State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University

Faculty

Current Faculty

Liang Luo The influencing factors and internal mechanisms of Chinese children's and adolescents' learning ability /academic performance luoliang@bnu.edu.cn

Educational Experience

2018 – 2019: Visiting Scholar, University of California, Los Angeles, USA
2005.9 – 2008.7: Ph. D. in Developmental Psychology, Beijing Normal University, China
2007 – 2008: Visiting Scholar, University of California, Irvine, USA
2002.9 – 2005.7: M.S. in Developmental Psychology, Beijing Normal University, China
1998.9 – 2002.7: B.S. in Psychology, Qufu Normal University, China

Professional Experience

2022.1 – Now: Director, Faculty of Psychology, Beijing Normal University
2020.7 – 2022.1: Deputy Director (concurrent post), Faculty of Psychology, Beijing Normal University
2018.9 – Now: Dean (Director), Developmental Psychology Research Institute, Ministry of Education
2016.4 – Now: Deputy Director, National Assessment Center for Education Quality, Ministry of Education
2015.7 – Now: Professor, Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University
2015.7 – 2022.2: Deputy Director, Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University
2012.11 – 2015.7: Director, Office of Development and Planning, Beijing Normal University
2012.7 – 2014.8: Associate Professor, State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University
2008.8 – 2012.7: Lecturer, State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University

Research Description

The influencing factors and internal mechanisms of Chinese children's and adolescents' learning ability /academic performance, including:
1)The relationships and mechanisms between the family and the academic performance and psychological development of children and adolescents;
2)Metacognitive monitoring and learning behavior decision-making;
Analysis and model construction of key influencing factors of compulsory education quality.
3)Analysis and model construction of key influencing factors of compulsory education quality.

Publications

He has published nearly 100 papers. The representative papers he has published in the past five years are as follows:

1) Xiao Hu, Chunliang Yang, Liang Luo. (2023). Are the Contributions of Processing Experience and Prior Beliefs to Confidence Ratings Domain-General or Domain-Specific? Journal of Experimental Psychology: General. 152: 28-44

2) Surina He, Xiaolin Guo, Tiantian Bi, Tingdan Zhang, Liang Luo. (2023). Developmental trajectories of children’s educational expectations in China: Contributions of academic achievement and maternal expectations. Contemporary Educational Psychology, 72. https://doi.org/10.1016/j.cedpsych.2022.102144.

3) Yuqi Sun; Aike Shi; Wenbo Zhao; Yumeng Yang; Baike Li; Xiao Hu; David R. Shanks; Chunliang Yang; Liang Luo. (2022). Long-lasting effects of an instructional intervention on interleaving preference in inductive learning and transfer. Educational Psychology Review, 4: 1679-1707

4) Juan Liu, Peng Peng, Baobao Zhao, Liang Luo. (2022). Socioeconomic Status and Academic Achievement in Primary and Secondary Education: a Meta‑analytic. Educational Psychology Review, 34: 2867-2896

5) Chunliang Yang, Wenbo Zhao, Bo Yuan, Liang Luo, David R Shanks. (2022). Mind the Gap Between Comprehension and Metacomprehension: Meta-Analysis of Metacomprehension Accuracy and Intervention Effectiveness. Review of Educational Research. DOI: 10.3102/00346543221094083.

6) Xiaolin Guo, Huan Qin, Kexin Jiang, Liang Luo. (2022). Parent-child discrepancy in educational aspirations and depressive symptoms in early adolescence: a longitudinal study. Journal of Youth and Adolescence. 51(10): 1983-1996.

7) Xiao Hu, Jun Zheng, Ningxin Su, Tian Fan, Chunliang Yang, Yue Yin,Stephen M. Fleming, Liang Luo. (2021). A Bayesian Inference Model for Metamemory. Psychological Review. 128(5), 824-855.

8) Juan Liu, Peng Peng, Liang Luo. (2020). The Relation Between Family Socioeconomic Status and Academic Achievement in China: A Meta-analysis. Educational Psychology Review. 32: 49-76.