男，副教授，博士毕业于加拿大McMaster University 心理、神经与行为学系，获心理学博士学位。

研究方向：数学学习困难、儿童社会认知

承担课程：心理学基础、心理学英语、心理与教育统计、心理学与python程序设计

E-mail：wangc@zjhu.edu.cn

代表性学术成果：

1. Li, X., Fei, W., & Wang, C. (2025). The relationship between student-perceived math teacher support and math anxiety in elementary school: A moderated mediation model. Educational Psychology, 45(7), 845–861.

2. Wang, C., Li, X., & Lin, X. (2025). Peer support as a buffer: Reducing math anxiety through psychological resilience in left-behind rural students. Humanities and Social Sciences Communications, 12(1), 715.

3. Wang, C., LaPointe, M. R. P., Venkateshan, S., Zhao, G., Tao, W., Sun, H. J., & Milliken, B. (2022). Item-specific control of attention capture: An eye movement study. Quarterly Journal of Experimental Psychology, 17470218221085110.

4. Wang, C., Bai, X., Hui, Y., Song, C., Zhao, G., Haponenko, H., ... & Sun, H. J. (2020). Learning of association between a context and multiple possible target locations in a contextual cueing paradigm. Attention, Perception, & Psychophysics, 82(7), 3374-3386.

5. Wang, C., Venkateshan, S., Milliken, B., & Sun, H. J. (2020). Relation between working memory and implicit learning in the contextual cueing paradigm. Visual Cognition, 28(9), 470-483.

6. Wang, C., Haponenko, H., Liu, X., Sun, H., & Zhao, G. (2019). How Attentional Guidance and Response Selection Boost Contextual Learning: Evidence from Eye Movement. Advances in Cognitive Psychology, 15(4), 265.

7. Chen, M., Wang, C., Sclodnick, B., Zhao, G., & Liu, X. (2019). Executive working memory involved in the learning of contextual cueing effect. Experimental brain research, 237(11), 3059-3070.

8. 王超,王慧娇,李鲜,等.学前儿童对幼师性别的偏好——来自幼儿友好型内隐联想测验（PSF-IAT）的证据[J].天津师范大学学报(社会科学版),2023(02):114-120.

9. 白学军, 周菘, 刘颖, 杨海波, 王超. 中文音素言语流畅性任务的近红外脑功能成像研究[J]. 心理科学, 2016, 39(03), 520-526.

E-mail：wangc@zjhu.edu.cn