Department of Psychology

School of Sociology

China University of Political Science and Law（CUPL）

25 Xitucheng Rd. Haidian District, Beijing, 100088, China

E-mail: Zhaominl@cupl.edu.cn

Research interests

Mind wandering and academic achievement

Individual, family and school factors that affect children development

Risk factors that contribute to children behavior problem

Memory and meta-cognition

Education

Ph.D.  Capital Normal University, Beijing, 6/2008,

Major in Developmental and Educational Psychology

M.A.   Nanjing Normal University, Nanjing, Jiangsu Province, 6/2005,

Major in Cognitive Psychology

Courses Taught  

Experimental psychology

Introductory to psychology

Research methods in psychology

Seminar on criminal psychology (cooperate with other faculty): Neuroscience in law

Social psychology

Research Grants

National Social Science Foundation: Education Program of China during the 12th Five-Year Plan Period (BBA150049), 2015-2019

Psychological Structure，Individual Difference of Mind Wandering，and Its Relationship with Metacognition.

Project Leader

Total funds: ¥180,000

The Training Program Foundation for the Excellent Youth Scholars of CUPL, 2015-2018

The Mechanism of Memory and Its Application in Law.

Project Leader

Total funds: ¥200,000

Humanity and Social Science Foundation of CUPL (20116030), 2015-2018

The Relationship between Mind Wandering and Metacognition.

Project Leader

Total funds: ¥40,000

Beijing Higher Education Young Elite Teacher Project (YETP1016), 2013-2016

The Cognitive Neuroscience Research about Memory.

Project Leader

Total funds: ¥150,000

Hubei Province Office of Education (14G139), 2014

An empirical study on the influence factors of false confession.

Principal Investigator

Total funds: ¥30,000

National Science Foundation (31000506), 2011-2013

Attention and Available Long-term Memory in an Activation-based Model.

Project Leader

Total funds: ¥210,000

National Science Foundation (31070921), 2011-2013

The Neural Psychological Evidence for Classification and Treatment of Juvenile Violent Crime.

Principal Investigator

Total funds: ¥300,000

Humanity and Social Science Foundation of CUPL (10810519), 2009-2012

The Capacity and Precision of working memory: Behavior and ERP Evidence.

Project Leader

Total funds: ¥20,000

Publications (* indicates correspondence author)

Liu, Z. *& Gao, W. (2020). The influence of grit on academic achievement: The mediating role of deliberate and spontaneous mind wandering. Journal of Psychological Science. （Accepted）（In Chinese）

Jiang, K., Liu, J., Liu, C., Guo, X., Zhou, H., Lv, B., Liu, Z. *, & Luo, L. * (2019). The discrepancy of parents’ theories of intelligence and parental involvement. Frontiers in Psychology ,10,1231.

Gao, W.，Liu, Z. *, & Wang, X. (2018). Reliability and validity of the Deliberate and Spontaneous Mind Wandering Scales. Chinese Journal of Clinical Psychology  26（5）: 896-899. （In Chinese）

Lv, B., Zhou, H., Liu, C., Guo, X., Liu, J., Jiang, K., Liu, Z. *, & Luo, L. * (2018). The relationship between parental involvement and children’s self-efficacy profiles: A person-centered approach. Journal of Child and Family Studies, 27(11): 3730-3741. Lv, B., Zhou, H., Liu, C., Guo, X., Zhang, C., Liu, Z. *, Luo, L. * (2018). The relationship between mother–child discrepancies in educational aspirations and children's academic achievement: The mediating role of children's academic self-efficacy. Children and Youth Services Review, 86: 296-301.

Zhou, H., Lv, B., Guo, X., Liu, C., Qi, B., Hu, W., Liu, Z. *, & Luo, L. * (2017). The relation between maternal work hours and primary school students’ affect in China: The role of the frequency of mother-child communication (FMCC) and maternal education. Frontiers in Psychology, 8, 1777.

Liu, Z.，Gao, W., Luo, X. (2017). Spontaneous and deliberate mind wandering: Their relationship to metacognition. Journal of Psychological Science, 40（5）：1047-1053. （In Chinese）

Hu, X., Liu, Z., Chen, W., Zheng, J., Su, N., Wang, W., Lin, C., & Luo, L. (2017). Individual differences in the accuracy of judgments of learning are relate to the gray matter volume and functional connectivity of the left mid-Insula. Frontiers in Human Neuroscience. 11, 399.

Li, T., Hu, X., Zheng, J., Su, N., Liu, Z. *, & Luo, L. * (2017). The influence of visual mental imagery size on metamemory accuracy in judgment of learning. Memory, 25(2): 244-253.

Wei, W., Wu, Y., Lv, B., Zhou, H., Han, X., Liu, Z. *, & Luo, L. * (2016). The relationship between parental involvement and elementary students' academic achievement in China One-only children vs. Children with siblings. Journal of Comparative Family Studies, 47（4）: 483-500.

Lv B, Zhou H, Guo, X., Liu, C., Liu, Z. *, & Luo, L. * (2016). The relationship between academic achievement and the emotional well-being of elementary school children in China: The moderating role of parent-school communication. Frontiers in Psychology, 7: 948.  

Zheng, J., Zhang, W., Li, T., Liu, Z. *, & Luo, L. * (2016). Practicing more retrieval routes leads to greater memory retention. Acta Psychologica, 169, 109–118. （In Chinese）

Hu, X., Liu, Z. *, Li, T., & Luo, L. * (2016). Influence of cue word perceptual information on metamemory accuracy in judgment of learning. Memory, 24(3): 383-398.

Hu, X., Li, T., Zheng, J., Su, N., Liu, Z. *, & Luo, L. *(2015). How much do metamemory beliefs contribute to the font-size effect in judgments of learning? PLoS ONE, 10(11): e0142351.

Liu, Z. & Zhang, Q. (2014). The research and application of Neurolaw evidence about teenage crime. Psychological Development and Education, 30(6): 656-663.（In Chinese）

Liu, Z. (2013). The interview techniques in testimony questioning. In: Ma, A. (Eds.) Psychology in Legal Practice (pp.129-136). Beijing：CUPL Press. （In Chinese）

Liu, Z. & Guo, C. (2013). Common representations between working memory and long-term memory: Evidence from event-related potentials. Acta Psychologica Sinica，45（3）：276-284. （In Chinese）

Liu Z., Luo, L., & Zhang, W. (2011). Retrieval practice enhance learning: Experimental evidence and underlying mechanism. Psychological Development and Education, 27（4）: 441-447. （In Chinese）

Liu, Z.，Guo, C., & Luo, L. (2010). Attention and available long-term memory in an activation-based model. Science China (Life Science), 53(6): 743-752.

Liu, Z. & Guo, C. (2007). Interactions between working memory and selective attention. Chinese Science Bulletin, 52(20): 2811-2819.

Liu, Z. & Liu, C. (2007). The age differences of Stroop and reverse Stroop effect between adolescences and young adults: An ERP study. Psychological Exploration, 27（3）：48-54. （In Chinese）

Liu, Z. & Guo, C. (2006). A new perspective in brain damage and aging study：Cognitive reserve. Journal of Psychological Science, 29（5）：1258-1262. （In Chinese）

Liu, Z. & Liu, C. (2005). The age differences of Stroop and reverse Stroop effect. Psychological Development and Education, 21(4): 52-55. （In Chinese）

Fellowships, Honors, and Awards

Excellence in Teaching Award, CUPL, 2017

The Training Program Foundation for the Excellent Youth Scholars, CUPL, 2015

The 2nd Prize of Young Teacher's Scientific Research Achievement Award, CUPL, 2014

Beijing Higher Education Young Elite Teacher, 2013

The 3rd Prize of Young Teacher's Scientific Research Achievement Award, CUPL, 2012

The 1st Prize in the Teaching Contest, CUPL, 2011

Excellent Teacher Award, CUPL, 2011

Professional Activities and Services

Reviewer：Acta Psychologica Sinica, Psychological Development and Education, Journal of Psychological Science.

Member: Academic Committee, School of Sociology, CUPL