Faculty
Jingjing ZHAO
Ph.D., Connecticut
Associate Professor
Rm 331, Sino Building
jingjingzhao@cuhk.edu.hk
3943 9224
2603 5019
Brief Introduction
Jingjing Zhao received a B.Sc. (major: Electronic Information and Technology, minor: Psychology, 2004) and an M.Sc. (Psychology, 2007) from Beijing Normal University, and a Ph.D. (Psychology, 2012) from the University of Connecticut. After completing two post-doctoral positions at Ecole Normale Supérieure in Paris (2012-2014) and the National University of Ireland in Galway (2014-2015), she joined the faculty at the School of Psychology, Shaanxi Normal University where she was a full professor (2015-2023). She spent a year at the Department of Psychology, University of Edinburgh (2023-2024) for an academic visit before joining the faculty at the Department of Psychology, the Chinese University of Hong Kong. She was awarded the Early Career Investigator Prize by the International Society of Psychiatric Genetics (2015) and the Outstanding Achievement Award of Scientific Research in Colleges and Universities (Humanities and Social Sciences) with a Youth Achievement Award by the Ministry of Education of the People’s Republic of China (2020).
Research Interests
The development of language, mathematics, and social cognition, its disorders (e.g., dyslexia, dyscalculia, and autism) and its determinants at multiple levels of description (e.g., cognitive, neural, genetic, and environmental).
Teaching Areas
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PSYC1000 - General Psychology
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PSYC2020 - Experimental Design
Publications
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.