Lehrstuhl für Entwicklungspsychologie
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Kim, S., Paulus, M., Sodian, B., Itakura, S., Ueno, M., Senju, A., & Proust, J. (in press). Selective learning and teaching among Japanese and German children. Developmental Psychology.

Kammermeier, M., & Paulus, M. (in press). Do action-based tasks evidence false-belief understanding in young children? Cognitive Development.

Paulus, M. (in press). Psychosexuelle und soziale Entwicklung. In D. Urhahne, M. Dresel, & F. Fischer (Eds.), Psychologie für den Lehrberuf. Heidelberg: Springer.

Nunner-Winkler, G., & Paulus, M. (in press). Prosoziale und moralische Entwicklung. In W. Schneider & U. Lindenberger (Eds.), Entwicklungspsychologie. Weinheim: Beltz.


2018

Paulus, M. (2018). The multidimensional nature of early prosocial behavior: a motivational perspective. Current Opinion in Psychology, 20, 111-116. https://authors.elsevier.com/a/1Vqqb,rU~NcJhm

Wörle, M., & Paulus, M. (2018). Normative expectations about fairness: The development of a charity norm in preschoolers. Journal of Experimental Child Psychology, 165, 66-84.

Paulus, M., & Schmidt, M.F.H. (in press). The early development of the normative mind. Journal of Experimental Child Psychology, 165, 1-6.

Schuwerk, T., & Paulus, M. (2018). Action Prediction in Autism. In F. R. Volkmar (Ed.), Encyclopedia of Autism Spectrum Disorders. New York, NY: Springer New York.


2017

Paulus, M., & Moore, C. (2017). Preschoolers’ generosity increases with understanding of the affective consequences of sharing. Developmental Science, 20, e12417.

Paulus, M., Schuwerk, T., Sodian, B., & Ganglmayer, K. (2017). Childrens’ and adults’ use of verbal information to visually anticipate others’ actions: A study on explicit and implicit social-cognitive processing. Cognition, 160, 145-152.

Paulus, M., Jung, N., O’Driscoll, K., & Moore, C. (2017). Toddlers involve their caregiver to help another person in need. Infancy, 22, 645-664.

Müller, B., Meinhardt, J., & Paulus, M. (2017). Embodied simulation of others being touched in 1-year-old infants. Developmental Neuropsychology, 42, 198-205.

Kim, S., Paulus, M., & Kalish, C. (2017). Young children’s reliance on information from inaccurate informants. Cognitive Science, 41, 601-621.

Paulus, M., & Leitherer, M. (2017). Preschoolers’ social experiences and empathy-based responding relate to their fair resource allocation. Journal of Experimental Child Psychology, 161, 202-210.

Paulus, M., & Rosal-Grifoll, B. (2017). Helping and sharing in preschool children with autism. Experimental Brain Research, 235, 2081-2088.

Pletti, C., Scheel, A., & Paulus, M. (2017). Intrinsic altruism or social motivation - What does pupil dilation tell us about children's helping behavior? Frontiers in Psychology 8: 2089.

Paulus, M. (2017). How to dax? Preschool children’s prosocial behavior, but not their social norm enforcement relates to their peer status. Frontiers in Psychology 8: 1779.

Pfundmair, M., Zwarg, C., Paulus, M., & Rimpel, A. (2017). Oxytocin promotes attention to social cues regardless of group membership. Hormones and Behavior, 90, 136-140.

Scharpf, F., Paulus, M., & Wörle, M. (2017). The impact of social relationships on Ugandan children’s sharing decisions. European Journal of Developmental Psychology, 14, 436-448.


2016

Paulus, M. (2016). It’s payback time: Preschoolers selectively request resources from someone they had benefitted. Developmental Psychology, 52, 1299-1306.

Paulus, M. (2016). The development of action planning in a joint action context. Developmental Psychology, 52, 1052-1063.

Sodian, B., Licata, M., Kristen, S., Paulus, M., Killen, M., & Woodward, A. (2016). Understanding of goals, beliefs, and desires predicts morally relevant Theory of Mind: A longitudinal investigation. Child Development, 87, 1221-1232.

Paulus, M. (2016). Friendship trumps neediness: The impact of social relations and others’ wealth on preschool children’s sharing. Journal of Experimental Child Psychology, 146, 106-120. doi:10.1016/j.jecp.2016.02.001

Paulus, M., Murillo, E., & Sodian, B. (2016). When the body reveals the mind: Children’s use of others’ body orientation to understand their focus of attention. Journal of Experimental Child Psychology, 148, 101-118.

Schuwerk, T., Sodian, B., & Paulus, M. (2016). Cognitive mechanisms underlying action prediction in children and adults with autism spectrum condition. Journal of Autism and Developmental Disorders, 46, 3623-3639.

Paulus, M., Becker, E., Scheub, A., & König, L. (2016). Preschool children’s attachment security is associated with their sharing with others. Attachment & Human Development, 18, 1-15. doi: 10.1080/14616734.2015.1100208

Schuwerk, T., & Paulus, M. (2016). Children, adolescents, and adults visually anticipate an agent’s efficient action; but only after having observed it frequently. Quarterly Journal of Experimental Psychology, 69, 800-816. doi: 10.1080/17470218.2015.1061028

Müller, B.C.N., Tsalas, N.R.H., van Schie, H. T., Meinhardt, J., Proust, J., Sodian, B., & Paulus, M. (2016). Neural correlates of judgments of learning - An ERP study on metacognition. Brain Research, 1652, 170-177.

Aldaqre, I., Schuwerk, T., Daum, M., Sodian, B., & Paulus, M. (2016). Sensitivity to communicative and non-communicative gestures in adolescents and adults with autism spectrum disorder. Experimental Brain Research, 234, 2515-2527.

Cuevas, K., & Paulus, M. (2016). The development of action mirroring. British Journal of Developmental Psychology, 34, 1-5. doi: 10.1111/bjdp.12138

Kim, S., Paulus, M., Sodian, B., & Proust, J. (2016). Young children’s sensitivity to their own ignorance in informing others. PLoS One 11(3): e0152595.

Kühn-Popp, N., Kristen, S., Paulus, M., Meinhardt, J., & Sodian, B. (2016). Left hemisphere EEG coherence in infancy predicts infant declarative pointing and preschool epistemic language. Social Neuroscience, 11, 49-59. doi: 10.1080/17470919.2015.1024887

Wörle, M., & Paulus, M. (2016). Helfen, teilen, trösten: Die Entwicklung prosozialen Verhaltens. Kindergarten heute, 46, 16-22.

Licata, M., Williams, A., & Paulus, M. (in press). The development of empathy in early childhood. In D.F. Watt & J. Panksepp (Eds.), The Psychology and Neurobiology of Empathy (p. 111-148). New York: Nova Publishers.

 

2015

Paulus, M. (2015). Children’s inequity aversion depends on culture: A cross-cultural comparison. Journal of Experimental Child Psychology, 132, 240-246. doi:10.1016/j.jecp.2014.12.007

Paulus, M. (2015). Psychological and neural correlates of the emergence of morality in toddlers. Proceedings of the National Academcy of Sciences of the United States of America, 112, 12551-12552. doi: 10.1073/pnas.1516744112

Verschoor, S.A., Paulus, M., Spape, M., Biro, S., & Hommel, B. (2015). The developing cognitive substrate of sequential action control in 9- to 12-month-olds: Evidence for concurrent activation models. Cognition, 138, 64-78. doi:10.1016/j.cognition.2015.01.005

Aldaqre, I., Paulus, M., & Sodian, B. (2015). Referential gaze and word learning in adults with autism. Autism, 9, 944-955. doi: 10.1177/1362361314556784

Paulus, M., & Moore, C. (2015). Preschool children’s anticipation of recipients’ emotions affects their resource allocations. Social Development, 24, 852-867. doi: 10.1111/sode.12126

Licata, M., Paulus, M., Kühn-Popp, N., Meinhardt, J., & Sodian, B. (2015). Infant frontal asymmetry predicts child emotional availability. International Journal of Behavioral Development, 39, 492-496. doi: 10.1177/0165025415576816

Paulus, M., & Sodian, B. (2015). Which way to take? Infants select an efficient path to their goal. Journal of Experimental Child Psychology, 137, 111-124. doi:10.1016/j.jecp.2015.03.014

Tsalas, N., Paulus, M., & Sodian, B. (2015). Developmental changes and the effect of self-generated feedback in metacognitively controlled spacing strategies in 7-year-olds, 10-year-olds, and adults. Journal of Experimental Child Psychology, 132, 140-154. doi:10.1016/j.jecp.2015.01.008

Müller, B.C.N., Kühn-Popp, N., Meinhardt, J., Sodian, B., & Paulus, M. (2015). Long-term stability in children’s frontal EEG alpha asymmetry between 14-months and 83-months. International Journal of Developmental Neuroscience, 41, 110-114. doi:10.1016/j.ijdevneu.2015.01.002 

Paulus, M., Kim, S., & Sodian, B. (2015). Clarifying the range of social-cognitive processes subserving human teaching. Behavioral and Brain Sciences, 38, e55. (commentary) doi: 10.1017/S0140525X14000569

Paulus, M. (2015). Cognitive development: The neurocognitive basis of early prosociality. Current Biology, 25, 47-48. doi: 10.1016/j.cub.2014.11.023 

Paulus, M., Licata, M., Kristen, S., Thoermer, C., Woodward, A., & Sodian, B. (2015). Early social understanding and self-regulation predict preschoolers’ sharing with friends and disliked peers: A longitudinal study. International Journal of Behavioral Development, 39, 53-64. doi: 10.1177/0165025414537923 

 

2014

Paulus, M. (2014). The emergence of prosocial behavior: Why do infants and toddlers help, comfort, and share? Child Development Perspectives, 8, 77-81. doi: 10.1111/cdep.12066 

Paulus, M. (2014). How and why do infants imitate? An ideomotor approach to social and imitative learning in infancy (and beyond). Psychonomic Bulletin & Review, 21, 1139-1156. doi: 10.3758/s13423-014-0598-1 

Paulus, M., & Moore, C. (2014). The development of sharing behavior and expectations about other people’s sharing in preschool children. Developmental Psychology, 50, 914-921. http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=2013-30632-001

Paulus, M. (2014). The early origins of human charity: Preschoolers share more with poor than wealthy individuals. Frontiers in Psychology, 5, 344. doi: 10.3389/fpsyg.2014.00344 

Paulus, M., Tsalas, N., Proust, J., & Sodian, B. (2014). Metacognitive monitoring of oneself and others: Developmental changes in childhood and adolescence. Journal of Experimental Child Psychology, 122, 153-165. doi: 10.1016/j.jecp.2013.12.011 

Uithol, S., & Paulus, M. (2014). What do infants understand of others’ action? A theoretical account of early social cognition. Psychological Research, 78, 609-622. doi: 10.1007/s00426-013-0519-3 

Paulus, M. (2014). The ideomotor approach to imitative learning (IMAIL) in infancy: Challenges and future perspectives. European Journal of Developmental Psychology, 11, 662-673. doi: 10.1080/17405629.2014.914432 

Paulus, M. (2014). Die frühkindliche Entwicklung sozial-kognitiver und metakognitiver Fertigkeiten: Empirische Befunde, theoretische Kontroversen und Implikationen für die Ontogenese des Selbstbewusstseins. Deutsche Zeitschrift für Philosophie, 62, 879-912. doi: 10.1515/dzph-2014-0059 

Licata, M., Paulus, M., Thoermer, C., Kristen, S., Woodward, A., & Sodian, B. (2014). Mother-infant-interaction quality and infants’ ability to encode actions as goal-directed. Social Development, 23, 340-356. doi: 10.1111/sode.12057 

Kim, S., Sodian, B., & Paulus, M. (2014). “Does he need help or can he help himself?” Preschool children’s expectations about others’ instrumental helping versus self-helping. Frontiers in Psychology, 5, 430. doi: 10.3389/fpsyg.2014.00430 

Paulus, M., & Fikkert, P. (2014). Conflicting social cues: 14- and 24-month-old infants’ reliance on gaze and pointing cues in word learning. Journal of Cognition and Development, 15, 43-59. doi: 10.1080/15248372.2012.698435 

 

2013

Paulus, M., Gillis, S., Li, J., & Moore, C. (2013). Preschool children involve a third party in a dyadic sharing situation based on fairness. Journal of Experimental Child Psychology, 116, 78-85. doi: 10.1016/j.jecp.2012.12.014 

Paulus, M., Kühn-Popp, N., Licata, M., Sodian, B., & Meinhardt, J. (2013). Neural correlates of prosocial behavior in infancy: Different neurophysiological mechanisms support the emergence of helping and comforting. NeuroImage, 66, 522-530. doi: 10.1016/j.neuroimage.2012.10.041 

Paulus, M., Hunnius, S., & Bekkering, H. (2013). Neurocognitive mechanisms subserving social learning in infancy: Infants’ neural processing of the effects of others’ actions. Social Cognitive and Affective Neuroscience, 8, 774-779. doi: 10.1093/scan/nss065 

Paulus, M., Hunnius, S., & Bekkering, H. (2013). Examining functional mechanisms of imitative learning in infancy: Does teleological reasoning affect infants’ imitation beyond motor resonance? Journal of Experimental Child Psychology, 116, 487-498. doi: 10.1016/j.jecp.2012.10.009 

Moore, C., & Paulus, M. (2013). A second-person approach cannot explain intentionality in social understanding. Behavioral and Brain Sciences, 36, 430-431. doi: 10.1017/S0140525X12001987 

Paulus, M., & Kiraly, I. (2013). Early rationality in action perception and production? – A theoretical exposition. Journal of Experimental Child Psychology, 116, 407-414. doi: 10.1016/j.jecp.2013.01.001 

Paulus, M., Proust, J., & Sodian, B. (2013). Examining implicit metacognition in 3.5-year-old children: An eye-tracking and pupillometric study. Frontiers in Psychology, 4: 145. doi: 10.3389/fpsyg.2013.00145 


2012

Paulus, M., & Moore, C. (2012). Producing and understanding prosocial actions in early childhood. Advances in Child Development and Behavior, 42, 275-309. doi: 10.1016/B978-0-12-394388-0.00008

Hauf, P., Paulus, M., & Baillargeon, R. (2012). Infants use compression information to infer object weight: Examining cognition, exploration, and prospective action in a preferential-reaching task. Child Development, 83, 1978-1995. doi: 10.1111/j.1467-8624.2012.01824.x 

Paulus, M. (2012). Is it rational to assume that infants imitate rationally? A theoretical analysis and critique. Human Development, 55, 107-121. (Target article with invited peer commentaries). doi: 10.1159/000339442 

Paulus, M. (2012). Action mirroring and action understanding: An ideomotor and attentional account. Psychological Research, 76, 760-767. doi:10.1007/s00426-011-0385-9 

Paulus, M., van Elk, M., & Bekkering, H. (2012). Acquiring functional object knowledge through motor imagery? Experimental Brain Research, 218, 181-188. doi: 10.1007/s00221-012-3061-4 

Bergmann, C., Paulus, M., & Fikkert, P. (2012). Preschoolers’ comprehension of pronouns and reflexives: The impact of the task. Journal of Child Language, 39, 777-803. doi: 10.1017/S0305000911000298 

Paulus, M., & Hauf, P. (2012). Reaching preferences in 11-month-old infants:  The case of objects’ material and weight. International Journal of Developmental Science, 6, 87-96. doi: 10.3233/DEV-2011-11069 

Paulus, M., Hunnius, S., van Elk, M., & Bekkering, H. (2012). How learning to shake a rattle affects 8-month-old infants’ perception of the rattle’s sound: Electrophysiological evidence for action-effect binding in infancy. Developmental Cognitive Neuroscience, 2, 90-96. doi: 10.1016/j.dcn.2011.05.006 


2011

Paulus, M., Hunnius, S., Vissers, M., & Bekkering, H. (2011). Imitation in infancy: Rational or motor resonance? Child Development, 82, 1047-1057. doi: 10.1111/j.1467-8624.2011.01610.x 

Paulus, M., van Dam, W., Hunnius, S., Lindemann, O., & Bekkering, H. (2011). Action-effect binding by observational learning. Psychonomic Bulletin & Review, 18, 1022-1028. doi: 10.3758/s13423-011-0136-3 

Paulus, M. (2011). How infants relate looker and object: Evidence for a perceptual learning account on gaze following in infancy. Developmental Science, 14, 1301-1310. doi: 10.1111/j.1467-7687.2011.01076.x 

Paulus, M., & Moore, C. (2011). Whom to ask for help? Children’s developing understanding of other people’s action capabilities. Experimental Brain Research, 211, 593-600. doi: 10.1007/s00221-011-2676-1 

Paulus, M. (2011). Imitation in infancy: Conceptual considerations. Theory & Psychology, 21, 849-856.doi: 10.1177/0959354310395990 

Paulus, M., Hunnius, S., Vissers, M., & Bekkering, H. (2011). Bridging the gap between the other and me: The functional role of motor resonance and action effects in infants' imitation. Developmental Science, 14, 901-910. doi: 10.1111/j.1467-7687.2011.01040.x 

van Elk, M., Paulus, M., Pfeiffer, C., van Schie, H.T., & Bekkering, H. (2011). Learning to use novel objects: A training study on the acquisition of novel action representations. Consciousness and Cognition, 20, 1304-1314. doi: 10.1016/j.concog.2011.03.014 

Hauf, P., & Paulus, M. (2011). Experience matters: 11-month-old infants can learn to use material information to predict the weight of novel objects. Infant Behavior and Development, 34, 467-471. doi: 10.1016/j.infbeh.2011.05.002 

Paulus, M., & Hauf, P. (2011). Infants’ use of material information to guide their actions with differently weighted objects. Infant and Child Development, 20, 423-436. doi: 10.1002/icd.704 

Paulus, M., Hunnius, S., & Bekkering, H. (2011). Can 14- to 20-month-old children learn that a tool serves multiple purposes? A developmental study on children’s action goal prediction. Vision Research, 51, 955-960. doi: 10.1016/j.visres.2010.12.012 

Paulus, M., Hunnius, S., van Wijngaard, C., Vrins, S., van Rooij, I., & Bekkering, H. (2011). The role of frequency information and teleological reasoning in infants' and adults' action prediction. Developmental Psychology, 47, 976-983. doi: 10.1037/a0023785 


2010

Meyer, M., Bekkering, H., Paulus, M., & Hunnius, S. (2010). Joint action coordination in 2.5- and 3-year-old children. Frontiers in Human Neuroscience, 4, 220. doi: 10.3389/fnhum.2010.00220 

Bergmann, C., Paulus, M., & Fikkert, P. (2010). A closer look at pronoun comprehension: comparing different methods. In: J. Costa, A. Castro, M. Lobo & F. Pratas (eds), Language Acquisition and Development: Proceedings of GALA 2009 (p. 53-61). Newcastle: Cambridge Scholars Publishing. http://hdl.handle.net/11858/00-001M-0000-000F-5A58-2

Paulus, M., & Rodarius, D. (2010). Leben in einer Schriftsprachkultur: Psychologische und soziologische Perspektiven. In: J. Bothe & Bundesverband Alphabetisierung und Grundbildung e. V. (Hrsg.), Alphabetisierung und Grundbildung, Band 4. Münster/New York/München/Berlin: Waxmann. 


2009

Paulus, M., Lindemann, O., & Bekkering, H. (2009). Motor simulation in verbal knowledge acquisition. Quarterly Journal of Experimental Psychology, 62, 2298-2305. doi: 10.1080/17470210903108405 

Paulus, M., & Rodarius, D. (2009). Sprache als strukturelles Element. Über psychologische und soziologische Mechanismen der In- und Exklusion durch Sprache sowie ihre Konsequenzen für die Alphabetisierungsarbeit. In: J. Bothe & Bundesverband Alphabetisierung und Grundbildung e. V. (Hrsg.), Alphabetisierung und Grundbildung in Deutschland. Alphabetisierung und Grundbildung, Band 3. Münster/New York/München/Berlin: Waxmann.