教學人員

趙晶晶教授

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Ph.D., Connecticut
副教授
信和樓331室
jingjingzhao@cuhk.edu.hk
3943 9224
2603 5019

簡介

趙晶晶,遼寧鐵嶺人,滿族,九三學社。2004年獲得北京師範大學理學學士學位(主修電子資訊科學與技術、輔修心理學);2007年獲北京師範大學理學碩士學位(基礎心理學專業);2012年獲美國康乃狄克大學(University of Connecticut)哲學博士學位(心理學專業)。並先後在法國科學院和巴黎高等師範學校(CNRS, Ecole Normale Superieure Paris, 2012-2014)及愛爾蘭國立大學(National University of Ireland, 2014-2015)從事兩站博士後研究工作。 曾獲得國際精神遺傳學會早期職業研究者獎(Early Career Investigator Prize, 2015)、中國教育部高等學校科學研究成果獎(人文社會科學)青年成果獎(2020)。

研究興趣

兒童語言、數學及社會認知能力的發展及其障礙的認知、神經和遺傳機制研究

教學科目

2024-2025
  • PSYC1000 - 心理學概論
  • PSYC2020 - 實驗設計

學術著作

代表著作

Li, J., Peng, P., Ma, X., Ding, N., & Zhao, J.* (2023). How does family socioeconomic status influence children's reading ability? Evidence from meta-analytic structural equation modeling. Educational Psychology Review, 35 (4), 119.

Zhao, J.*, Zhao, Y., Song, Z., Thiebaut de Schotten, M., Altarelli, I., & Ramus, F. (2023). Adaptive compensation of arcuate fasciculus lateralization in developmental dyslexia. Cortex, 167, 1-11.

Doust, C., Fontanillas, P., Eising, E., Gordon, S. D., Wang, Z., Alagöz, G., Molz, B., 23andMe Research Team, Quantitative Trait Working Group of the GenLang Consortium, Pourcain, B. S., Francks, C., Marioni, R. E., Zhao, J. , Paracchini, S., Talcott, J. B., Monaco, A. P., Stein, J. F., Gruen, J. R., Olson, R. K., Willcutt, E. K., DeFries, J. C., Pennington, B. F., Smith, S. D., Wright, M. J., Martin, N. G., Auton, A.,  Bates, T. C., Fisher, S. E., & Luciano, M. (2022). Discovery of 42 genome-wide significant loci associated with dyslexia. Nature Genetics, 54(11), 1621–1629.

Liu, T., Thiebaut de Schotten, M., Altarelli, I., Ramus, F., & Zhao, J.* (2022). Neural dissociation of visual attention span and phonological deficits in developmental dyslexia: A hub-based white matter network analysis. Human Brain Mapping, 43(17), 5210-5219.

Liu, S., Cheng, C., Wu, P., Zhang, L., Wang, Z., Wei, W., Chen, Y., & Zhao, J.* (2022). Phonological processing, visuospatial skills, and pattern understanding in Chinese developmental dyscalculia. Journal of Learning Disabilities, 55(6), 499-512.

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