Publications 论文发表

• Lim, X.*, & Qu, L. (2016). The effect of single-session mindfulness training on preschool children’s attentional control. Mindfulness. doi: 10.1007/s12671-016-0600-2.
• Qu, L., & Lim, Z.* (2016). Adults’ descriptions of a situation can influence children’s appraisal, feelings, and subsequent psychological functions. Child Development. doi: 10.1111/cdev.12540.
• Qu, L., & Ong, J. Y.* (2016). Impacts of reminders on children’s cognitive flexibility, intrinsic motivation, and mood depends on who provides the reminders. Frontiers in Psychology, 6, doi: 10.3389/fpsyg.2015.01904
• Qu, L., Shen, P.*, Chee, Y. Y.*, & Chen, L.* (2015). Teachers’ theory-of-mind coaching and children’s executive function predict the training effect of sociodramatic play on children’s theory of mind. Social Development, 24, 716-733. doi: 10.1111/sode.12116
• Qu, L., Low, J. W. J.*, Zhang, T., Li, H., & Zelazo, P. D. (2015). Bilingual advantage in executive control when task demands are considered. Bilingualism: Language and Cognition. doi: https://doi.org/10.1017/S1366728914000376
• Tan, C.*, & Qu, L. (2015). Using video clips to elicit affects in the Asian iGeneration. Journal of Tropical Psychology, 5. doi:10.1017/jtp.2015.4
• Tan, C.*, & Qu, L. (2015). Affect and creativity: An old topic and a new direction. In A. Tan & C. Perleth (Eds.). Creativity, Culture, and Development. Springer.
• Tan, C.*, & Qu, L. (2014). Stability of the positive mood effect on creativity when task switching, practice effect, and test item differences are taken into consideration. The Journal of Creative Behavior, 49(2), 94-110. doi: 10.1002/jocb.56
• Qu, L., Finestone, D. L. Loh, J. Q.*, & Leong, Z. R.* (2013). Focused but fixed: The impact of expectation of external rewards on inhibitory control and flexibility in preschoolers. Emotion, 13(3), 562-572. doi: 10.1037/a0027263
• Qu, L., & Shen, P. X.* (2013). Development of Theory of Mind in preschoolers who grow up in two conflicting and unbalanced cultures. Child Studies in Diverse Contexts, 3(2), 81-95.
• Tan, C. S.*, & Qu, L. (2012). Generality and specificity: Malaysian undergraduate students’ self-reported creativity. International Journal of Creativity and Problem Solving, 22(2), 19-30.
• Qu, L., Gao, S., Li, H., & Zelazo, P. D. (2012). Affective decision-making among preschool children in diverse cultural contexts. Child Studies in Diverse Contexts, 2, 123-132.
• Qu, L. (2011). Two is better than one, but mine is better than ours: Preschoolers’ executive function during co-play. Journal of Experimental Child Psychology, 108, 549-566. doi: 10.1016/j.jecp.2010.08.010
• Zelazo, P. D., Qu, L., & Kesek, A. C. (2009). Hot executive function: Emotion and the development of cognitive control. In S. Calkins & M. A. Bell (Eds.), Young children’s cognitive development: Child Development at the Intersection of Emotion and Cognition (pp. 97-111). Washington, DC: American Psychological Association.
• Wilson, C., Christensen, B., King, J., Qu, L., & Zelazo, P. D. (2008). Decomposing perseverative errors among undergraduates scoring high on the Schizotypal Personality Questionnaire. Schizophrenia Research, 106, 3-12.
• Qu, L. & Zelazo, P. D. (2007). The facilitative effect of positive stimuli on three-year-old children’s rule use. Cognitive Development, 22, 456-473.
• Zelazo, P. D., Qu, L., & Müller, U. (2005). Hot and cool aspects of executive function: Relations in early development. In W. Schneider & R. Schumann-Hengsteler & B. Sodian (Eds.), Young children’s cognitive development: Interrelationships among executive functioning, working memory, verbal ability, and theory of mind (pp. 71-93). Mahwah, NJ: Erlbaum.

Note: * denotes to a student collaborator.