个人简历

王腾飞，浙江大学心理与行为科学系副教授，硕士生导师，求是青年学者（2016.10~至今），2016年于德国法兰克福大学心理学系获得博士学位。曾作为访问学者到英国布里斯托大学实验心理学系Christopher Jarrold教授和Stephen Lewandowsky教授课题组交流学习。主要从事智力、学习与创造性思维的个体差异及其内在原因，儿童青少年认知能力的发展及其影响因素等方面的研究。近5年来，以第一作者或通讯作者身份，在Psychological Bulletin,Intelligence,Educational Psychology,Personality and Individual Differences,Acta Psychologica等智力、教育和实验心理学领域内高水平期刊上发表SSCI/SCI论文多篇。
更多关注RG:www.researchgate.net/profile/Tengfei_Wang2
国外系个人主页：www.psychologie.uni frankfurt.de/58445388/20_wang
Google Scholar:https://scholar.google.co.jp/citations?user=SV53_7MAAAAJ&hl=en&oi=ao
教学与课程
讲授课程：
2020公益讲座：浅谈人类智力B站链接
2019中国大学MOOC“走近儿童的心理世界”：https://www.icourse163.org/course/ZJU 1206458841
2020至今认知科学（本科生）
2019至今Introduction to Psychology(UIUC ZJU)
2018至今结构方程模型及其应用（本科生）
2017至今社会科学研究方法（本科生）
2020至今发展心理学专题（硕士研究生）
2019至今英文学术论文写作（硕士研究生）
2017高级心理学研究方法（硕士研究生）
研究生指导：
2021计划招收直博生1名，欢迎邮件咨询
2020施嘉慧，研究方向：注意控制与学习；孙高敏，研究方向：儿童流体智力的认知机制
2019范丁榕，研究方向：创造性思维的认知机制；万晓伟，研究方向：儿童工作记忆发展
2018李辰宇，研究方向：工作记忆预测流体智力的内在机制：眼动研究（获批研究生省级课题资助）
2017姚理通，研究方向：创造性思维的认知机制及其训练
本科生毕业论文指导：
2020指导2名本科生顺利完成毕业论文：
施嘉慧，孙高敏
2019指导2名本科生顺利完成毕业论文：
余晓莹，梁小磊
2018指导4名本科生顺利完成毕业论文：
赵剑辉，马一诺，俞一凡，王翔宇
本科生SRTP/SQTP指导：
2020心智游移与学习（徐健哲，朱安琪，陈锰，科研实践项目）
2020工作记忆中的信息移除（梅思远，高阳，何婉娜，校级在研）
2020社会科学调查研究（侯淳耀，丁真珍，SQTP重点项目）
2019程序性记忆的加工机制（李书航，孙高敏，项悦颖，校级结题优秀）
2019心智游移与高级认知（姚瑞成，魏雨轩，刘美婷，校级在研）
2018工作记忆在发散性思维中的作用（王倩怡，鲍雨枫，泮艳梦，校级结题）；
2018批判性思维在大学生科研训练中的作用及其提升对策（于亚洋，龙沁冰，沈欣宜，院级结题）；
2017工作记忆与流体智力的关系：眼动研究（洪昕悦，高源，孔令航，校级结题）；
本科生小学期指导：
2020徐健哲，朱安琪，袁子卉，高阳，孙徐炼，李佳奇，何婉娜，江予，向辉
2019刘鸿业、钟镗、刘美婷、魏雨轩、姚瑞成、施嘉慧、滕彬钰、李书航、项悦颖
2018余晓莹，施嘉慧，鲍雨枫，杨天，陈园园，胡柳
2017梁展鸿
基地班优秀本科生指导：
2020项悦颖、孙徐炼
2019李书航、项悦颖
2018龚良煜、滕彬钰
班主任及新生指导
2019至今理科试验班，新生之友
2018至今心理1702，班主任
2017 2018理科1702，班主任
科研
研究兴趣：
学校和家庭教育是当今社会广泛关注的重大问题，而学生是教育的主体。本课题组围绕着学生核心素养的核心，即思维能力，开展一系列研究。从个体、学校和家庭多角度、多层面探究学生智力、创造性思维和批判性思维等核心素养的发展特点与机制；采用科学的手段探究一系列提升学生思维的训练方法和手段，为“以学生为中心”的当代教育赋能。为达成以上目标，本课题组主要（但不限于）开展以下研究：
（1）运用结构方程模型【预设路径模型(Fixed Links Model)、潜变量增长曲线模型等】、脑电、眼动和近红外等技术，探索儿童与成人在高级认知能力，包括智力、学习和创造力的个体差异及其内在原因；主要关注工作记忆、执行控制、提取等认知过程在学习、智力和创造性思维中的作用。
（2）从个体、家庭和学校多个层面探索儿童青少年认知能力的发展特点及其影响因素。同时，本课题组还采用认知训练和学校干预等手段探索促进儿童认知能力发展的策略和手段。
（3）孤独症儿童的认知缺陷及其内在机制（该方向拟接受研究生，欢迎咨询）。
加入我们：
探索人类智力、学习和创造力的个体差异及其内在成因在心理学、教育学和人工智能等领域有重要的理论和实践意义。欢迎对智力、学习和创造力等领域感兴趣的学生报考硕士研究生！欢迎浙大本科生通过国创、省创、SRTP、暑期短学期等科研立项的方式加入我们一起开展研究工作！欢迎邮件咨询招生名额、在研项目等相关信息！
研究课题：
主持国家自然科学基金青年项目（在研）；
主持教育部人文社会科学研究青年项目（在研）；
主持中央高校基本科研业务费专项基金（在研）；
主持浙江大学学科交叉预研专项项目（在研）；
主持德国学术交流中心“Strategische Partnerschaften”项目：An account of the relationship among working memory,learning and fluid intelligence by means of the Fixed Links model;(结题)
参与全国教育科学规划项目：执行功能在联想学习和规则学习中的作用；
参与德国研究协会DFG项目：Structural equation modeling including sequence patterns for analyzing processes in the areas of attention and memory;
参与国家科技部科技基础性工作专项重点项目：中国儿童青少年心理发育特征调查子课题：认知能力测验的开发与评价。
国际学术会议报告：
Executive control in learning:Evidence on the dissociation of associative learning and rule learning.The 31th APS conference,2019,Washington D.C.,USA.
How rule learning and assoicaitve learning relate to the stroage and executive components of working memory.The 19th Annual Conference of the International Society for Intelligence Research,2018,Edinburgh,United Kingdom.Programme.pdf
On the relationship between executive functions and the basic ability and the item position components of fluid intelligence measures.The 18th Annual Conference of the International Society for Intelligence Research,2017,Montreal,Canada.
Computational and Mathematical Modeling of Cognition Workshop,2016,Dobbiaco,Italy.
The contribution of temporary storage to fluid intelligence:Evidence from both Brown Peterson and Complex Span tasks.The 15th Annual Conference of the International Society for Intelligence Research,2014,Graz,Austria；
The construct validity of the Exchange Test as a working memory measure.Oral presentation at the 12th European Conference on Psychological Assessment,2013,San Sebastian,Spain.
奖励荣誉
获奖情况：
2017年：浙江大学求是青年学者
2018年：浙江大学“求是筑梦新时代”本科生班主任主题班课二等奖
2018年：浙江大学青年教师教学竞赛二等奖
2012年：国家建设高水平大学公派研究生项目攻博资助
2012年：北京市优秀毕业研究生，北京师范大学优秀毕业研究生
2011年：北京师范大学认知神经科学与学习国家重点实验室优秀学术成果奖
2010年：北京师范大学综合奖学金
2009年：北京师范大学推荐免试研究生

研究领域

智力、学习与创造力
工作记忆与认知控制
结构方程模型
元分析""

近期论文

Wang,T.,Schweizer,K.,Ren,X.(2019).Executive control in learning:Evidence on the dissociation of associative learning and rule learning.Advances in Cognitive Psychology.SSCI,Q3,5Year IF=1.862.
Wang,T.*,Ren,X.,&Schweizer,K.*(2017).Learning and retrieval processes predict fluid intelligence over and above working memory.Intelligence,61,2936.(*Corresponding author).SSCI,Q1,5Year IF=3.385
Wang,T.,Ren,X.,&Schweizer,K.(2015).The contribution of temporary storage and executive processes to category learning.Acta psychologica,160,88–94.SSCI,Q2,5Year IF=2.385
Wang,T.,Ren,X.,Li,X.,Schweizer,K.(2015).The modeling of temporary storage and its effect on fluid intelligence:Evidence from both BrownPeterson and complex span tasks.Intelligence,49,84–93.SSCI,Q1,5Year IF=3.385
Wang,T.,Ren,X.,Altmeyer,M.,&Schweizer,K.(2013).An account of the relationship between fluid intelligence and complex learning in considering storage capacity and executive attention.Intelligence,41,537–545.SSCI,Q1,5Year IF=3.385.
Ren,X.,Gong,Q.,Chu,P.,&Wang,T*.(2017).Impulsivity is not related to the ability and position components of intelligence:A comment on Lozano(2015).Personality and Individual Differences,104,533–537.(*Corresponding author).SSCI,Q2,5Year IF=2.4
Peng,P.*,Wang,T.*,Wang,C.,Lin,X.(2019).A metaanalysis on the relation between fluid intelligence and reading/mathematics:Effects of tasks,age,and social economics status.Psychological Bulletin.SSCI,Q1,5Year IF=21.986.
Wang,T.,Ren,X.,Schweizer,K.,&Xu,F.(2016).Schooling effects on intelligence development:Evidence based on national samples from urban and rural China.Educational Psychology,36,831–844.SSCI,Q2,5Year IF=1.515
Xu,F.,Han,Y.,Sabbagh,M.,Wang,T.,Ren X.,Li C.(2014).Developmental differences in the structure of executive function in middle childhood and adolescence.PLoS ONE,8,1–9.SCI
20212022
To be expected.
20192020
Wang,T.,,Li,C.,Wei,W.,&Schweizer,K.(2020).An investigation on how inhibition in cognitive processing contributes to fluid reasoning.Advances in Cognitive Psychology.SSCI.[PDF]
Wang,T.,Zhang,Q.,&Schweizer,K.(2020).Investigating the Itemposition Effect in a Longitudinal Data with Special Emphasis on the Information provided by the Variance Parameter.Psychological Test and Assessment Modeling.[PDF]
Wang,T.,Li,C.,Ren,X.,&Schweizer,K.(Invited).The contribution of executive processes to working memory and fluid intelligence:A fixedlinks modeling approach.Journal of Intelligence.
Zhang,J.,Yin,H.,&Wang,T.*(2020).Exploring the effects of professional learning communities on teacher’s selfefficacy and job satisfaction in Shanghai,China.Educational Studies,118.(*Corresponding author)
Schweizer,K.,Wang,T.,&Ren,X.(2020).On the detection of speededness in data despite selective responding using factor analysis.Journal of Experimental Education,119.
Zhou,H.,Geng,F.,Wang,T.,Wang,C.,Xie,Y.,Hu,Y.,&Chen,F.(2020).Training on Abacusbased Mental Calculation Enhances Resting State Functional Connectivity of Bilateral Superior Parietal Lobules.Neuroscience,432,115125.SCI,Q2.[PDF]
Li,S.,Ren,X.,Schweizer,K.,Brinthaupt,T.,&Wang,T.(2020).Executive functions as predictors of critical thinking:Behavioral and neural evidence.Learning and Instruction.SSCI,Q1.[PDF]
Ren,X.,Tong,Y.,Peng,P.,&Wang,T.(2020).Critical thinking predicts academic performance beyond general cognitive ability:Evidence from adults and children.Intelligence.SSCI,Q1.[PDF]
Schweizer,K.,Gold,A.,Krampen,D.,&Wang,T.(2020).On Modeling Missing Data of an Incomplete Design in the CFA Framework.Frontiers in Psychology,11,3398.
Peng,P.*,Wang,T.*,Wang,C.,&Lin,X.(2019).A metaanalysis on the relation between fluid intelligence and reading/mathematics:Effects of tasks,age,and social economics status.Psychological Bulletin,145,189236.(*Corresponding author).SSCI,Q1,5Year IF=23.91.[PDF]
Wang,T.,Schweizer,K.,&Ren,X.(2019).Executive control in learning:Evidence on the dissociation of associative learning and rule learning.Advances in Cognitive Psychology.15(1),220230.SSCI,5Year IF=1.862.[PDF]
Lee,S.,Wang,T.,&Ren,X.(2019):Inner speech in the learning context and the prediction of students’learning strategy and academic performance,Educational Psychology.DOI:10.1080/01443410.2019.1612035.SSCI,Q2.[PDF]
Schweizer,K.,Reiss,S.,Ren,X.,Wang,T.,&Troche,S.(2019)Speed Effect Analysis Using the CFA Framework.Front.Psychol.10:239.doi:10.3389/fpsyg.2019.00239[PDF]
20172018
Wang,T.*,Ren,X.,&Schweizer,K.*(2017).Learning and retrieval processes predict fluid intelligence over and above working memory.Intelligence,61,2936.(*Corresponding author).SSCI,Q1,5Year IF=3.385
Ren,X.,Gong,Q.,Chu,P.,&Wang,T.*.(2017).Impulsivity is not related to the ability and position components of intelligence:A comment on Lozano(2015).Personality and Individual Differences,104,533–537.(*Corresponding author).SSCI,Q2,5Year IF=2.4
任学柱，王腾飞*，Schweizer Karl(2017).预设路径模型及其在认知心理学研究中的应用.心理科学进展,25,16751681.(*通讯作者).CSSCI[PDF]
Ren,X.,Wang,T.,Sun,S.,Deng,M.,&Schweizer,K.(2018).Speeded testing in the assessment of intelligence gives rise to a speed factor.Intelligence,66,6471.SSCI,Q1,5Year IF=3.385
Zeller,F.,Wang,T.,Reiss,S.,&Schweizer,K.(2017).Does the modality of measures influence the relationship among working memory,learning and fluid intelligence?Personality and Individual Differences,105,275–279.SSCI,Q2,5Year IF=2.4
Ren,X,Schweizer,K.,Wang,T.,Gong,Q.(2017).On the relationship between executive functions of working memory and components derived from fluid intelligence measures.Acta Psychologica,180,7987.SSCI,Q2,5Year IF=2.385
Altmeyer,M.,Wang,T.,Schweizer,K.(2017).On the relatinship between the retrieval of information and learning:the influence of deep processing.Psychological Test and Assessment Modeling,59,343358.
20152016
Wang,T.,Ren,X.,Schweizer,K.,&Xu,F.(2016).Schooling effects on intelligence development:Evidence based on national samples from urban and rural China.Educational Psychology,36,831–844.SSCI,Q2,5Year IF=1.515
Ren,X.,Wang,T.,&Schweizer,K.,Guo,J.(2016).Differential effects of executive processes on working memory:A combined approach.Journal of Individual Differences,37,239249.SSCI,5Year IF=1.375
Ren,X.,Wang,T.,Jarrold,C.(2016).Individual Differences in Frequency of Inner Speech:Differential Relations with Cognitive and Noncognitive Factors.Frontiers in Psychology.doi:10.3389/fpsyg.2016.01675.SSCI,Q2,5Year IF=2.822
Wang,T.,Ren,X.,&Schweizer,K.(2015).The contribution of temporary storage and executive processes to category learning.Acta psychologica,160,88–94.SSCI,Q2,5Year IF=2.385
Wang,T.,Ren,X.,Li,X.,Schweizer,K.(2015).The modeling of temporary storage and its effect on fluid intelligence:Evidence from both BrownPeterson and complex span tasks.Intelligence,49,84–93.SSCI,Q1,5Year IF=3.385
Ren,X.,Schweizer,K.,Wang,T.,&Xu,F.(2015).The Prediction of Students’Academic Performance with Fluid Intelligence in Giving Special Consideration to the Contribution of Learning.Advances in Cognitive Psychology,11,97–105.SSCI,5Year IF=1.862
Schweizer,K.,Ren,X.,Wang,T.,&Zeller,F.(2015).Does the Constraint of Factor Loadings Impair Model Fit and Accuracy in Parameter Estimation?International Journal of Statistics and Probability,4,40–50.
Schweizer,K.,Ren,X.,&Wang,T.(2015).A comparison of confirmatory factor analysis of binary data on the basis of tetrachoric correlations and of probabilitybased covariances:a simulation study.In R.E.Millsap,D.M.Bolt,L.A.van der Ark,&W.C.Wang(Eds.),Quantitative Psychology Research(pp.273–292).Heidelberg:Springer.
20112014
Wang,T.,Ren,X.,Altmeyer,M.,&Schweizer,K.(2013).An account of the relationship between fluid intelligence and complex learning in considering storage capacity and executive attention.Intelligence,41,537–545.SSCI,Q1,5Year IF=3.385.
Ren,X.,Wang,T.,Altmeyer,M.,&Schweizer,K.(2014).A learningbased account of fluid intelligence from the perspective of the position effect.Learning and Individual Difference,31,30–35.SSCI,Q2,5Year IF=2.369
Xu,F.,Han,Y.,Sabbagh,M.,Wang,T.,Ren X.,Li C.(2014).Developmental differences in the structure of executive function in middle childhood and adolescence.PLoS ONE,8,1–9.SCI[PDF]
王腾飞,李春花,徐芬,郭筱琳,罗献明.(2011).联想学习与工作记忆在流体智力发展中的作用.心理发展与教育,27,337–343.CSSCI[PDF]
李春花,罗献明,王腾飞,徐芬.(2011).瑞文推理测验上的性别差异.心理科学进展,19,1076–1082.CSSCI
担任Editorial Board of Frontiers in Psychology
担任Acta Psychologica,Personality and Individual Differences,Learning and Individual Differences,Internatinal Journal of Behavioral Development,High Ability Studies,Journal of Cognitive Psychology,Current Psychology等SSCI期刊审稿人
担任《应用心理学》，《心理学报》，《心理发展与教育》，《心理与行为研究》等CSSCI期刊审稿人
担任波兰国家科学中心(The National Science Center,Poland)项目评审专家
国际智力研究协会(ISIR)会员；欧洲心理测评协会(EAPA)会员；美国心理研究协会(APS)会员等