Lehrstuhl für Entwicklungspsychologie
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Wörle, M., & Paulus, M. (in press). Normative expectations about fairness: The development of a charity norm in preschoolers. Journal of Experimental Child Psychology.

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.

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

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

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


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


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.

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.