汉字读写发展及相关障碍 #
注释：这些是我目前在香港教育大学参与的项目。
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Wei, Z., Wang, L., Xu, Z., Luo, L., Zhang, X., Li, N., & Liu, D. (2025). The global and local pattern of reading-related cognitive and ecological factors in Chinese first-grade children: A cross-sectional network analysis. Journal of Learning Disabilities, 58(5), 390–406. 链接
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Li, Q*., Wei, Z*#., Xu, Z., Zhang, S., & Liu, D#. (2025). Psychological and ecological factors predict reading interest in Chinese primary school children: A two-year investigation. Reading and Writing, online first. 链接
阅读理解的认知机制 #
注释：这些是我在华南师范大学心理学院攻读研究生时参与的项目。
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Wei, Z., Yin, S., Clariana, R. B#., & Chen, X#. (2025). The influence of pre-reading purpose and extra-textual networks with summary writing on multiple document concept network integration: A replication of Wei et al. (2024). Educational Technology Research and Development, early acess online. 链接
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Wei, Z., Zhang, Y., Clariana, R. B#., & Chen, X#. (2024). The effects of reading prompts and post-reading generative learning tasks on multiple document integration: Evidence from concept network analysis. Educational Technology Research and Development, 72, 661–685. 链接
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Chen, X., Wei, Z., Li, Z., & Clariana, R. B#. (2023). The influence of the conceptual structure of external representations when relearning history content. Educational Technology Research and Development, 71, 415–439. 链接
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韦子谦, 陈栩茜, & Clariana, R., B. (2022). 文本信息加工中的知识结构的测量. 心理科学, 45(2), 306-315. 链接
儿童青少年的心理健康 #
注释：这些是我在清华大学万科公共卫生学院YMH lab作为研究助理时参与的项目。
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Wang, J*., He, Y*., Liu, X., Li, X., Wei, Z., Du, X., Wang, Y., Lei, T., Zhu, D., & Zhou, X#. (2025). Stay in unhappy marriage relates to children’s psychopathology:a large-scale cross-sectional study. Journal of Affective Disorders, available online. 链接
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Jia, L*., Wei, Z*., Liu, B*., Yu, M., Zhang, X., He, X., Xi, Y., Chen, R#., & Zhang, X#. (2024). The developmental and dynamic relationship between psychopathology and psychotic-like experiences trajectories in children and adolescents. Journal of Affective Disorders, available online. 链接
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Jia, L*., Wei, Z*., Zhang, X., Wen, X., Wang, J., Zhang, X#., & Chen, R#. (2024). The associations between baseline characteristics and different developmental trajectories of psychotic-like experiences in children and adolescents. Brain Research, 1832, 148853. 链接
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Wang, J*., Wei, Z*., Jia, L*., Yu, J., Wang, Y., Meng, Y., Feng, Y#., & Chen, R#. (2024). Can digital self-harm beyond traditional non-suicidal self-injuries predict suicide risk? Acta Psychiatrica Scandinavica, 149(3), 256-266. 链接
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Qu, D*., Liu, D*., Cai, C*., Zhang, X., Yu, J., Zhang, Q., Liu, K., Wei, Z., Tan, J., Cui, Z., Zhang, X#., & Chen, R#. (2023). Process model of emotion regulation-based digital intervention for emotional problems. Digit Health, 9. 链接
会议报告 #
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Wei, Z., Liu, D#. (Nov, 2024). Cognitive and psychological factors in Chinese primary school students with reading difficulties, mathematics difficulties, and the comorbid condition. [Oral presentation in a collaborative symposium]. The First Global Heads Forum in Education and The Inauguration Conference of The Global Alliance of Educational Leaders and Department Heads (GAELDH). Hong Kong: InnoCentre.
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韦子谦, 张毅珊, 尹淑婷, 陈栩茜#, Clariana, R. B. (2022年11月). 阅读前的丰富的外部线索促进记忆中的多文本整合：来自概念网络分析的证据 [口头汇报]. 第二十四届全国心理学学术会议. 中国: 河南师范大学.