Education

- 이화여자대학교 유아교육과 졸업

- University of Pennsylvania, Interdisciplinary Studies in Human Development 석사

- University of Pennsylvania, Interdisciplinary Studies in Human Development 박사

Experiences

- 이화여자대학교, 경기대학교 강사

- Dean's Fellow, Graduate School of Education, University of Pennsylvania

- Research Assistant, The Children’s Social Interactions and Relationship Lab

- Assistant Teacher, Penn Children's Center, University of Pennsylvania

- 서울 성모유치원 교사

Award & Grant

- James Joo-Jin Kim Program in Korean Studies Research Grant, University of Pennsylvania, 2017-2018

- Penn Graduate School of Education Summer Research Grant 2015, 2016, 2017

- Penn Graduate School of Education Travel Grant for Conference Presentation 2015, 2017, 2018

- Cognitive Development Society Biennial Meeting Travel Award, 2013

Publication

- Jeong, J.(2018). Young children’s understanding of learning and its relation to their own learning, (Unpublished doctoral dissertation). Philadelphia, PA: University of Pennsylvania.
- Jeong, J., & Frye, D.(2018/04). Explicit versus implicit understanding of teaching: Does knowing what teaching is help children to learn from it? Teaching and Teacher Education, 71, 355-365. (SSCI)
- 정지인(2018/10). 유아의 교수의도성 이해수준, 마음이론, 실제 교수활동의 교수의도에 대한 이해의 관계. 아동학회지, 39(3), 19-31. (학진등재)
- Jeong, J. & Frye, D. (2018/10). Information about informants' knowledge states affects children's predictions of learning and their actual learning. Cognitive Development, 48, 203-216. (SSCI)
- 정지인(2018/12). 선생님과 또래 중 누구를 신뢰할까? 교사의 정확성이 낮거나 불분명한 상황에서의 유아의 선택적 신뢰. 한국심리학회지: 발달, 31(4), 43-58. (학진등재)
- 정지인(2019/03). 사람은 언제 배우려고 할까? 유아의 학습에 대한 판단의 발달. 한국심리학회지: 발달, 32(1), 23-44. (학진등재)
- Jeong, J. & Frye, D.(2019/12). Self regulated learning: Is understanding learning a first step? Early Childhood Research Quarterly, 50, 17-27. (SSCI)
- 정지인, 주수경(2020/03). 마음이론, 인지적 실행기능, 정서적 실행기능이 유아의 사회적 행동에 미치는 영향. 육아지원연구, 15(1), 23-49. (학진등재)
- 정지인(2020/10). 학습자의 흥미가 교사의 교수의도와 다를 때: 유아의 학습의도와 학습결과에 대한 예측. 아동학회지, 41(5), 59-71. (학진등재)
- 정지인, 정유리(2021/06). 직관에 반하는 정보에 대한 유아의 판단과 실행기능의 관련성. 아동학회지, 42(3), 383-397. (학진등재)

Selected Peer Review Presentation

Jeong, J. & Frye, D. (2019). Which game is better for learning counting?: Preschoolers' judgments of domain and difficulty. Poster given at the Biennial meeting of Society for Research in Child Development, Baltimore, MD

Jeong, J. & Frye, D. (2019). Young children's choice of task difficulty based on a person's ability, desire and degree of difficulty. Poster given at the Biennial meeting of Society for Research in Child Development, Baltimore, MD

Jeong, J. (2018). Preschoolers’ understanding of learning based on knowledge state. Paper given at the symposium of Annual Meeting of American Educational Research Association, New York, NY. (Symposium chair and presenter)

Jeong, J. (2017). Counting vs. non-counting: Which activity is better for my learning? Poster given at the Biennial Meeting of Cognitive Development Society, Portland, OR.

Jeong, J. (2017). Preschooler’s and their teachers’ understanding of learning based on the learner’s knowledge state. Poster given at the Annual Meeting of American Educational Research Association, San Antonio, TX.

Jeong, J. (2017). Try to learn or not? Young children’s understanding of learning based on the learner’s knowledge state. Poster given at the Biennial Meeting of Society for Research in Child Development, Austin, TX.

Jeong, J., & Frye, D. (2016). What makes a difference for learning? Young children’s understanding of other’s knowledge state and intention. Paper given at the Invited Symposium of Annual Eastern Psychology Association Meeting, New York, NY

Jeong, J. (2015). Young children’s understanding of learning based on teacher’s ability and teaching intention. Poster given at the Biennial Meeting of Cognitive Development Society, Columbus, OH.

Jeong, J., & Frye, D. (2015). Do I want to learn it? Young children’s judgment of learning based on desire. Poster given at the Biennial Meeting of Cognitive Development Society, Columbus, OH.

Jeong, J. (2015). Preschoolers’ selective trust between teachers and peers. Poster given at the Biennial Meeting of Society for Research in Child Development, Philadelphia, PA.