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Publications

       The learning and child development lab mainly researches multimedia learning, children’s cognitive development, and their media use. Until June 30th, 2021, we have already had 15 publications in English (including journal articles and book chapters) and published more than 60 articles on Chinese core journals. We are taking our interests in how to use principles to improve multimedia learning, and several articles concerning pedagogical agents, cueing, and other facilitative features in multimedia learning were published on Learning and Instruction, Journal of Educational Psychology and etc. Meanwhile, our lab focuses on children’s cognitive development and their media use. Research on children’s trust was conducted and then published on Developmental Science and other journals. The question of how touchscreen app influence children’s learning effectiveness has been also being paid close attention to and relevant articles were published on Computers & Education and other journals.

Research theme articles 

Learning with multimedia and animation

  1. Li, W.*, Kuang, Z., Leng, X., Mayer, R. E. & Wang, F.* (2024). Role of gesturing onscreen instructors in video lectures: A set of three-level meta-analyses on the embodiment effect. Educational Psychology Review, In press online https://doi.org/10.1007/s10648-024-09910-0  

  2. Li, W.*, Wang, F.*, & Mayer, R. E. (2024). Increasing the realism of on-screen instructors creates more looking but less learning. British Journal of Educational Psychology, In press online  https://doi.org/10.1111/bjep.12677 

  3. Zhu, W., Wang, F.*, Mayer, R. E., & Liu, T. (2024). Effects of explaining a science lesson to others or to oneself: A cognitive neuroscience approach. Learning and Instruction, 91, 101897. https://doi.org/10.1016/j.learninstruc.2024.101897 

  4. Leng, X., Wang, F.*, Mayer, R. E., & Zhao, T. (2024). How to train students to engage in text-picture integration for multimedia lessons. British Journal of Educational Technology, 55(3), 1167-1188. https://doi.org/10.1111/BJET.13419 

  5. Kuang, Z., Wang, F., Xie, H., Mayer, R. E., & Hu, X. (2023). Effect of the instructor's eye gaze on student learning from video lectures: Evidence from two three-level meta-analyses. Educational Psychology Review, 35, 109. https://doi.org/10.1007/s10648-023-09820-7

  6. Leng, X., Wang, F., & Mayer, R. E. (2024). Is student learning from a video lecture affected by whether the instructor wears a mask? Applied Cognitive Psychology, 38(1), e4169. https://doi.org/10.1002/acp.4169  

  7. Kuang, Z., Wang, F., Xie, H., Mayer, R. E., & Hu, X. (2023). Effect of the instructor's eye gaze on student learning from video lectures: Evidence from two three-level meta-analyses. Educational Psychology Review, 35(4), 109. https://doi.org/10.1007/s10648-023-09820-7 

  8. Yang, X., Wang, F., Mayer, R. E., Hu, X., & Gu, C. (2023). Ocular foundations of the spatial contiguity principle: Designing multimedia materials for parafoveal vision. Journal of Educational Psychology, In press online. https://doi.org/10.1037/edu0000823 

  9. Cheng, M., Wang, F., & Mayer, R. E. (2023). Benefits of asking students to make an instructional video of a multimedia lesson: Clarifying the learning-by-teaching hypothesis. Journal of Computer Assisted Learning, 39(5), 1636–1651. https://doi.org/10.1111/jcal.12823

  10. Wang, F., Cheng, M., & Mayer, R. E. (2023). Improving learning-by-teaching without audience interaction as a generative learning activity by minimizing the social presence of the audience. Journal of Educational Psychology, 115(6), 783–797. https://doi.org/10.1037/edu0000801 

  11. Wang, Y., Wang, F., Mayer, R. E., Hu, X., & Gong, S., (2023). Benefits of prompting students to generate summaries during pauses in segmented multimedia lessons. Journal of Computer Assisted Learning, 39(4), 1259–1273. https://doi.org/10.1111/jcal.12797 

  12. Li, W., Wang, F., & Mayer, R. E. (2023). How to guide learners' processing of multimedia lessons with pedagogical agents. Learning and Instruction, 84, 101729. https://doi.org/10.1016/j.learninstruc.2022.101729 

  13. Wang, F., Li, W., & Zhao, T. (2022). Multimedia learning with animated pedagogical agents. In R. E. Mayer & L. Fiorella, (Eds.), The Cambridge Handbook of Multimedia Learning (3rd ed., pp. 450-460). Cambridge University Press. https://doi.org/10.1017/9781108894333.047 

  14. Li, W., Wang, F., Mayer, R. E., & Liu, T. (2022). Animated pedagogical agents enhance learning outcomes and brain activity during learning. Journal of Computer Assisted Learning, 38(3), 621-637. https://doi.org/10.1111/jcal.12634

  15. Xie, H., Zhao, T., Deng, S., Peng, J., Wang, F., & Zhou, Z. (2021). Using eye movement modeling examples to guide visual attention and foster cognitive performance: A meta-analysis. Journal of Computer Assisted Learning, 37(4), 1194–1206. https://doi.org/10.1111/jcal.12568 

  16. Wang, F., Zhao, T., Mayer, R. E., & Wang, Y. (2020). Guiding the learner's cognitive processing of a narrated animation. Learning and Instruction, 69, 101357. https://doi.org/10.1016/j.learninstruc.2020.101357

  17. Li, W., Wang, F., Mayer, R. E., & Liu, H. (2019). Getting the point: Which kinds of gestures by pedagogical agents improve multimedia learning? Journal of Educational Psychology, 111(8), 1382–1395. https://doi.org/10.1037/edu0000352

  18. Xie, H., Mayer, R. E., Wang, F., & Zhou, Z. (2019) Coordinating visual and auditory cueing in multimedia learning. Journal of Educational Psychology, 111(2), 235-255. https://doi.org/10.1037/edu0000285

  19. Wang, F. , Li, W., Mayer, R. E., & Liu, H. (2018). Animated pedagogical agents as aids in multimedia learning: Effects on eye-fixations during learning and learning outcomes. Journal of Educational Psychology, 110(2), 250–268. https://doi.org/10.1037/edu0000221  

  20. Xie, H., Wang, F. , Hao, Y., Chen, J., An, J., Wang, Y. & Liu, H. (2017). The more cognitive load is reduced by cues, the better retention and transfer of multimedia learning: A meta-analysis and two meta-regression analyses. PLOS ONE, 12(8), e0183884. https://doi.org/10.1371/journal.pone.0183884  

  21. 王福兴, 黄宇, 冷晓雪, 匡子翌. (2023).自我生成教学促进多媒体学习：绘图的作用. 苏州大学学报(教育科学版), 11(3), 97–106. https://doi.org/10.19563/j.cnki.sdjk.2023.03.008                   (Wang, F., Huang, Y., Leng, X., & Kuang, Z. (2023). Learning by Teaching Promotes the Effect of Multimedia Learning: The Impact of Self-Generated Drawing. Journal of Soochow University (Educational Science Edition), 11(3), 97–106. https://doi.org/10.19563/j.cnki.sdjk.2023.03.008, In Chinese)

  22. ​匡子翌, 祝婉玲, 成美霞, 王福兴, 胡祥恩. (2023). 动作化学习的有效性及其影响机制. 心理科学进展, 31(10), 1924–1936. https://doi.org/10.3724/SP.J.1042.2023.01924                                   (Kuang, Z., Zhu, W., Cheng, M., Wang, F., & Hu, X. (2023). The effectiveness of learning by  enacting and its mechanisms. Advances in Psychological Science, 31(10), 1924–1936. https://doi.org/10.3724/SP.J.1042.2023.01924, In Chinese.)

  23. 成美霞, 匡子翌, 冷晓雪, 张洋, 王福兴. (2023). 以教促学：学习者自我生成教学对学习的影响. 心理科学进展, 31(5), 769–782. https://doi.org/10.3724/SP.J.1042.2023.00769                        (Cheng, M., Kuang, Z., Leng, X, Zhang, Y., & Wang, F. (2023). Can learning by non-interactive teaching promote learning? Advances in Psychological Science, 31(5), 769–782. https://doi.org/10.3724/SP.J.1042.2023.00769, In Chinese.)

  24. 张洋, 张婉莹, 王燕青, 赵婷婷, 王福兴. (2022). 生成性绘图与合作对高中生科学知识学习的影响. 心理发展与教育, 38(6), 830–838. https://doi.org/10.16187/j.cnki.issn1001-4918.2022.06.09 (Zhang, Y., Zhang, W., Wang, Y., Zhao, T., & Wang, F. (2022). The effects of learner-generated drawing and cooperative learning on scientific knowledge learning of high school students. Psychological Development and Education, 38(6), 830–838.  https://doi.org/10.16187/j.cnki.issn1001-4918.2022.06.09, In Chinese)

  25. 匡子翌, 成美霞, 李文静, 王福兴, 胡祥恩. (2022). 视频教学中教师的眼神注视能否促进学习?心理科学进展, 30(10), 2291–2302. https://doi.org/10.3724/SP.J.1042.2022.02291                      (Kuang, Z, Cheng, M, Li, W., Wang, F., & Hu, X. (2022). Can Instructors' eye gaze promote video learning? Advances in Psychological Science, 30(10), 2291–2302., https://doi.org/10.3724/SP.J.1042.2022.02291, In Chinese)

  26. 王燕青, 杨晓梦, 赵婷婷, 高春颍, 张洋, 赵庆柏, 王福兴, 胡祥恩. (2022). 分段是学习的有效方式么？ 心理发展与教育, 38(4), 600–608. https://doi.org/10.16187/j.cnki.issn1001-4918.2022.04.17  (Wang, Y., Yang, X., Zhao, T., Gao, C., Zhang, Y., Zhao, Q., Wang, F., & Hu, X. (2022). Does Segmentation Facilitate Video Learning? Psychological Development and Education, 38(4), 600–608. https://doi.org/10.16187/j.cnki.issn1001-4918.2022.04.17, In Chinese)

  27. 冷晓雪, 成美霞, 王福兴. (2022). 测验与反馈在分段视频学习中的作用. 心理与行为研究, 20(1), 52–58. https://doi.org/10.12139/j.1672-0628.2022.01.008                                                 (Leng, X., Cheng, M., & Wang, F. (2022). The Effects of Testing and Feedback on Segmentation Principle in Video Learning. Studies of Psychology and Behavior, 20(1), 52–58. https://doi.org/10.12139/j.1672-0628.2022.01.008, In Chinese)

  28. 匡子翌, 张洋, 王福兴, 杨晓梦, 胡祥恩. (2021). 教师的存在能否促进学习？ 心理科学进展, 29(12), 2184–2194. https://doi.org/10.3724/SP.J.1042.2021.02184                                            (Kuang, Z., Zhang, Y., Wang, F., Yang, X., & Hu, X. (2021). Can the presence of human teacher promote video learning? Advances in Psychological Science, 29(12)，2184–2194. https://doi.org/10.3724/SP.J.1042.2021.02184 , In Chinese)

  29. 马安然, 王燕青, 王福兴, 周治金. (2021). 教学微视频的播放速度对学习效果的影响. 心理发展与教育, 37(3), 391–399. https://doi.org/10.16187/j.cnki.issn1001-4918.2021.03.10                    (Ma, A., Wang, Y., & Wang, F., & Zhou, Zh. (2021). Effects of accelerating the playback of micro teaching video on learning performance. Psychological Development and Education, 37(3), 391–399. https://doi.org/10.16187/j.cnki.issn1001-4918.2021.03.10, In Chinese)

  30. 赵婷婷, 杨晓梦, 张洋, 王燕青, 谢和平, 王福兴. (2021). 多媒体学习环境下线索原则是否存在经验逆转效应？来自两项元分析的证据. 心理与行为研究, 19(1), 22–29.                             (Zhao, T., Yang, X., Zhang, Y., Wang, Y., Xie, H., & Wang, F. (2021). Is there an expertise reversal effect of signaling principle in multimedia learning? Evidences from two meta-analyses. Studies of Psychology and Behavior, 19(1), 22–29. In Chinese)

  31. 王福兴, 杨晓梦, 范颖平, 胡祥恩. (2020). 空间邻近对7-9随儿童图文加工的影响：来自眼动的证据. 心理与行为研究, 18(4), 503–509.                                                                                        (Wang, F., Yang, X., Fan, Y., & Hu, X. (2020). How spatial contiguity influence 7- and 9-year-old children’s text-picture reading: Evidence from eye-movement. Studies of Psychology and Behavior, 18(4), 503–509. In Chinese)

  32. 周丽, 王福兴, 谢和平, 陈佳雪, 辛亮, 赵庆柏. (2019). 积极的情绪能否促进多媒体学习？基于元分析的视角. 心理发展与教育, 35(6), 697–709. https://doi.org/10.16187/j.cnki.issn1001-4918.2019.06.07                                                                                                                                             (Zhou, L., Wang, F., Xie, H., Chen, J., Xin, L., & Zhao, Q. (2019). Does emotional design in multimedia learning facilitate learning? A meta-analysis. Psychological Development and Education, 35(6), 697–709. https://doi.org/10.16187/j.cnki.issn1001-4918.2019.06.07, In Chinese)

  33. 王燕青, 王福兴, 谢和平, 陈佳雪, 李文静, 胡祥恩. (2019). 一图抵千言：多媒体学习中的自我生成绘图策略. 心理科学进展, 27(4), 623–635. https://doi.org/10.3724/SP.J.1042.2019.00623                                                                                                (Wang, Y., Wang, F., Xie, H., Chen, J., Li, W., & Hu, X. (2019). A picture is worth a thousand words: Self-generation drawing for multimedia learning. Advances in Psychological Science, 27(4), 623–635. https://doi.org/10.3723/SP.J.1042.2019.00623, In Chinese)

  34. 熊俊梅, 辛亮, 高苗苗, 王福兴, 周丽, & 龚少英. (2018). 视觉和听觉情绪设计对多媒体学习的影响. 心理科学, 41(5), 1124–1129. https://doi.org/10.16719/j.cnki.1671-6981.20180515           (Xiong, J., Xin, L., Gao, M., Wang, F., Zhou, L., & Gong, S. (2018). Impact of visual and aural emotional design on multimedia learning. Journal of Psychological Science, 41(5), 1124–1129. https://doi.org/10.16719/j.cnki.1671-6981.20180515, In Chinese)

  35. 陈佳雪, 谢和平, 王福兴, 周丽, 李文静. (2018). 诱发的积极情绪会促进多媒体学习吗？心理科学进展, 26(10), 1818–1830. https://doi.org/10.3724/SP.J.1042.2018.01818                             (Chen, J., Xie, H., Wang, F., Zhou, L., & Li, W. (2018). Do induced positive emotions facilitate multimedia learning? Advances in Psychological Science, 26(10), 1818–1830. https://doi.org/10.3724/SP.J.1042.2018.01818, In Chinese)

  36. 段朝辉, 洪建中, 王福兴. (2018). 不同媒介阅读效果差异的作用机制探究. 图书情报工作, 62(12), 65-71. https://doi.org/10.13266/j.issn.0252-3116.2018.12.009                                          (Duan, Zh., Hong, J., & Wang, F. (2018). Exploring the Effect Mechanism of Different Reading Media on Reading Performance, Library and Information Service, 62(12), 65–71. https://doi.org/10.13266/j.issn.0252-3116.2018.12.009, In Chinese)

  37. 王福兴, 李文静, 谢和平, 刘华山. (2017). 多媒体学习中教学代理有利于学习吗？一项元分析研究. 心理科学进展, 25(1), 12–28. https://doi.org/10.3724/SP.J.1042.2017.00012                     (Wang, F., Li, W., Xie, H., & Liu, H. (2017). Is pedagogical agent in multimedia learning good for learning？ A meta-analysis. Advances in Psychological Science, 25(1), 12–28. https://doi.org/10.3724/SP.J.1042.2017.00012, In Chinese)

  38. 谢和平, 安婧, 王福兴. (2017). 多媒体学习中的图文整合：同步化线索和学习者经验的作用. 心理科学, 40(5), 1104–1110. https://doi.org/10.16719/j.cnki.1671-6981.20170512                      (Xie, H., An, J., & Wang, F. (2017). Text-Diagram integration in multimedia learning: The effects of synchronized cues and learners’ prior knowledge. Journal of Psychological Science, 40(5), 1104–1110. https://doi.org/10.16719/j.cnki.1671-6981.20170512, In Chinese)

  39. 谢和平, 王福兴, 周宗奎, 吴鹏. (2016). 多媒体学习中线索效应的元分析. 心理学报, 48(5), 540–555. https://doi.org/10.3724/SP.J.1041.2016.00540                                                                   (Xie, H., Wang, F., Zhou, Z., Wu, P. (2016). Cueing effect in multimedia learning: A meta-analysis. Acta Psychologica Sinica, 48(5), 540–555.                                                   https://doi.org/10.3724/SP.J.1041.2016. 00540, In Chinese)

  40. 王玉鑫, 谢和平, 王福兴, 安婧, 郝艳斌. (2016). 多媒体学习的图文整合：空间邻近效应的元分析. 心理发展与教育, 32(5), 565–578. https://doi.org/10.16187/j.cnki.issn1001-4918.2016.05.07                                                                                                               (Wang, Y., Xie, H., Wang, F., An, J, & Hao, Y. (2016). Text-Picture Integration in Multimedia Learning: A Meta-Analysis of the Spatial Contiguity Effect. Psychological Development and Education, 32(5), 565–578. https://doi.org/10.16187/j.cnki.issn1001-4918.2016.05.07, In Chinese)

  41. 李文静, 童钰, 王福兴, 康素杰, 刘华山, 杨超. (2016). 动画教学代理对多媒体学习的影响：学习者经验与偏好的调节作用. 心理发展与教育, 32(4), 453–462. https://doi.org/10.16187 /j.cnki.issn1001-4918.2016.04.09                                                                                                                  (Li, W., Tong, Y., Wang, F., Kang, S., Liu, H., & Yang, Ch. (2016). Effect of Animation Pedagogical Agent in Multimedia Learning: The Role of Learner's Experience and Agent Preference. Psychological Development and Education, 32(4), 453–462.                                    https://doi.org/10.16187 /j.cnki.issn1001-4918.2016.04.09, In Chinese)

  42. 王福兴, 谢和平, 李卉. (2016). 视觉单通道还是视听双通道?——通道效应的元分析. 心理科学进展, 24(3), 335–350. https://doi.org/10.3724/SP.J.1042.2016.00335                                             (Wang, F., Xie H., & Li, H. (2016). Visual text or narration? Meta-analysis of the modality effect in multimedia learning. Advances in Psychological Science, 24(3), 335–350. https://doi.org/10.3724/SP.J.1042.2016.00335 , In Chinese)

  43. 王福兴, 段朝辉, 周宗奎, 陈珺. (2015). 邻近效应对多媒体学习中图文整合的影响：线索的作用. 心理学报, 47(2), 224–233. https://doi.org/10.3724/SP.J.1041.2015.00224                           (Wang, F., Duan, Zh., Zhou, Z., & Chen, J. (2015). The spatial contiguity effect in multimedia learning: The role of cueing. Acta Psychologica Sinica, 47(2), 224-233.  https://doi.org/10.3724/SP.J.1041.2015.00224, In Chinese)

  44. 薛野, 王福兴, 钱莹莹, 周宗奎, 蔡华. (2015). 多媒体学习中的情绪性设计：学习者经验作用. 心理研究, 8(1), 78–84.                                                                                                                             (Xue, Y., Wang, F., Qian, Y., Zhou, Z., & Cai, H. (2015). Emotional Design in Multimedia Learning: The Role of Learners’ Knowledge. Psychological Research, 8(1), 78–84. In Chinese)

  45. 龚少英, 段婷, 王福兴, 周宗奎, 卢春晓 (2014). 装饰图片对多媒体学习效果影响的眼动研究. 心理发展与教育, 30(4), 403–410.                                                                                                          (Gong, S., Duan, T., Wang, F., Zhou, Z., & Lu, Ch. (2014). The effects of seductive illustrations on multimedia learning: An eye movement study. Psychological Development and Education, 30(4), 403–410. In Chinese)

  46. 王福兴, 段朝辉, 周宗奎. (2013). 线索在多媒体学习中的作用. 心理科学进展, 21(8), 1430–1440. https://doi.org/10.3724/SP.J.1042.2013.01430                                                                      (Wang, F., Duan, Zh., & Zhou, Z. (2013). Attention guidance in multimedia learning: The role of cueing. Advances in Psychological Science, 21(8), 1430–1440. https://doi.org/10.3724/SP.J.1042.2013.01430, In Chinese)

  47. 谢和平, 王福兴*, 王玉鑫, 安婧. (2016). 越难读意味着学得越好?学习过程中的不流畅效应. 心理科学进展, 24(7), 1077–1090. https://doi.org/10.3724/SP.J.1042.2016.01077                               (Xie, H., Wang, F., Wang, Y., & An, J. (2016). Does harder-to-read mean better-to-learn? Effects of disfluency on learning outcomes. Advances in Psychological Science, 24(7), 1077–1090. https://doi.org/10.3724/SP.J.1042.2016.01077, In Chinese)

  48. 钱莹莹, 王福兴, 段朝辉, 周宗奎. (2016). 动画速度和学习者经验对多媒体学习的影响. 心理发展与教育, 32 (2), 191–197. https://doi.org/10.16187/j.cnki.issn1001-4918.2016.02.08               (Qian Y., Wang F., Duan Zh., & Zhou Z. (2016). The effect of animation's presentation speed and learner's prior knowledge on multimedia learning. Psychological Development and Education, 32(2): 191–197. https://doi.org/10.16187/j.cnki.issn1001-4918.2016.02.08, In Chinese)

  49. 段朝辉, 颜志强, 王福兴, 周宗奎. (2013). 动画呈现速度对多媒体学习效果影响的眼动研究. 心理发展与教育, 29(1), 46–53.                                                                                                            (Duan, Zh., Yan, Zh., Wang, F., & Zhou, Z. (2013). The Effect of Animation’s Presentation Speed on Multimedia Learning: An Eye Movement Study. Psychological Development and Education, 29(1), 46-53. In Chinese)

  50. 郑俊, 赵欢欢, 颜志强, 王福兴, 马征, 张红萍. (2012).多媒体视频学习中的教师角色. 心理研究, 5(5), 85–90.                                                                                                                                             (Zheng, J., Zhao, H., Yan, Zh., Wang, F., Ma, Zh. & Zhang, H. (2012). The Effect of Teacher's Image on the Multimedia Video Learning. Psychological Research, 5(5), 85–90. In Chinese)

Digital media and child development

  1. Wu, Y., Cao, X., Nielsen, M., Mao, Y., & Wang, F*. (2024). Dragging but not tapping promotes preschoolers' numerical estimating with touchscreens. Journal of Experimental Child Psychology, 246(10), 105989. https://doi.org/10.1016/j.jecp.2024.105989  

  2. Gao, C., Wang, F.*, & Danovitch, J. (2024). Can touchscreens replace teachers? Chinese children’s character learning from a touchscreen-based app, video, or face-to-face instruction. Journal of Experimental Child Psychology, 244(8), 105961. https://doi.org/10.1016/j.jecp.2024.105961 

  3. Li, H., Wang, F., & Subrahmanyam, K. (2024). Cyber behavior for child and adolescent development. In Z. Yan (Ed.), The Cambridge Handbook of Cyber Behavior, (pp. 97–130). Cambridge University Press.

  4. Cao, X., Wang, F., Li, H., & Tong, Y. (2023). Characters’ realism, not familiarity, Improved Chinese children’s learning from video. Journal of Children and Media, In press online  https://doi.org/10.1080/17482798.2023.2227290 

  5. Girouard-Hallam, L., Tong, Y., Wang, F., & Danovitch, J. (2023). What can the Internet do?: Chinese and American children’s attitudes and beliefs about the Internet. Cognitive Development, 66, 101338. https://doi.org/10.1016/j.cogdev.2023.101338 

  6. Li, H., Zhang, T., Woolley, J., An, J., & Wang, F. (2023). Exploring factors influencing young children's learning from storybooks: Interactive and multimedia features. Journal of Experimental Child Psychology, 233(9), 105680. https://doi.org/10.1016/j.jecp.2023.105680 

  7. Tong, Y., Wang, F., Danovitch, J., & Wang, W. (2023). Children's trust in image-based online information obtained on their own or relayed by an adult. Computers in Human Behavior, 141, 107622. https://doi.org/10.1016/j.chb.2022.107622

  8. Tong, Y., Wang, F., & Wang, W. (2022). Fairies in the box? Children's perception and interaction towards voice assistants. Human Behavior and Emerging Technologies, 1273814. https://doi.org/10.1155/2022/1273814

  9. Tong, Y., Wang, F., Danovitch, J., & Wang, W. (2022). When the internet is wrong: Children’s trust in an inaccurate internet or human source. British Journal of Developmental Psychology, 40(2), 320–333. https://doi.org/10.1111/BJDP.12405 

  10. Tong, Y., Danovitch, J., Wang, F., Williams, A., & Li, H. (2021). Unsafe to eat? How familiar cartoon characters affect children’s learning about potentially harmful foods. Appetite, 167, 105649. https://doi.org/10.1016/j.appet.2021.105649 

  11. Xie, J., Rost, D. H., Wang, F., Wang, J., & Monk, R. L. (2021). The association between excessive social media use and distraction: An eye movement tracking study. Information & Management, 58(2), 103415. https://doi.org/10.1016/j.im.2020.103415

  12. Wang, F., Gao, C., Kaufman, J., Tong, Y., & Chen, J. (2021). Watching versus touching: The effectiveness of a touchscreen App to teach children to tell time. Computers & Education, 160, 104021. https://doi.org/10.1016/j.compedu.2020.104021 

  13. Tong, Y., Wang, F., & Danovitch, J. (2020). The role of epistemic and social characteristics in children’s selective trust: Three meta-analyses. Developmental Science, 23(2), e12895. https://doi.org/10.1111/desc.12895

  14. Wang, F., Tong, Y., & Danovitch, J. (2019). Who do I believe? Children's epistemic trust in internet, teacher, and peer informants. Cognitive Development, 50, 248–260. https://doi.org/10.1016/j.cogdev.2019.05.006

  15. Li, H., Hsueh, Y., Wang, F., Bai, X., Liu, T., & Zhou, L. (2017). Do young Chinese children gain anthropomorphism after exposure to personified touch screen and board games? Frontiers in Psychology, 8(55), 1–8. https://doi.org/10.3389/fpsyg.2017.00055 

  16. Wang, F., Xie, H., Wang, Y., Hao, Y., & An, J. (2016). Using touchscreen tablets to help young children learn to tell time. Frontiers in Psychology, 7, 1–8. https://doi.org/10.3389/fpsyg.2016.01800 

  17. 程杏茹, 童钰, 王福兴, 曹馨允, 李卉, 胡祥恩. (2023). 数字媒体对儿童执行功能的影响. 应用心理学, 29(3), 195-207. https://doi.org/10.20058/j.cnki.CJAP.022105                                               (Cheng, X., Tong, Y., Wang, F., Cao, X., Li, H., Hu, X. (2023). The Impact of Digital Media on Children's Executive Function. Chinese Journal of Applied Psychology, 29(3), 195–207. https://doi.org/10.20058/j.cnki.CJAP.022105, In Chinese)

  18. 曹馨允, 童钰, 王福兴, 李卉. (2022). 来自屏幕的纽带：视频聊天与儿童发展. 心理科学进展, 30(6), 1282–1293. https://doi.org/10.3724/SP.J.1042.2022.01282                                                       (Cao, X., Tong, Y., Wang, F., & Li, H. (2022). Video chat and child development. Advances in Psychological Science, 30(6), 1282–1293. https://doi.org/10.3724/SP.J.1042.2022.01282, In Chinese) 

  19. 毛忆晨，童钰，李卉，王福兴. 人工智能与儿童发展：基于机器人和语音助手的研究. (2022). 应用心理学, 28(5), 413–423.                                                                                                     (Mao, Y., Tong, Y., Li, H., & Wang, F. (2022). Artificial Intelligence and Child Development: Research Based on Robots and Voice Assistants. Chinese Journal of Applied Psychology, 28(5), 413–423. In Chinese)

  20. 高春颍, 王福兴, 童钰, 李卉. (2020). “触电”时代的儿童：触屏媒体与幼儿发展. 心理发展与教育, 36(4), 502–512. https://doi.org/10.16187/j.cnki.issn1001-4918.2020.04.14c                         (Gao, C., Wang, F., Tong, Y., & Li, H. (2020). Children in the digital age: Touchscreen and child development. Psychological Development and Education, 36(4), 502–512. https://doi.org/10.16187/j.cnki.issn1001-4918.2020.04.14c, In Chinese )

  21. 王福兴, 杨晓梦, 范颖平, 胡祥恩. (2020). 空间邻近对7-9岁儿童图文加工的影响：来自眼动的证据. 心理与行为研究, 18(4), 503–509.                                                                                           (Wang, F., Yang, X., Fan, Y., Hu, X. (2020). How Spatial Contiguity Influence 7- and 9-Year-Old Children’s Text-Picture Reading: Evidence from Eye-Movement. Studies of Psychology and Behavior, 18(4), 503–509. In Chinese)

  22. 童钰, 王福兴, 李卉. (2019). 信息提供者的先前准确性对幼儿选择性信任的影响. 心理发展与教育, 35 (3), 257–266. https://doi.org/10.16187/j.cnki.issn1001-4918.2019.03.01                               (Tong, Y., Wang, F., & Li, H. (2019). Children's selective trust: The role of informant's previous accuracy. Psychological Development and Education, 35(3), 257–266. https://doi.org/10.16187/j.cnki.issn1001-4918.2019.03.01, In Chinese)

  23. 李卉, 王福兴, 范颖平, 周宗奎. (2012). 媒体与婴儿的认知发展. 心理科学, 35(5), 1113–1118.   (Li, H., Wang, F., Fan, Y., & Zhou, Z. (2012). Media and Cognitive Development of Infants. Journal of Psychological Science, 35(5), 1113–1118. In Chinese)

 

Eye tracking

  1. Yang, X., Wang, F., Mayer, R. E., Hu, X., & Gu, C. (2023). Ocular foundations of the spatial contiguity principle: Designing multimedia materials for parafoveal vision. Journal of Educational Psychology, In press online https://doi.org/10.1037/edu0000823 

  2. Duan, Zh., Wang, F. , & Hong, J. (2016). Culture shapes how we look: Comparison between Chinese and African university students. Journal of Eye Movement Research, 9(6), 1–10. https://doi.org/10.16910/jemr.9.6.1

  3. 王福兴, 王燕青, 郝艳斌. (2022). 女性海洛因戒断者对海洛因相关线索的注意偏向：来自眼动的证据. 心理科学, 45(2), 481–490.                                                                                                  (Wang, F., Wang, Y., & Hao, Y. (2022). Attention bias to drug related cues of female heroin abstainer: Evidence from eye movements. Journal of Psychological Science, 45(2), 481–490. In Chinese)

  4. 杨晓梦, 王福兴, 王燕青, 赵婷婷, 高春颍, 胡祥恩. (2020). 瞳孔是心灵的窗口吗？——瞳孔测量在心理学研究中的应用. 心理科学进展, 28(7), 1029–1041. https://doi.org/10.3724/SP.J.1042.2020.01029                                                                                    (Yang, X., Wang, F., Wang, Y., Zhao, T., Gao, C., & Hu, X. (2020). Are pupils the window of our mind? Pupil-related application in psychology and pupillometry. Advances in Psychological Science, 28(7), 1029–1041. https://doi.org/10.3724/SP.J.1042.2020.01029, In Chinese)

  5. 郝艳斌, 王福兴, 谢和平, 安婧, 王玉鑫, 刘华山. (2018). 自闭症谱系障碍者的面孔加工特点——眼动研究的元分析. 心理科学进展. 26 (1), 26–41. https://doi.org/10.3724/SP.J.1042.2018.00026                                                                                        (Hao, Y., Wang, F., Xie, H., An, J., Wang, Y., & Liu, H. (2018). How do autism spectrum disorders process human face? A meta-analysis of eye-tracking studies. Advances in Psychological Science, 26 (1), 26–41. https://doi.org/10.3724/SP.J.1042.2018.00026, In Chinese)

  6. 童钰 & 王福兴. (2017). 威胁性刺激蛇一定会被更快觉察吗？蛇与蜥蜴的对比. 心理发展与教育, 33(5), 524–534. https://doi.org/10.16187/j.cnki.issn1001-4918.2017.05.02                                 (Tong, Y. & Wang, F. (2017). Attentional biases are not always specific to fear-relevant stimuli: Snakes vs lizards. Psychological Development and Education, 33(5), 524–534. https://doi.org/10.16187/j.cnki.issn1001-4918.2017.05.02, In Chinese)

  7. 王福兴, 侯秀娟, 段朝辉, 刘华山, 李卉. (2016). 中国象棋经验棋手与新手的知觉差异：来自眼动证据. 心理学报, 48(5), 457–471. https://doi.org/10.3724/SP.J.1041.2016.00457                         (Wang, F., Hou, X., Duan, Zh., Liu, H., & Li, H. (2016). The perceptual differences between experienced Chinese chess players and novices: Evidence from eye movement. Acta Psychologica Sinica, 48(5), 457–471. https://doi.org/10.3724/SP.J.1041.2016.00457, In Chinese)

  8. 齐亚菲, 梁良, 莫书亮, 王福兴. (2016). 孤独症儿童对限制性兴趣刺激的视觉注意：一项眼动研究. 中国特殊教育, (5), 29–34. https://doi.org/10.3969/j.issn.1007-3728.2016.05.005                   (Qi, Y., Liang, L., Mo, Sh., & Wang, F. (2016). Autistic Children's Visual Attention to Circumscribed Interests:Evidence from an Eye-Tracking Study. Chinese Journal of Special Education, (5), 29–34. https://doi.org/10.3969/j.issn.1007-3728.2016.05.005, In Chinese)

  9. 王福兴, 童钰, 钱莹莹, 谢和平. (2016). 眼动追踪技术与婴幼儿研究：程序、方法与数据分析. 心理与行为研究, 14(4), 558–567.                                                                                                (Wang, F., Tong, Y., Qian Y., & Xie, H. (2016). Eye tracking in infancy and preschooler research: Procedure, method and data analysis. Studies of Psychology and Behavior, 14(4), 558–567. In Chinese)

  10. 王福兴, 向远明, 柯善玉. (2016). 眼动技术在应用心理学人才培养中的探索与实践. 实验技术与管理, 33(3), 189–192. https://doi.org/10.16791/j.cnki.sjg.2016.03.048                                    (Wang, F., Xiang, Y., Ke, Sh. (2016). Exploration and practice on training college students in applied psychology using eye movement technique. Experimental Technology and Management, 33(3), 189–192. https://doi.org/10.16791/j.cnki.sjg.2016.03.048, In Chinese)

  11. 颜志强, 王福兴, 苏彦捷. (2016). 疼痛面孔注意加工中共情的作用——来自眼动的证据. 心理科学, 39(3), 573–579. https://doi.org/10.16719/j.cnki.1671-6981.20160310                                  (Yan, Zh., Wang, F., & Su, Y. (2016). The influence of empathy on the attention process of facial pain expression: Evidence from eye tracking. Journal of Psychological Science, 39(3), 573–579. https://doi.org/10.16719/j.cnki.1671-6981.20160310, In Chinese)

  12. 王福兴, 李文静, 颜志强,段朝辉, 李卉. (2015). 幼儿对威胁性刺激蛇的注意觉察：来自眼动证据. 心理学报, 47(6), 774–786. https://doi.org/10.3724/SP.J.1041.2015.00774                               (Wang, F., Li, W., Yan, Zh., Duan, Zh., & Li, H. (2015). Children’s attention detection to snakes: Evidence from eye movements. Acta Psychologica Sinica, 47(6), 774–786. https://doi.org/10.3724/SP.J.1042.2013.01430, In Chinese)

  13. 王福兴, 芦咏莉, 段朝辉, 周宗奎. (2013). 不同经验教师对学生课堂行为加工的眼动研究. 心理发展与教育, 29(4), 391–399.                                                                                                               (Wang, F., Lu, Y., Duan, Zh., & Zhou, Z. (2013). Teachers’ perception of students’ classroom behaviors: An eye movements study. Psychological Development and Education, 29(4), 391–399. In Chinese)

  14. 王福兴, 周宗奎, 赵显, 白学军, 闫国利. (2012). 文字熟悉度对电影字幕偏好影响的眼动研究. 心理与行为研究, 10(1), 50–57.                                                                                                                    (Wang, F., Zhou, Z., Zhao, X., Bai, X., & Yan, G. (2012). Subtitle preference while viewing native language movie: The effect of subtitle familiarity. Studies of Psychology and Behavior, 10(1), 50–57. In Chinese)

  15. 王福兴, 白学军, 闫国利, 周宗奎. (2012). 电影观看过程中的字幕偏好性：声音的影响作用. 心理科学, 35(1), 44–49.                                                                                                                         (Wang, F., Bai, X., Yan, G., & Zhou, Z. (2012). Subtitle preference while viewing native language movie: The effect of sound. Journal of Psychological Science, 35(1), 44–49. In Chinese)

  16. 王福兴, 申继亮, 田宏杰, 周宗奎. (2010). 专家与新手教师对静态课堂教学场景的知觉差异. 心理发展与教育, 26(6), 612–617.                                                                                                             (Wang, F., Shen, J., Tian, H., & Zhou, Z. (2010). The difference between expert and novice teachers in perceiving static classroom teaching scenes: An eye tracking study. Psychological Development and Education, 26(6), 612–617. In Chinese)

  17. 田宏杰, 王福兴, 徐菲菲, 申继亮. (2010). 场景知觉中物体加工的背景效应. 心理科学进展, 18(6), 878–886.                                                                                                                                                      (Tian, H., Wang, F., Xu, F., & Shen, J. (2010). Contextual effects of object identification in scene perception. Advances in Psychological Science, 18(6), 878–886. In Chinese)

  18. 王福兴, 田宏杰, 申继亮. (2009). 场景知觉及其研究范式. 心理科学进展, 17(2), 268–277.           (Wang, F., Tian, H., & Shen, J. (2009). Scene perception and its research paradigms. Advances in Psychological Science, 17(2), 268–277. In Chinese)

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