欧洲杯预测分析万博-主頁欢迎您

教授

姓名:任学柱

职称: 教授

电话:

电子邮箱:renxz@hust.edu.cn

硕博士生导师: 博导

个人基本情况(主要受教育经历、主要工作经历)

    任学柱 法兰克福大学心理学博士

    欧洲杯预测分析万博科技大学教育科学研究院教授

    从事批判性思维、智力与学习的教学与研究

     

教学情况

认知发展(硕士生)

智力与学习专题研究(博士生)

大学生批判性思维(本科生)


研究课题

湖北省自然科学基金(2020):批判性思维能力的认知神经机制.

全国教育科学规划课题(2020):执行功能对大学生批判性思维能力的作用:行为、神经和干预的研究.

欧洲杯预测分析万博科技大学文科重大及交叉项目(2019):痴呆老人精神行为症状与基因多态性的关联研究.

欧洲杯预测分析万博科技大学批判性思维研究中心课题(2018):批判性思维课程效果的动态评价-基于儿童思维发展的视角.

欧洲杯预测分析万博科技大学文科前沿项目(2016):执行功能和内部言语对学习过程的影响.

全国教育科学规划课题(2015):中小学生执行功能对联想学习和规则学习影响的个体差异研究.


获奖及专利

湖北省楚天学者. 2016-2020


主要论文

Li, S., Ren, X*., Brinthaupt, TM, Schweizer, K., & Wang, T. (2021). Executive functions as predictors of critical thinking: Behavioral and neural evidence. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2020.101376

Wang, T.*, Li, C., Ren, X., Schweizer, K. (2021). How executive processes explain the overlap between working memory capacity and fluid intelligence: A test of process overlap theory. Journal of Intelligence, https://doi.org/10.3390/jintelligence9020021

Ren, X*., Tong, Y., Peng, P., & Wang, T. (2020). Critical thinking predicts academic performance beyond general cognitive ability: Evidence from adults and children. Intelligence. https://doi.org/10.1016/j.intell.2020.101487

Lee, S., Wang, T., & Ren, X*. (2020). Inner speech in the learning context and the prediction of students’ learning strategy and academic performance. Educational Psychology, https://doi.org/10.1080/01443410.2019.1612035

Schweizer, K*., Wang, T., & Ren, X. (2020). On the detection of speededness in data despite selective responding using factor analysis. The Journal of Experimental Education. https://doi.org/10.1080/00220973.2020.1808942

Xiang, X. Brinthaupt, T., Sun, S., & Ren, X*. (2019). The Learning-specific Inner Speech Scale (LISS): Development, Predictive Validity, and Age Differences. European Journal of Psychological Assessment. https://doi.org/10.1027/1015-5759/a000544  

Sun, S., Schweizer, K., & Ren, X*. (2019). Item-position effect in Raven’s Matrices: A developmental perspective. Journal of Cognition and Development. https://doi.org/10.1080/15248372.2019.1581205

Wang, T., Schweizer, K., & Ren, X*. (2019). Executive control in learning: Evidence for the dissociation of rule learning and associative learning. Advances in Cognitive Psychology, 15, 220-230.

Schweizer, K., Reiß, S*., Ren, X., Wang, T., & Troche, S. J. (2019). Speed Effect Analysis Using the CFA Framework. Frontiers in Psychology, 10.

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, 64-71.

Ren, X*., Schweizer, K., Wang, T., Chu, P., & Gong, Q. (2017). On the relationship between executive functions of working memory and components derived from fluid intelligence measures. Acta Psychologica, 180, 79-87.

Wang, T., Ren, X., & Schweizer, K. (2017). Learning and retrieval processes predict fluid intelligence over and above working memory. Intelligence, 61, 29-36.

Ren, X*., Qin, G., Pei, C., & Wang, T. (2017). Impulsivity is not related to the ability and position components of intelligence: a comment on Lozano (2015). Personality & Individual Differences, 104, 533-537.

Ren, X*., Wang, T., & Jarrold, C. (2016). Individual differences in frequency of inner speech: differential relations with cognitive and non-cognitive factors. Frontiers in Psychology, 7, 1675.

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, 239-249.

Ren, X., Schweizer, K., Wang, T., & Xu, F*. (2015). The prediction of student’s academic performance with fluid intelligence in giving special consideration to the contribution of learning. Advances in Cognitive Psychology, 11, 97–105.

Guo, J.#, Ren, X.#, Wang, X., Qu, Z, Zhou, Q et al. (2015). Depression among migrant and left-behind children in China in relation to the quality of parent-child and teacher-child relationships. PLoS ONE, 10, e0145606. (# contribute equally)

Ren, X., Wang, T., Altmeyer, M., & Schweizer, K*. (2014). A learning-based account of fluid intelligence from the perspective of the position effect, Learning and Individual Differences, 31, 30–35

Ren, X., Schweizer, K, & Xu, F*. (2013). The sources of the relationship between sustained attention and reasoning. Intelligence, 41, 51–58.

Ren, X., Altmeyer, M., Reiss, S., & Schweizer, K*. (2013). Process-based account for the effects of perceptual attention and executive attention on fluid intelligence: An integrative approach. Acta Psychologica, 142, 195–202.

Ren, X., Goldhammer, F., Moosbrugger, H., & Schweizer, K*. (2012). How does attention relate to the ability-specific and position-specific components of reasoning measured by APM? Learning and Individual Differences, 22, 1–7.

Wang, T., Ren, X., & Schweizer, K*. (2015). The contribution of temporary storage and executive processes to category learning. Acta Psychologica, 160, 88–94.

Wang, T., Ren, X., Schweizer, K., & Xu, F*. (2015). Schooling effects on intelligence development: Evidence based on national samples from urban and rural China. Educational Psychology.

Schweizer, K., Ren, X., & Wang, T. (2015). A comparison of confirmatory factor analysis of binary data on the basis of tetrachoric correlations and of probability-based covariance: a simulation study. In R. E. Millsap (Ed.). Quantitative Psychology Research. Heidelberg: Springer.

Schweizer, K*. Altmeyer, M., Ren, X., & Schreiner, M. (2015). Models for the detection of deviations from the expected processing strategy in completing the items of cognitive measures. Multivariate Behavioral Research. doi: 10.1080/00273171.2015.1032397.

Wang T., Ren, X. Li, X. & Schweizer, K*. (2015). The modeling of temporary storage and its effect on fluid intelligence: Evidence from both Brown-Peterson and complex span tasks. Intelligence, 49, 84-93.

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.

Altmeyer, M*., Schweizer, K., Reiss, S., Ren, X., & Schreiner, M. (2013). An account of performance in accessing information stored in long-term memory: A fixed-links model approach. Learning and Individual Differences, 24, 126–133.

Xu F, Han Y*, Sabbagh MA, Wang T, Ren X, & Li, C. (2013). Developmental Differences in the Structure of Executive Function in Middle Childhood and Adolescence. PLoS ONE, 8, e77770. doi:10.1371/journal.pone.0077770

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, 1675-1681.

任学柱,龚琴. (2016). 大学生自我对话的使用频率及对焦虑和冲动性的影响. 高等教育研究,37(10), 81-87.

任学柱,李春花,徐芬*. (2010). 注意、工作记忆和推理能力的发展.心理发展与教育,26,337-343.

刘志远, 任学柱*  等. (2020). 网络认知行为治疗干预大学生焦虑情绪的随机对照试验. 中国心理卫生杂志, 34,159-165.



著作教材

流体智力与学习的个体差异.(2020). 北京:科学出版社.


研究生情况


招收教育心理学专业的硕士和学术博士生

招收教育博士(学生发展方向,适合心理学背景申请者)

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