You can get a copy of my most recent CV here
EDUCATION
July 2017 – August 2022
Yale University, New Haven, CT, USA
Ph.D. (2022) in Developmental Psychology
M.S. (2019) and M.Phil (2020) in Psychology (en route to Ph.D.)
Advisor: Yarrow Dunham
August 2013 – July 2017
Tsinghua University, Beijing, China
Bachelor of Science in Psychology, Department of Psychology
Bachelor of Economics, School of Economics and Management
HONORS & AWARDS
Yale Nathan Hale Associates Fellowship, 2021
National Academy of Education/Spencer Dissertation Fellowship ($27,500), 2021
Yale Graduate Student Conference Travel Award 2nd Round ($500), 2019
Yale Graduate Student Conference Travel Award ($500), 2019
Society for Personality and Social Psychology (SPSP) Graduate Travel Award ($500), 2018
Tsinghua Undergraduate Research Grant (Approximately $4400), 2017
Tsinghua Top Open Program Award for Undergraduate Overseas Research (Approximately $3000), 2016
Tsinghua Student Research Training Fellowship (Approximately $500), 2016
National Scholarship for Excellent Undergraduate Exchange Students ($6000 plus travel grant), 2015
SELECTED PUBLICATIONS
Yang, X., Schulz, J. c, …, & Dunham, Y. (2024, Registered Report Stage 1). Large-scale cross-societal examination of real- and minimal-group biases. Nature Human Behaviour [See preprint]
Yang, X., Zhao, X., Dunham, Y., & Bian, L. (2023). The development and predictors of a preference for strivers over naturals in the United States and China. Child Development (see PDF), 95(2), 593-608.
Yang, F. (co-first), Yang, X. (co-first), & Dunham, Y (2023). Beyond our tribe: Developing a normative sense of group- transcendent fairness. Developmental Psychology (see PDF), 59(7), 1203.
Zhao, X. & Yang, X. (2023). She succeeded despite lack of ability or resources: Children’s consideration of constraint in beliefs and reasoning about academic achievement. Developmental Psychology (see PDF), 59(3), 594.
Yang, X., & Dunham, Y. (2022). Emerging complexity in children’s conceptualization of the wealthy and the poor. Developmental Science (see PDF), e13225. https://doi.org/10.1111/desc.13225.
Yang, X., Naas, R., & Dunham, Y. (2022). Testing the limits of structural thinking about gender. Developmental Science (see PDF), e13169. https://doi.org/10.1111/desc.13169.
Yang, X., Wu, Z., & Dunham, Y. (2021). Children’s restorative justice in an intergroup context. Social Development (see PDF), 30(3), 663–683. https://doi.org/10.1111/sode.12508.
Yang, X. & Dunham, Y. (2019). Hard to disrupt: Categorization and enumeration by gender and race from mixed displays. Journal of Experimental Social Psychology (see PDF), 85, 103893. https://doi.org/10.1016/j.jesp.2019.103893.
Yang, X. & Dunham, Y. (2019). Minimal but meaningful: Probing the limits of randomly assigned social identities. Journal of Experimental Child Psychology (see PDF), 185, 19–34. https://doi.org/10.1016/j.jecp.2019.04.013.
Yang, F., Choi, Y., Misch, A., Yang, X., & Dunham, Y. (2018). In defense of the commons: Young children negatively evaluate and sanction free-riders. Psychological Science (see PDF), 29, 1598–1611. https://doi.org/10.1177/0956797618779061.
CHAIRED SYMPOSIA
The development of children’s understanding of competence and achievement. Symposium at the Society for Research in Child Development 2021 Virtual Biennial Meeting (SRCD 2021).
Children’s understanding of social hierarchies and interventions to reduce status prejudice. Symposium at Cognitive Development Society Biennial Conference 2019, Louisville, Kentucky, USA (CDS 2019).