  • 毕业院校: 华东师范大学
  • 学位: 博士
  • 学历:
  • 邮编: 200062
  • 联系电话: 021-62233479
  • 传真:
  • 电子邮箱: cpdeng@psy.ecnu.edu.cn
  • 办公地址: 华东师范大学中北校区俊秀楼
  • 通讯地址: 上海市普陀区中山北路3663号俊秀楼

教育经历

1998-2001 华东师范大学心理学系博士研究生毕业 获博士学位

1995-1998 华东师范大学心理学系硕士研究生毕业 获硕士学位

1987-1991 华东师范大学心理学系本科毕业  获学士学位

工作经历

1991.7-1995.8 福建省漳平市教师进修学校 教师

2001.7-2003.8 华东师范大学心理学系 讲师

2003.9-2013.12 华东师范大学心理学系/心理与认知科学学院 副教授

2004.9-11,2008.7-8,2010.8-9,2012.7-8,University of Alberta,Canada 合作研究

2012-2018, 华东师范大学心理与认知科学学院,发展与教育心理学研究所 所长

2014.1-至今  华东师范大学心理与认知科学学院  教授



个人简介

华东师大心理与认知科学学院教授,博士生导师;心理发展障碍研究中心主任;发展与教育心理学研究所、上海市脑功能基因组学重点实验室、上海市“立德树人”人文社科重点研究基地“心理教育教学研究基地”研究员。


主要关注:认知与语言发展、认知发展障碍与学习困难及其潜在认知神经基础;人类智能/人工智能的表达、发展与评测;(现实与数字环境)儿童青少年学习的认知-情绪-动机发展基础。


研究生招生方向:

博士研究生:认知与语言发展

学术型硕士:认知与语言发展

应用型硕士:临床与咨询(学校心理学)


欢迎心理学、神经科学、计算机科学、学习科学及相关专业背景的同学关注并加入团队。

社会兼职

研究方向

 研究领域:认知与语言发展、认知发展障碍及其潜在认知神经基础、创新拔尖学生发展与跟踪培养、儿童青少年学习发展的认知-情绪-动机基础


招生与培养

开授课程

科研项目

近期科研:

中学生发展指导专项 “中学生成长之路:基于发展跟踪评估的学生认知-情绪-动机发展指导2015-2018PI

教育部委托专项高中学生发展指导制度建设研究2015-2016Co-PI

国家自然科学基金项目普通高中拔尖学生培养的理论模型与实践模式创新:基于学生发展跟踪数据库的研究2014-2017PI

加拿大Alberta大学China Institute资助项目“Roles of PASS processes on children’s reading acquisition and mathematic development across cultures: A longitudinal design”2011-2014PI

 Social Sciences and Humanities Research Council of Canada (SSHRC)资助项目“Speeding of processing: Links to cognitive processes and reading across cultures”2010-2012Co-PI

上海市教育科学重点研究项目“PASS认知过程评估及其在小学生学习困难鉴定和干预中的应用2008-2011PI

上海市禁毒基金会项目戒毒者心理状态/心理倾向评估系统及基本参照标准的建设2007-2011PI

美国 NIMH资助研究项目“Diverse Pathways to Achievement Project: how parents contribute to children’s academic and emotional functioning” (2005-2007Co-PI

学术成果

近期论著:(Since 2011)

期刊论文

Jin Chen, Yiwei Zhao, Xinpei Xu, Junsheng Liu*, Ciping Deng*. (2023). Effects of Language Switching Frequency on Inhibitory Control in Bilingual Preschool Children: Different Roles of Expressive and Receptive Language Abilities.Early Childhood Research Quarterly, 63, 327-336.

Jin Chen, Yiwei Zhao, Xinpei Xu, Junsheng Liu, Ciping Deng*. (2023). Predictive Relations between Executive Function and Mandarin Vocabulary Ability among Uyghur-Mandarin Bilingual Preschoolers. Cognitive Development, 65,101270. (DOI:10.1016/j.cogdev.2022.101270)

Hailun Liu, Jing Wang, Lei Wang, Wenjun Zhang, Ciping Deng*. (2022). Two morphological awareness components have different roles in Chinese word reading development for primary schoolers. Frontiers in Psychology: Educational Psychology ( in the research topic: Letter-sound Knowledge, Reading, Reading Comprehension and Full Literacy), 13:894894. (DOI:10.3389/fpsyg.2022.894894)

George K. Georgiou, Jeung-Ryeul Chol, Ciping Deng, Angeliki Altani, Sandra Romero, Min-Young Kim, Lei Wang,  Wei Wei,  Athanassios Protopapas. (2022).  Cascaded processing in naming and reading: Evidence from Chinese and Korean. Journal of Experimental Child Psychology, 220. (DOI: 10.1016/j.jecp.2022.105416)

Yiyang Le, Zhongting Chen, Shuo Liu, Weiguo Pang, Ciping Deng* (2021). Investigating the effectiveness of emotional design principal to attenuate ego depletion effect. Computers & Education, 174 (2021), 104311. (DOI: 10.1016/j.compedu.2021.104311)

Liyue Guo, Xinpei Xu, Yun Dai, Ciping Deng*  (2021).Foundations for early mathematics skills: The interplay of  approximate number system, mapping ability, and home numeracy  activities. Cognitive Development, 59 (2021), 1011083. ( DOI: 10.1016/j.cogdev.2021.101083)

Yiji Wang, Xiaolin Ye, Ciping Deng* (2020). Exploring Mechanisms of Rapid Automatized Naming to Arithmetic Skills in Chinese Primary Schoolers. Psychology in the Schools, 57, 556-571. (DOI: 10.1002/pits.22349

George K. Georgiou, Wei Wei,  Tomohiro Inoue, Ciping Deng  (2020). Are the Relations of RAN with Reading and Mathematics Accuracy and Fluency Bidirectional? Evidence From a 5-Year Longitudinal Study with Chinese Children. Journal of Educational Psychology. (DOI: 10.1037/edu0000452 )

Wenjun Zhang, Chao Yan, David Shum, Ciping Deng* (2020). Responses to academic stress mediate the association between sleep difficulties and depressive/ anxiety symptoms in Chinese adolescents. Journal of Affective Disorders, vol.263, 89-98. (DOI: 10.1016/j.jad.2019.11.157)

Xinpei Xu, Gangmin Xu, Ming Liu, Ciping Deng* (2020). Influence of parental academic involvement on the achievement goal orientations of high school students in China: A latent growth model study.  British Journal of Educational Psychology, 90, 700-718. (DOI: 10.1111/bjep.12326). 

Xinpei Xu, David Yun Dai, Ming Liu, Ciping Deng* (2020). Parental psychological control and academic functioning in Chinese high school students: A short-term longitudinal study. British Journal of Developmental Psychology, 38, 90-107. (DOI: 10.1111/bjdp.12308). 

George Georgiou,Wei Wei, Tomohiro Inoue, J. P. Das, Ciping Deng*.  (2020). Cultural influences on the relation between executive functions and academic achievement. Reading and Writing, 33, 991-1013. (DOI: 10.1007/s11145-019-09961-8)

Florrie Fei-Yin Ng, Eva M. Pomerantz, Shuifong Lam, Ciping Deng. (2019). The role of mother’s child-based worth in their affective responses to children’s performance. Child Development, 90(1), e165-e181.

Wei Wei, Liyue Guo, George Georgiou, Athanasios Tavouktsoglou, Ciping Deng*. (2018). DifferentSubcomponents of Executive Functioning Predict Different GrowthParameters in Mathematics: Evidence from A 4-year Longitudinal Studywith Chinese Children. Frontiers in Psychology (in the research topic: Individual Differences in Arithmetical Development), 9: 1037 (DOI: 10.3389/fpsyg.2018.01037)

Timothy C. Papadopoulos, George Georgiou, Ciping Deng, Jagannath P. Das. (2018). The structure of speed of processing across language. Advances in Cognitive Psychology 14(3), 112-125

Yiyang Le, Junsheng Liu, Ciping Deng*, Yun Dai. (2018). Heart rate variability reflects the effects of emotional design principle on mental effort in multimedia learning. Computers in Human Behavior, 89, 41-47

Chao Yan, Hui Zhou, Wei Wei, Yiji Wang, Lixian Cui, Raymond Chan, Ciping Deng*. (2018). Developmental trajectories of attention in typically developing Chinese children: A four-wave longitudinal study. Developmental Neuropsychology, 43(6), 479-496.

Xinpei Xu, Yun Dai, Ming Liu, Ciping Deng*. (2018). Relations between Parenting and Adolescents’ Academic Functioning: The Mediating Role of Achievement Goal Orientations. Frontiers in Education – Educational Psychology, 3:1. (DOI: 10.3389/feduc.2018.00001

Angeliki Altani, George K. Georgiou, Ciping Deng, Jeung-Ryeul Cho, Katerina Katopodi, Wei Wei, Athanassios Protopapas. (2017). Is processing of symbols and words influenced by writing system? Evidence from Chinese, Korean, English, and Greek. Journal of Experimental Child Psychology, 164, 117-135.

Yiji Wang, Ciping Deng, Xiangdong Yang. (2016). Family economic status and parental involvement: Influences of parental expectation and perceived barriers. School Psychology International. 37(5), 536-553.

Wei Wei, George K. Georgiou, Ciping Deng. (2015) Examining the Cross-Lagged Relationships Between RAN and Word Reading in Chinese. Scientific Studies of Reading, in press.

Ciping Deng, Gintautas Silinskas, Wei Wei, George K. Georgiou. (2015). Cross-lagged relationships between home learning environment and academic achievement in Chinese. Early Childhood Research Quarterly, 33(1), 12–20.

Chen-Huei Liao, Ciping Deng, Jessica Hamilton, Shuk Ching Lee, Wei Wei, George K. Georgiou. (2015). A Comprehensive Examination of the Role of Rapid Naming in Reading Development and Dyslexia in Chinese. Journal of Experimental Child Psychology, 130, 106-122.

Yang Qu, Eva M.Pomerantz, Ciping Deng. (2014). Mothers’ Goals for Adolescents in the United States and China: Content and Transmission. Journal of Research on Adolescence. (Article first published online: 9 OCT, DOI: 10.1111/jora.12176)

Ciping Deng, George K. Georgiou.(2014). Establishing Measurement Invariance of PASS across Cultures. In Papadopoulos, Parilla, & Kirby (Eds). Cognition, Intelligence, and Achievement, (pp.137-148).  Elsevier Press.

Florrie Fei-Yin Ng, Eva M.Pomerantz, Ciping Deng.(2014).Why are Chinese parents more psychologically controlling than American parents?My child is my report card. Child Development, 85(1), 355-369.

Dan Cai, Qiwei Li, Ciping Deng. (2013). Cognitive processing characteristics of 6th to 8th grade Chinese students with mathematics learning disability: Relationships among working memory, PASS processes, and processing speed. Learning and Individual Differences, 27, 120–127.

Ciping Deng, Ming Liu, Wei Wei, RCK Chan, J.P.Das. (2011). Latent Factor Structure of the Das-Naglieri Cognitive Assessment System: A Confirmatory Factor Analysis in a Chinese Setting. Research in Developmental Disabilities, 32, 1988–1997.

徐鑫锫,莫玲菲,刘明,邓赐平*. (2022).高一学生成就目标特征模式即学业适应:基于潜在剖面分析.心理发展与教育, 38(1),81-89. 

邓赐平.(2020). 皮亚杰发生认识论视角下的儿童思维与智慧发展. 心理研究, 13(4), 291-311.

徐鑫锫, 邓赐平, 刘明. (2020).父母学业参与和高中生消极情绪的关系:亲子关系的中介作用以及父母心理控制的调节作用. 心理科学, 43, 1341-1347.

郭丽月, 严超, 邓赐平*. (2018). 数学能力的改善: 针对工作记忆训练的元分析.心理科学进展, 26(9), 1576-1589.

魏威, 邓赐平*, 李其维. (2018). 学龄早期词语阅读习得对阅读理解能力的预测作用: 初始水平和发展速率的贡献. 心理科学,41(3),559-564.

魏威, 邓赐平*, 周珲. (2018). 儿童中期计划能力和注意能力的关系: 一项交叉滞后研究. 心理科学,41(1), 57-63.

王晓辰,李清,邓赐平.(2017).PASS认知加工对汉语阅读的影响:语音加工和正字法加工的中介机制研究.心理科学,40(3),587-593.

魏威,田丽丽,邓赐平,康丹,周欣.(2016).Das-Naglieri认知评估系统(中文版)在学前儿童样本中的结构验证.心理科学,39(2),377-383.

蔡丹,李其维,邓赐平.(2013).数学学业不良初中生的工作记忆特点:领域普遍性还是特殊性?心理学报,45(2),193-205.

邓赐平.(2013).城市普通高中学生的学业动机与学习兴趣调查. 载于《中国高中阶段教育发展报告(2013年度)》,华东师大出版社.

邓赐平.(2013).资优研究的沿革与发展:心理学的视角. 载于《国际视野中的资优教育》,华东师大出版社.

张结海,邓赐平.(2013).后悔内容的影响因素研究: 基于中美的初步比较.心理科学,36(4),1223-1229.

张结海,Bonnefon,JF,邓赐平.(2011).“值”在中国人的假设思维中的角色. 心理学报, 43(1),1-10.

游寒琳,宋新燕,孙玲,邓赐平,J.P.Das,孟祥芝.(2011).PASS认知成分和语音意识在中英文阅读中的作用.中国特殊教育,4,71-81.

蔡丹,李其维,邓赐平.(2011).数学学习困难初中生的N-back任务表现特征.心理学探新,31(4),321-325.

蔡丹,李其维,邓赐平.(2011).数学学习困难初中生的中央执行系统特点.心理科学,34(2,361-366.


著作/译著/教材

邓赐平(主编)(2022). 儿童发展心理学. 华东师范大学出版社.

邓赐平(主编)(2021). 皮亚杰文集(第三卷)“心理发展及儿童思维与智慧发展”.河南大学出版社.

邓赐平、王磊(译)(2021). 皮亚杰(著)“知觉的机制”,收录于《皮亚杰文集》(第五卷)

        “知觉与符号功能的发展”.河南大学出版社.


荣誉及奖励

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