Ren Xuezhu
Sch Educ Huazhong Univ Sci & Technol
Email: renxz@hust.edu.cn
Address: Luoyu Rd 1037, Wuhan, 430074 China
Dr. Xuezhu Ren is a professor in the School of Education and the Research Center for Innovative Education & Critical Thinking at Huazhong University of Science and Technology (HUST). He earned his PhD in Cognitive Psychology from the Goethe University Frankfurt in 2013. Prior to his arrival at Frankfurt, he graduated with an M.E. in Educational Psychology from the State Key Laboratory of Cognitive Neuroscience and Learning at Beijing Normal University in 2010. Dr. Ren’s research is grounded in the learning and cognitive sciences. He has done extensive research on individual difference in human intelligence with a particular interest on intelligence testing effects (e.g., the item-position effect, testing speed) and how they might affect differences in intelligence scores. His recent research has been focused on exploring the neural-underpinnings of critical thinking skills, and developed teaching/intervention programs to promote students’ critical thinking. Dr. Ren’s research has been funded by China Social Science Foundation, Hubei Natural Science Foundation, and HUST. His work has been published in Learning and Instruction, Intelligence, Learning and Individual Differences, and Educational Psychology.
PUBLICATION
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*. (2020). 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. doi: 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.
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.
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.
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.
Schweizer, K., Reiß, S., Ren, X., Wang, T., & Troche, S. J. (2019). Speed Effect Analysis Using the CFA Framework. Frontiers in Psychology, 10.
Wang, T., Ren, X., & Schweizer, K. (2017). Learning and retrieval processes predict fluid intelligence over and above working memory. Intelligence, 61, 29-36.
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.
Schweizer, K, Ren, X., Wang, T, & Zeller, F. (2015). Does the constraint of factor loadings impair model fit and accuracy in parameter estimation? International Journal of Statistics and Probability, 4, 40–50.
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.
Schweizer, K. & Ren, X. (2013). The position effect in tests with a time limit: the consideration of interruption and working speed. Psychological Test and Assessment Modeling, 55, 62–78.
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
