鄧賜平

近期論著：(Since 2011)

期刊論文

Hanyu Zhou, Jiayun Liu, Ciping Deng*. (2024).Trajectories of Perceived Parental Psychological Control and the Longitudinal Association with Chinese Adolescents' School Adjustment across High School Years. Journal of Youth and Adolescence, in press.

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，劉明(míng)，鄧賜平*. (2022).高(gāo)一學生成就目标特征模式即學業适應：基于潛在剖面分(fēn)析.心理(lǐ)發展與教育, 38(1),81-89. 

鄧賜平.(2020). 皮亞傑發生認識論視角下(xià)的(de)兒(ér)童思維與智慧發展. 心理(lǐ)研究, 13(4), 291-311.

徐鑫锫, 鄧賜平, 劉明(míng). (2020).父母學業參與和(hé)高(gāo)中生消極情緒的(de)關系：親子關系的(de)中介作用(yòng)以及父母心理(lǐ)控制的(de)調節作用(yòng). 心理(lǐ)科學, 43, 1341-1347.

郭麗月(yuè), 嚴超, 鄧賜平^*. (2018). 數學能力的(de)改善: 針對(duì)工作記憶訓練的(de)元分(fēn)析.心理(lǐ)科學進展, 26(9), 1576-1589.

魏威, 鄧賜平^*, 李其維. (2018). 學齡早期詞語閱讀習(xí)得(de)對(duì)閱讀理(lǐ)解能力的(de)預測作用(yòng): 初始水(shuǐ)平和(hé)發展速率的(de)貢獻. 心理(lǐ)科學，41(3),559-564.

魏威, 鄧賜平^*, 周珲. (2018). 兒(ér)童中期計劃能力和(hé)注意能力的(de)關系: 一項交叉滞後研究. 心理(lǐ)科學，41(1), 57-63.

王曉辰,李清,鄧賜平.(2017).PASS認知加工對(duì)漢語閱讀的(de)影(yǐng)響:語音(yīn)加工和(hé)正字法加工的(de)中介機制研究.心理(lǐ)科學,40(3),587-593.

魏威,田麗麗,鄧賜平,康丹,周欣.(2016).Das-Naglieri認知評估系統（中文版）在學前兒(ér)童樣本中的(de)結構驗證.心理(lǐ)科學,39(2),377-383.

蔡丹,李其維,鄧賜平.(2013).數學學業不良初中生的(de)工作記憶特點:領域普遍性還(hái)是特殊性？心理(lǐ)學報,45(2),193-205.

鄧賜平.(2013).城(chéng)市普通(tōng)高(gāo)中學生的(de)學業動機與學習(xí)興趣調查. 載于《中國高(gāo)中階段教育發展報告(2013年度)》，華東師大(dà)出版社.

鄧賜平.(2013).資優研究的(de)沿革與發展:心理(lǐ)學的(de)視角. 載于《國際視野中的(de)資優教育》，華東師大(dà)出版社.

張結海,鄧賜平.(2013).後悔内容的(de)影(yǐng)響因素研究: 基于中美(měi)的(de)初步比較.心理(lǐ)科學,36(4),1223-1229.

張結海,Bonnefon,JF,鄧賜平.(2011).“值”在中國人(rén)的(de)假設思維中的(de)角色. 心理(lǐ)學報, 43(1),1-10.

遊寒琳,宋新燕,孫玲,鄧賜平,J.P.Das,孟祥芝.(2011).PASS認知成分(fēn)和(hé)語音(yīn)意識在中英文閱讀中的(de)作用(yòng).中國特殊教育,4,71-81.

蔡丹,李其維,鄧賜平.(2011).數學學習(xí)困難初中生的(de)N-back任務表現特征.心理(lǐ)學探新,31(4),321-325.

蔡丹,李其維,鄧賜平.(2011).數學學習(xí)困難初中生的(de)中央執行系統特點.心理(lǐ)科學,34(2）,361-366.

著作/譯著/教材：

鄧賜平（主編）(2022). 兒(ér)童發展心理(lǐ)學. 華東師範大(dà)學出版社.

鄧賜平（主編）(2021). 皮亞傑文集（第三卷）“心理(lǐ)發展及兒(ér)童思維與智慧發展”.河(hé)南(nán)大(dà)學出版社.

鄧賜平、王磊（譯）(2021). 皮亞傑（著）“知覺的(de)機制”，收錄于《皮亞傑文集》（第五卷）

        “知覺與符号功能的(de)發展”.河(hé)南(nán)大(dà)學出版社.