Publikationen
In Press
Christner, N., Pletti, C., & Paulus, M. (in press). How does the moral self-concept relate to prosocial behaviour? Investigating the role of emotions and consistency-preference. Cognition and Emotion.
Christner, N., Wörle, M., & Paulus, M. (in press). Normative views and resource distribution behavior in childhood: Dissociated at the group level, but associated at the individual level. International Journal of Behavioral Development.
Essler, S. & Paulus, M. (in press). Caregivers’ Everyday Moral Reasoning Predicts Young Children’s Aggressive, Prosocial, and Moral Development: Evidence from Ambulatory Assessment. Infancy.
Misch, A., Paulus, M., & Dunham, Y. (in press). Anticipation of future collaboration overrides minimal ingroup bias in children and adults. Journal of Experimental Psychology General.
2022
Kammermeier, M., & Paulus, M. (2022). Maternal emotional availability relates to two-year-olds’ behavior in a challenging cooperative interaction. Infant Behavior and Development, 67, 101696. https://doi.org/10.1016/j.infbeh.2022.101696
Menzel, S., & Paulus, M. (2022). The ontogeny of efficient second-order action planning: The developing interplay of controlled and habitual processes in goal-directed actions. Journal of Experimental Child Psychology, 216, https://doi.org/10.1016/j.jecp.2021.105339
Paulus, M. (2022). Should infant psychology rely on the violation-of-expectation method? Not anymore. Infant and Child Development, 31 (1), https://doi.org/10.1002/icd.2306
Pletti, C., Decety, J., & Paulus, M. (2022). Neural processing of moral content reflects moral identity in 10‐year‐old children. Developmental Science. DOI:10.1111/desc.13232
2021
Christner, N., Essler, S., Hazzam, A., & Paulus, M. (2021). Children’s psychological well-being and problem behavior during the COVID-19 pandemic: An online study during the lockdown period in Germany. PLOS ONE, 16(6): e0253473. https://doi.org/10.1371/journal.pone.0253473
Essler, S., & Paulus, M. (2021). Robin Hood or Matthew? Children’s reasoning about redistributive justice in the context of economic inequalities. Child Development, 92(4), 1254-1273.
Essler, S., & Paulus, M. (2021). When do caregivers begin to view their child as a moral agent? Comparing moral and non-moral reactions to young children’s moral transgressions. Journal of Moral Education, 50(3), 330-342.
Essler, S., Christner, N., & Paulus, M. (2021). Longitudinal relations between parental strain, parent-child relationship quality and child well-being during the unfolding COVID-19 pandemic. Child Psychiatry & Human Development. https://doi.org/10.1007/s10578-021-01232-4
Ganglmayer, K., Haupt, M., Finke, K. & Paulus, M. (2021). Adults, but not preschoolers or toddlers integrate situational constraints in their action anticipations: A developmental study on the flexibility of anticipatory gaze. Cognitive Processing, 22(3), 515–528. https://doi.org/10.1007/s10339-021-01015-8
Gönül, G., & Paulus, M. (2021). Children's reasoning about the efficiency of others' actions: The development of rational action prediction. Journal of experimental child psychology, 204, 105035. https://doi.org/10.1016/j.jecp.2020.105035
Gönul, G., Tsalas, N., & Paulus, M. (2021). The effect of time pressure on metacognitive control: developmental changes in self-regulation and efficiency during learning. Metacognition and Learning, 16 (3), DOI: 10.1007/s11409-021-09262-y
Kammermeier, M., & Paulus, M. (2021). Maternal sensitivity and non-intrusiveness at 12 months predict attention to emotional facial expressions at 24 months: A cross-lagged panel approach. Social Development, 1-20. https://doi.org/10.1111/sode.12561
Kim, S., Senju, A., Sodian, B., Paulus, M., Itakura, S., Okuno, A., Ueno, M., & Proust, J. (2021). Memory Monitoring and Control in Japanese and German Preschoolers. Memory & cognition, 10.3758/s13421-021-01263-1. https://doi.org/10.3758/s13421-021-01263-1
Kloo, D., Sodian, B., Kristen-Antonow, S., Kim, S. & Paulus, M. (2021). Knowing minds: Linking early perspective taking and later metacognitive insight. British Journal of Developmental Psychology, 39(1), 39-53, DOI: 10.1111/bjdp.12359
Lenz, S. & Paulus, M. (2021). Friendship is more than strategic reciprocity: Preschoolers' selective sharing with friends cannot be reduced to strategic concerns. Journal of Experimental Child Psychology, 206 (2), DOI:10.1016/j.jecp.2021.105101
Lenz, S., Essler, S., Wörle, M., & Paulus, M. (2021). “Who will share with me?”: Preschoolers rely on their friends more than on their nonfriends to share with them. Journal of Experimental Child Psychology, 203, 105037.
Melzel, S., & Paulus, M. (2021). The development of the prediction of complex actions in early childhood. European Journal of Developmental Psychology, 18 (2), 161-183, https://doi.org/10.1080/17405629.2020.1773786
Misch, A., Kristen-Antonow, S., & Paulus, M. (2021). A question of morals? The role of moral identity in support of the youth climate movement Fridays4Future. PLoS ONE.
Misch, A., Paulus, M., & Dunham, Y. (2021). Anticipation of future cooperation eliminates minimal ingroup bias in children and adults. Journal of Experimental Psychology. General, 150(10), 2036–2056. https://doi.org/10.1037/xge0000899
Nijssen, S., Pletti, C., Paulus, M., Müller, B. (2021) Does agency matter? Neural processing of robotic movements in 4- and 8-year olds. Neuropsychologia 157, 107853. doi: 10.1016/j.neuropsychologia.2021.107853
Nijssen, S.R.R, Müller, B.C.N., Bosse, T., & Paulus, M. (2021). You, robot? The role of anthropomorphic emotion attributions in children’s sharing with a robot. International Journal of Child-Computer Interaction, 30, https://doi.org/10.1016/j.ijcci.2021.100319
Opitz, T., Schuwerk, T., Paulus, M., Kloo, D., Osterhaus, C., Lesch, K.-P. & Sodian, B. (2021). No links between genetic variation and developing theory of mind: A preregistered replication attempt of candidate gene studies. Developmental Science, 24 (9), DOI:10.1111/desc.13100
Pfundmair, M., Paulus, M., & Wagner, E. (2021). Activism and radicalism in adolescence: an empirical test on age-related differences. Psychology, Crime and Law, 27 (8), 815-830, https://doi.org/10.1080/1068316X.2020.1850725
Sticker, R. M., Christner, N., Pletti, C., & Paulus, M. (2021). The moral self-concept in preschool children: Its dimensions and relation to prosocial behaviors. Cognitive Development, 58. https://doi.org/10.1016/j.cogdev.2021.101033
2020
Christner, N., Pletti, C., & Paulus, M. (2020). Emotion understanding and the moral self-concept as motivators of prosocial behavior in middle childhood. Cognitive Development, 55. https://doi.org/10.1016/j.cogdev.2020.100893
Christner, N., Sticker, R. M., Söldner, L., Mammen, M., & Paulus, M. (2020). Prevention for oneself or others? Psychological and social factors that explain social distancing during the COVID-19 pandemic. Journal of Health Psychology, https://doi.org/10.1177/1359105320980793
Essler, S., Lepach, A. C., Petermann, F., & Paulus, M. (2020). Equality, equity, or inequality duplication? How preschoolers distribute necessary and luxury resources between rich and poor others. Social Development, 29(1), 110-125.
Essler, S., Wörle, M., Moore, C., & Paulus, M. (2020). Preschoolers’ sharing expectations towards friends relate to their kindergarten peer status. British Journal of Developmental Psychology, 38(1), 1-14.
Filevich, E., Garcia Folim, C., Fehrmann, C., Forster, C., Paulus, M., Shing, Y.L., & Kühn, S. (2020). I know that I know nothing: Cortical thickness and functional connectivity underyling meta-ignorance ability in pre-schoolers. Developmental Cognitive Neuroscience, 41, 100738.
Ganglmayer, K., Schuwerk, T., Sodian, B., & Paulus, M. (2020). Do children and adults with autism spectrum condition anticipate others’ actions as goal-directed? A predictive coding perspective. Journal of Autism and Developmental Disorders, 50, 2077-2089.
Kammermeier, M., Duran Perez, L., König, L. & Paulus, M. (2020). Attachment security and attention to facial emotional expressions in preschoolers: An eye‐tracking study. British Journal of Developmental Psychology. doi:10.1111/bjdp.12313
Kim, S., Paulus, M., Sodian, B., & Proust, J. (2020). Children’s prior experiences of their successes and failures modulate belief alignment. European Journal of Developmental Psychology, 17, 664-678.
Kim, S., Sodian, B., Paulus, M., Senju, A., Okuno, A., Ueno, M., Itakura, S., & Proust, J. (2020). Metacognition and mindreading in young children: A cross-cultural study. Consciousness and Cognition, 85, 103017.
Melzel, S., Paulus, M. (2020). The development of the prediction of complex actions in early childhood. European Journal of Developmental Psychology, 18(2), 161-183, DOI: 10.1080/17405629.2020.1773786
Paulus, M. (2020). Die Einheit der Psychologie ist die Basis der Entwicklungspsychologie. Psychologische Rundschau, 71, 44-46. (Kommentar zu Daum et al., Positionspapier der Fachgruppe Entwicklungspsychologie: Ein Versuch einer Standortbestimmung)
Paulus, M. (2020). How do young children become moral agents? A developmental perspective. In J. Decety (Ed.), The social brain: A developmental perspective. MIT Press.
Paulus, M. (2020). Is young children’s helping affected by helpees’ need? Preschoolers, but not infants selectively help needy others. Psychological Research, 84, 1440-1450.
Paulus, M. (2020). Sind kleine Kinder Wissenschaftler und Philosophen? Eine kritische Erörterung aus entwicklungspsychologischer Perspektive. In C. Heinrich, D. Berner-Zumpf, & M. Teichert (Hrsg.), „Alle Tassen fliegen hoch!“: Eine Kritik der Kinderphilosophie (S. 76-91). Weinheim: Beltz.
Paulus, M. (2020). The developmental emergence of morality: A review of current theoretical perspectives. Progress of Brain Research, 254, 205-223.
Paulus, M., & Essler, S. (2020). Why do preschoolers perpetuate inequalities? Theoretical perspectives on inequity preferences in the face of emerging concerns for equality. Developmental Review, 58, 100933.
Paulus, M., Christner, N., & Wörle, M. (2020). The normative status of friendship: Do young children enforce sharing with friends and appreciate reasonable partiality? Journal of Experimental Child Psychology, 194. https://doi.org/10.1016/j.jecp.2020.104826
Paulus, M., Erbe, J., Wolfsperger, J., Essler, S., & Wörle, M. (2020). Originalarbeit: Prosoziales Verhalten bei Vorschulkindern mit Sprachentwicklungsstörungen. Eine explorative Studie. Frühförderung interdisziplinär, 39(3), 120-136.
Paulus, M., Wörle, M., & Christner, N. (2020). The emergence of human altruism: Preschool children develop a norm for empathy-based comforting. Journal of Cognition and Development, 21, 104-124.
Pletti, C., Paulus, M. (2020) Neural processing of equitable and inequitable distributions in 5-year-old children. Social Neuroscience 15 (5), 584-599. doi: 10.1080/17470919.2020.1816578
Schuwerk, T., Bätz, J., Träuble, B., Sodian, B., & Paulus, M. (2020). Do ostensive cues affect object processing in children with and without autism? A test of natural pedagogy theory. Psychological Research, 84, 2248-2261.
Wörle, M., Essler, S., & Paulus, M. (2020). Paying it back and forward: The impact of experiencing and observing others’ sharing and stinginess on preschoolers’ own sharing behavior and expectations. Journal of Experimental Child Psychology, 198, 104886.
2019
Burgstaller, J., Paulus, M., & Pfundmair, M. (2019). Oxytocin promotes action prediction. Hormones and Behavior, 107, 46-48.
Dahl, A., & Paulus, M. (2019). From interest to obligation: The gradual development of human altruism. Child Development Perspectives, 13, 10-14.
Ganglmayer, K., Attig, M., Daum, M.M., & Paulus, M. (2019). Infants’ perception of goal-directed actions: A multi-lab replication reveals that infants anticipate paths and not goals. Infant Behavior and Development, 57, 101340.
Nijssen, S.R.R., Müller, B.C.N., van Baaren, R.B., & Paulus, M. (2019). Saving the robot or the human? Robots who feel deserve moral care. Social Cognition, 37, 41-S2.
Paulus, M. (2019). Psychosexuelle und soziale Entwicklung. In D. Urhahne, M. Dresel, & F. Fischer (Eds.), Psychologie für den Lehrberuf (S. 253-272). Heidelberg: Springer.
Paulus, M. (2019). Schlüsselexperimente der Entwicklungspsychologie. München: Ernst Reinhardt Verlag.
Paulus, M., & Wörle, M. (2019). Young children protest against the incorrect use of novel words: Towards a normative pragmatic account on language acquisition. Journal of Experimental Child Psychology, 180, 113-122.
Paulus, M., Wörle, M., & Christner, N. (2019). The emergence of human altruism: Preschool children develop a norm for empathy-based comforting. Journal of Cognition and Development. https://doi.org/10.1080/15248372.2019.1693375
Pletti C., Decety, J., Paulus, M. (2019). Moral identity relates to the neural processing of third-party moral behavior. Social Cognitive and Affective Neuroscience 14 (4), 435-445. doi: 10.1093/scan/nsz016.
Wörle, M., & Paulus, M. (2019). Normative foundations of reciprocity in preschoolers. Journal of Experimental Child Psychology
2018
Paulus, M. (2018). Preschool children's and adults' expectations about interpersonal space. Frontiers in Psychology, 9, No. 2479.
Kammermeier, M., & Paulus, M. (2018). Do action-based tasks evidence false-belief understanding in young children? Cognitive Development, 46, 31-39. https://doi.org/10.1016/j.cogdev.2017.11.004
Kammermeier, M., & Paulus, M. (2018). Stichwort: Kooperatives Handeln. Frühförderung interdisziplinär, 37(3), 151-155. http://dx.doi.org/10.2378/fi2018.art23d
Kim, S., Paulus, M., Sodian, B., Itakura, S., Ueno, M., Senju, A., & Proust, J. (2018). Selective learning and teaching among Japanese and German children. Developmental Psychology, 54, 536-542.
Müller B.C.N., Marx, A.K.G., Paulus, M., & Meinhardt, J. (2018). Frontal EEG alpha asymmetry relates to implicit achievement motivation: A pilot study. Mind, Brain, and Education, 12, 82-89.
Nunner-Winkler, G., & Paulus, M. (2018). Prosoziale und moralische Entwicklung. In W. Schneider & U. Lindenberger (Eds.), Entwicklungspsychologie (S. 537-557). Weinheim: Beltz.
Paulus, M. (2018). The multidimensional nature of early prosocial behavior: a motivational perspective. Current Opinion in Psychology, 20, 111-116.
Paulus, M., & Kammermeier, M. (2018). How to deal with a failed replication of the Duplo task? A response to Rubio-Fernández (2019). Cognitive Development, 48, 217-218. https://doi.org/10.1016/j.cogdev.2018.07.005
Paulus, M., & Schmidt, M.F.H. (2018). The early development of the normative mind. Journal of Experimental Child Psychology, 165, 1-6. (Editorial for special issue)
Paulus, M., Licata, M., Gniewosz, B., & Sodian, B. (2018). The impact of mother-child interaction quality and cognitive abilities on children’s self-concept and self-esteem. Cognitive Development, 48, 42-51.
Paulus, M., Nöth, A., & Wörle, M. (2018). Preschoolers' resource allocations align with their normative judgments. Journal of Experimental Child Psychology, 175, 117-126.
Sabbagh, M.A., & Paulus, M. (2018). Replication studies of implicit false belief with infants and toddlers. Cognitive Development, 46, 1-3. (Editorial for special issue)
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.
Tsalas, N.R.H., Müller, B.C.N., Meinhardt, J., Proust, J., Paulus, M., & Sodian, B. (2018). An ERP study on metacognitive monitoring processes in children. Brain Research, 1652, 170-177.
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.
2017
Kim, S., Paulus, M., & Kalish, C. (2017). Young children’s reliance on information from inaccurate informants. Cognitive Science, 41, 601-621.
Müller, B., Meinhardt, J., & Paulus, M. (2017). Embodied simulation of others being touched in 1-year-old infants. Developmental Neuropsychology, 42, 198-205.
Paulus, M. (2017). Die Psychologie der Wohltätigkeit. In M. Klöcker & U. Tworuschka (Hrsg.), Handbuch der Religionen. Kirchen und andere Glaubensgemeinschaften in Deutschland und im deutschsprachigen Raum (53. EL, XIV - 4.1.). Mediengruppe
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.
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., & Moore, C. (2017). Preschoolers’ generosity increases with understanding of the affective consequences of sharing. Developmental Science, 20, e12417.
Paulus, M., & Rosal-Grifoll, B. (2017). Helping and sharing in preschool children with autism. Experimental Brain Research, 235, 2081-2088.
Paulus, M., Jung, N., O’Driscoll, K., & Moore, C. (2017). Toddlers involve their caregiver to help another person in need. Infancy, 22, 645-664.
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.
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.
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. doi: 10.3389/fpsyg.2017.02089.
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.
Tsalas, N., Sodian, B., & Paulus, M. (2017). Correlates of metacognitive control in 10-year old children and adults. Metacognition and Learning, 12, 297-314.
2016
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.
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.
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.
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.
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.
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.
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., & 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.
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.
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.
Wörle, M., & Paulus, M. (2016). Helfen, teilen, trösten: Die Entwicklung prosozialen Verhaltens. Kindergarten heute, 46, 16-22.
2015
Aldaqre, I., Paulus, M., & Sodian, B. (2015). Referential gaze and word learning in adults with autism. Autism, 9, 944-955. doi: 10.1177/1362361314556784
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
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. (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). Cognitive development: The neurocognitive basis of early prosociality. Current Biology, 25, 47-48. doi: 10.1016/j.cub.2014.11.023
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
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
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
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., 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
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
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
2014
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
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
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
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. (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. (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). 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., & 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
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., 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
2013
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., 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., 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
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., 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., 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
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
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). Action mirroring and action understanding: An ideomotor and attentional account. Psychological Research, 76, 760-767. doi:10.1007/s00426-011-0385-9
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., & 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., & 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
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
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
2011
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. (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. (2011). Imitation in infancy: Conceptual considerations. Theory & Psychology, 21, 849-856.doi: 10.1177/0959354310395990
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., & 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., 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
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
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
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
2010
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
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
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.