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Literaturliste von Prof. Dr. Markus Paulus

letzte Aktualisierung: 29.05.2024

Essler, S., Christner, N. & Paulus, M. (2024). Short-term and long-term effects of the COVID-19 pandemic on child psychological well-being: A four-wave longitudinal study. European Child & Adolescent Psychiatry, 33(3), 909-922.

Misch, A., Kramer, A. & Paulus, M. (2024). The relationship between attachment representations and minimal intergroup bias in preschool-aged children. Developmental Science, No. e13514.

Paulus, M. & Caporaso, J. (2024). Prospects and challenges in the use of puppets in developmental psychology: Royal road to the child's mind or a dead end? Cognitive Development, 69, No. 101399.

Söldner, L., Mammen, M. & Paulus, M. (2024). The Emergence of a Coherent Self-Concept: A Longitudinal Study on the Development of the Moral Self. Developmental Psychology, 1-45.

Söldner, L. & Paulus, M. (2024). I help, therefore, I am? - A registered report on longitudinal inter-relations of the three-dimensional moral self-concept and prosocial behaviours in preschool children. British Journal of Developmental Psychology, 42(2), 257-284.

Becher, T., Essler, S., Pletti, C. & Paulus, M. (2023). Compliance or empathy - What links maternal sensitivity and toddlers' emotional helping? Journal of Experimental Child Psychology, 226, No. 105547.

Essler, S., Christner, N., Becher, T. & Paulus, M. (2023). The ontogenetic emergence of normativity: How action imitation relates to infants' norm enforcement. Journal of Experimental Child Psychology, 227, No. 105591.

Essler, S. & Paulus, M. (2023). Normative language understanding and behavioral compliance longitudinally predict 2.5-year-olds' social norm enforcement. Cognitive Development, 66, No. 101337.

Gönül, G., Kammermeier, M. & Paulus, M. (2023). What is in an action? Preschool children predict that agents take previous paths and not previous goals. Developmental Science, No. e13466.

Kammermeier, M. & Paulus, M. (2023). Infants' responses to masked and unmasked smiling faces: A longitudinal investigation of social interaction during Covid-19. Infant Behavior & Development, 73, No. 101873.

Kim, S., Senju, A., Sodian, B., Paulus, M., Itakura, S., Okuno, A., Ueno, M. & Proust, J. (2023). Memory monitoring and control in Japanese and German preschoolers. Memory & Cognition, 51(3), 708-717.

Kollakowski, N.-A., Mammen, M. & Paulus, M. (2023). What is the implicit self in infancy? A classification and evaluation of current theories on the early self. Cognitive Development, 68, No. 101394.

Mammen, M. & Paulus, M. (2023). The communicative nature of moral development: A theoretical framework on the emergence of moral reasoning in social interactions. Cognitive Development, 66, No. 101336.

Mari, M. A., Clément, F. & Paulus, M. (2023). Developmental Changes in Category-Based Inductions: The Effects of Labels and Statistical Evidence on Children's Inferences About Novel Social Categories. Developmental Psychology, 59(10), 1867-1880.

Mari, M. A., Tsalas, N. & Paulus, M. (2023). Why is she scratching her head? Children's understanding of others' metacognitive gestures as an indicator of learning. Journal of Experimental Child Psychology, 230, No. 105631.

Paulus, M. (2023). Die Entstehung von Mitgefühl im Säuglings- und Kleinkindalter. In J. Kienbaum (Hrsg.), Die Entwicklung von Mitgefühl. Von der frühen Kindheit bis in das hohe Alter (S. 21-44). Stuttgart: Kohlhammer.

Paulus, M., Kammermeier, M. & Melzel, S. (2023). The emergence of pointing as a communicative gesture: Age-related differences in infants' non-social and social use of the index finger. Cognitive Development, 65, No. 101298.

Scharpf, F., Paulus, M., Christner, N., Beerbaum, L., Kammermeier, M. & Hecker, T. (2023). Intergenerational transmission of mental health risk in refugee families: The role of maternal psychopathology and emotional availability. Development and Psychopathology, 1-14.

Söldner, L. & Paulus, M. (2023). I help, therefore, I am? - Longitudinal interrelations of the three-dimensional moral self-concept and prosocial behaviours in 4-6-year-old children. British Journal of Developmental Psychology, 1-17.

Sticker, R. M., Christner, N., Gniewosz, G., Pletti, C. & Paulus, M. (2023). Longitudinal stability and cross-relations of prosocial behavior and the moral self-concept in early childhood. Cognitive Development, 66, No. 101341.

Christner, N. & Paulus, M. (2022). Varieties of normative understanding and their relation to sharing behavior in preschool children. Journal of Experimental Child Psychology, 224, No. 105498.

Christner, N., Pletti, C. & Paulus, M. (2022). How does the moral self-concept relate to prosocial behaviour? Investigating the role of emotions and consistency preference. Cognition and Emotion, 1-18.

Christner, N., Wörle, M. & Paulus, M. (2022). Normative views and resource distribution behavior in childhood: Dissociated at the group level, but associated at the individual level. International Journal of Behavioral Development, 46(6), 320-332.

Essler, S. & Paulus, M. (2022). Caregivers' everyday moral reasoning predicts young children's aggressive, prosocial, and moral development: Evidence from ambulatory assessment. Infancy, 27(6), 1068-1090.

Gniewosz, G., Sticker, R. M. & Paulus, M. (2022). A longitudinal assessment of the stability of the three-dimensional moral self-concept during early childhood. European Journal of Developmental Psychology, 1-20.

Kammermeier, M. & Paulus, M. (2022). Maternal emotional availability relates to two-year-olds' behavior in a challenging cooperative interaction. Infant Behavior & Development, 67, No. 101696.

Kammermeier, M. & Paulus, M. (2022). Maternal sensitivity and non-intrusiveness at 12 months predict attention to emotional facial expressions at 24 months: A cross-lagged panel approach. Social Development, 31(2), 319-338.

Melzel, 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, No. 105339.

Misch, A., Dunham, Y. & Paulus, M. (2022). The developmental trajectories of racial and gender intergroup bias in 5-to 10-year-old children: The impact of general psychological tendencies, contextual factors, and individual propensities. Acta Psychologica, 229, No. 103709.

Nijssen, S. R.R., Müller, B. C. N., Bosse, T. & Paulus, M. (2022). Can you count on a calculator? The role of agency and affect in judgments of robots as moral agents. Human-Computer Interaction, 1-17.

Paulus, M. (2022). Should infant psychology rely on the violation-of-expectation method? Not anymore. Infant and Child Development, 31(1), No. e2306.

Pletti, C., Decety, J. & Paulus, M. (2022). Neural processing of moral content reflects moral identity in 10-year-old children. Developmental Science, No. e13232.

Zietlow, A.-L., Woll, C. F. J., Nonnenmacher, N., Müller, M., Labonte, V., Ditzen, B., Paulus, M., Sodian, B., Nater, U. M., Herpertz, S. C. & Reck, C. (2022). Study protocol of the COMPARE-Interaction study: The impact of maternal comorbid depression and anxiety disorders in the peripartum period on child development. BMJ Open, 12(1), No. e050437.

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), No. e0253473.

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, 52, 995-1011.

Essler, S. & Paulus, M. (2021). Robin hood or matthew? Children's reasoning about redistributive justice in the context of economic inequalities. Child Development, 1-20.

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.

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, 1-14.

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, No. 105035.

Gönül, 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, 459-483.

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.

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.

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, No. 105037.

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, No. 105101.

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.

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, 16(3), No. e0248353.

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.

Nijssen, S. R.R., Pletti, C., Paulus, M. & Müller, B. C. N. (2021). Does agency matter? Neural processing of robotic movements in 4-and 8-year olds. Neuropsychologia, 157, No. 107853.

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, No. e13100.

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, No. 101033.

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, No. 100893.

Christner, N., Sticker, R. M., Soeldner, 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, 1-12.

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., Forlim, C. G., Fehrman, C., Forster, C., Paulus, M., Shing, Y. L. & Kühn, S. (2020). I know that I know nothing: Cortical thickness and functional connectivity underlying meta-ignorance ability in pre-schoolers. Developmental Cognitive Neuroscience, 41, No. 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(6), 2077-2089.

Kammermeier, M., Perez, L. D., König, L. & Paulus, M. (2020). Attachment security and attention to facial emotional expressions in preschoolers: An eye-tracking study. British Journal of Developmental Psychology, 38(2), 167-185.

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(5), 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, No. 103017.

Paulus, M. (2020). Die Einheit der Psychologie ist die Basis der Entwicklungspsychologie. Kommentar zu Daum, M. M., Greve, W., Pauen, S., Schuhrke, B. und Schwarzer, G. (2020). Positionspapier der Fachgruppe Entwicklungspsychologie: Ein Versuch einer Standortbestimmung. Psychologische Rundschau, 71(1), 44-46.

Paulus, M. (2020). How do young children become moral agents? A developmental perspective. In J. Decety (Ed.), The social brain. A developmental perspective (pp. 161-177). Cambridge/USA: 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(5), 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., 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, No. 104826.

Paulus, M., Erbe, J., Wolfsperger, J., Essler, S. & Wörle, M. (2020). Prosoziales Verhalten bei Vorschulkindern mit Sprachentwicklungsstörungen. Eine explorative Studie. Frühförderung interdisziplinär, 39(3), 120-136.

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, No. 100933.

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(1), 104-124.

Pfundmair, M., Paulus, M. & Wagner, E. (2020). Activism and radicalism in adolescence: An empirical test on age-related differences. Psychology, Crime & Law, 1-17.

Pletti, C. & Paulus, M. (2020). Neural processing of equitable and inequitable distributions in 5-year-old children. Social Neuroscience, 15(5), 584-599.

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, No. 104886.

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(1), 10-14.

Ganglmayer, K., Attig, M., Paulus, M. & Daum, M. M. (2019). Infants' perception of goal-directed actions: A multi-lab replication reveals that infants anticipate paths and not goals. Infant Behavior & Development, 57, No. 101340.

Nijssen, S. R.R., Müller, B. C. N., Baaren, R. B. v. & Paulus, M. (2019). Saving the robot or the human? Robots who feel deserve moral care. Social Cognition, 37(1), 41-56.

Paulus, M. (2019). Psychosexuelle und soziale Entwicklung. In D. Urhahne, M. Dresel & F. Fischer (Hrsg.), Psychologie für den Lehrberuf (S. 253-272). Berlin, Heidelberg: Springer.

Paulus, M. (2019). Schlüsselexperimente der Entwicklungspsychologie. München: Reinhardt.

Paulus, M. & Wörle, M. (2019). Young children protest against the incorrect use of novel words: Toward a normative pragmatic account on language acquisition. Journal of Experimental Child Psychology, 180, 113-122.

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.

Wörle, M. & Paulus, M. (2019). Normative foundations of reciprocity in preschoolers. Journal of Experimental Child Psychology, 188, No. 104693.

Kammermeier, M. & Paulus, M. (2018). Do action-based tasks evidence false-belief understanding in young children? Cognitive Development, 46, 31-39.

Kammermeier, M. & Paulus, M. (2018). Kooperatives Handeln. Frühförderung interdisziplinär, 37(3), 151-155.

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(3), 536-542.

Müller, B. C. N., Marx, A. K. G., Paulus, M. & Meinhardt, J. (2018). Frontal electroencephalogram alpha asymmetry relates to implicit achievement motives: A pilot study. Mind, Brain, and Education, 12(2), 82-89.

Paulus, M. (2018). Preschool children's and adults' expectations about interpersonal space. Frontiers in Psychology, 9, No. 2479.

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.

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.

Paulus, M. & Schmidt, M. F. H. (2018). The early development of the normative mind. Journal of Experimental Child Psychology, 165, 1-6.

Tsalas, N. R. N., Müller, B. C. N., Meinhardt, J., Proust, J., Paulus, M. & Sodian, B. (2018). An ERP study on metacognitive monitoring processes in children. Brain Research, 1695, 84-90.

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.

Kim, S., Paulus, M. & Kalish, C. (2017). Young children's reliance on information from inaccurate informants. Cognitive Science, 41(3), 601-621.

Müller, B. C. N., Meinhardt, J. & Paulus, M. (2017). Embodied simulation of others being touched in 1-year-old infants. Developmental Neuropsychology, 42(3), 198-206.

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 (Online Journal), 8, No. 1779.

Paulus, M., Jung, N., O'Driscoll, K. & Moore, C. (2017). Toddlers involve their caregiver to help another person in need. Infancy, 22(5), 645-664.

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 benefits of sharing. Developmental Science, 20(3), No. e12417.

Paulus, M. & Rosal-Grifoll, B. (2017). Helping and sharing in preschool children with autism. Experimental Brain Research, 235(7), 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.

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, No. 2089.

Scharpf, F., Paulus, M. & Wörle, M. (2017). The impact of social relationships on Ugandan children's sharing decisions. European Journal of Developmental Psychology, 14(4), 436-448.

Tsalas, N., Sodian, B. & Paulus, M. (2017). Correlates of metacognitive control in 10-year old children and adults. Metacognition and Learning, 12(3), 297-314.

Aldaqre, I., Schuwerk, T., Daum, M. M., Sodian, B. & Paulus, M. (2016). Sensitivity to communicative and non-communicative gestures in adolescents and adults with autism spectrum disorder: Saccadic and pupillary responses. Experimental Brain Research, 234(9), 2515-2527.

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(1), 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(8), 1299-1306.

Paulus, M. (2016). The development of action planning in a joint action context. Developmental Psychology, 52(7), 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), 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). Preschoolers, adolescents, and adults visually anticipate an agent's efficient action; but only after having observed it frequently. Quarterly Journal of Experimental Psychology, 69(4), 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-Antonow, 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(4), 1221-1232.

Aldaqre, I., Paulus, M. & Sodian, B. (2015). Referential gaze and word learning in adults with autism. Autism - The International Journal for Research and Practice, 19(8), 944-955.

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(6), 492-496.

Paulus, M. (2015). Children's inequity aversion depends on culture: A cross-cultural comparison. Journal of Experimental Child Psychology, 132, 240-246.

Paulus, M., Licata, M., Kristen, S., Thoermer, C., Woodward, A. & Sodian, B. (2015). Social understanding and self-regulation predict pre-schoolers' sharing with friends and disliked peers: A longitudinal study. International Journal of Behavioral Development, 39(1), 53-64.

Paulus, M. & Moore, C. (2015). Preschool Children's Anticipation of Recipients' Emotions Affects Their Resource Allocation. Social Development, 24(4), 852-867.

Paulus, M. & Sodian, B. (2015). Which way to take? Infants select an efficient path to their goal. Journal of Experimental Child Psychology, 111-124.

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

Verschoor, S. A., Paulus, M., Spapé, 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.

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 (Online Journal), 5, No. 430.

Licata, M., Paulus, M., Thoermer, C., Kristen, S., Sodian, B. & Woodward, A. L. (2014). Mother-infant Interaction Quality and Infants' Ability to Encode Actions as Goal-directed. Social Development, 23(2), 340-356.

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(5), 1139-1156.

Paulus, M. (2014). The early origins of human charity: Developmental changes in preschoolers' sharing with poor and wealthy individuals. Frontiers in Psychology (Online Journal), 5, No. 344.

Paulus, M. (2014). The Emergence of Prosocial Behavior: Why Do Infants and Toddlers Help, Comfort, and Share? Child Development Perspectives, 8(2), 77-81.

Paulus, M. (2014). The ideomotor approach to imitative learning (IMAIL) in infancy: Challenges and future perspectives. European Journal of Developmental Psychology, 11(6), 662-673.

Paulus, M. & Fikkert, P. (2014). Conflicting social cues: Fourteen- and 24-month-old infants' reliance on gaze and pointing cues in word learning. Journal of Cognition and Development, 15(1), 43-59.

Paulus, M. & Moore, C. (2014). The Development of Recipient-Dependent Sharing Behavior and Sharing Expectations in Preschool Children. Developmental Psychology, 50(3), 914-921.

Paulus, M., Tsalas, N., Sodian, B. & Proust, J. (2014). Metacognitive monitoring of oneself and others: Developmental changes during childhood and adolescence. Journal of Experimental Child Psychology, 153-165.

Uithol, S. & Paulus, M. (2014). What do infants understand of others' action? A theoretical account of early social cognition. Psychological Research, 78(5), 609-622.

Moore, C. & Paulus, M. (2013). A second-person approach cannot explain intentionality in social understanding. Behavioral and Brain Sciences, 36(4), 430-431.

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(7), 774-779.

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(1), 78-85.

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(2), 487-498.

Paulus, M. & Kiraly, I. (2013). Early rationality in action perception and production? A theoretical exposition. Journal of Experimental Child Psychology, 116(2), 407-414.

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.

Paulus, M., Prous, J. & Sodian, B. (2013). Examining implicit metacognition in 3.5-year-old children: An eye-tracking and pupillometric study. Frontiers in Psychology (Online Journal), 4, No. 145.

Bergmann, C., Paulus, M. & Fikkert, P. (2012). Preschoolers' comprehension of pronouns and reflexives: The impact of the task. Journal of Child Language, 39(4), 777-803.

Hauf, P., Paulus, M. & Baillargeon, R. (2012). Infants use compression information to infer objects' weights: Examining cognition, exploration, and prospective action in a preferential-reaching task. Child Development, 83(6), 1978-1995.

Paulus, M. & Hauf, P. (2012). Reaching preferences in 11-month-old infants: The role of objects' material and weight. International Journal of Developmental Science, 6, 87-96.

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(1), 90-96.

Paulus, M. (2012). Action mirroring and action understanding: An ideomotor and attentional account. Psychological Research, 76(6), 760-767.

Paulus, M. (2012). Is it rational to assume that infants imitate rationally? A theoretical analysis and critique. Human Development, 55(3), 107-121.

Paulus, M. & Moore, C. (2012). Producing and understanding prosocial actions in early childhood. Advances in Child Development and Behavior, 42, 271-305.

Paulus, M., van Elk, M. & Bekkering, H. (2012). Acquiring functional object knowledge through motor imagery? Experimental Brain Research, 218(2), 181-188.

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(3), 467-471.

Paulus, M. (2011). How infants relate looker and object: Evidence for a perceptual learning account on gaze following in infancy. Developmental Science, 14(6), 1301-1310.

Paulus, M. & Hauf, P. (2011). Infants' use of material information to guide their actions with differently weighted objects. Infant and Child Development, 20(4), 423-436.

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(4), 976-983.?http.

Paulus, M. (2011). Imitation in infancy: Conceptual considerations. Theory and Psychology, 21(6), 849-856.

Paulus, M. & Hauf, P. (2011). Infants use of material properties to guide their actions with differently weighted objects. Infant and Child Development, 20(4), 423-436..

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(8), 955-960.

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(4), 901-910.

Paulus, M., Hunnius, S., Vissers, M. & Bekkering, H. (2011). Imitation in infancy: Rational or motor resonance? Child Development, 82(4), 1047-1057.

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.

Paulus, M., van Dam, W., Hunnius, S., Lindemann, O. & Bekkering, H. (2011). Action-effect binding by observational learning. Psychonomic Bulletin & Review, 18(5), 1022-1028.

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(4), 1304-1314.

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 (pp. 53-61). Newcastle upon Tyne: Cambridge Scholars Publishing.

Meyer, M., Bekkering, H., Paulus, M. & Hunnius, S. (2010). Joint action coordination in 2½- and 3-year-old children. Frontiers in Human Neuroscience, 4, Article 220.

Paulus, M. & Rodarius, D. (2010). Leben in einer Schriftsprachkultur: Psychologische und soziologische Perspektiven. In J. Bothe & B. A. u. G. e. V. (Hrsg.), Alphabetisierung und Grundbildung, Band 4: Das ist doch keine Kunst! Kulturelle Grundlagen und künstlerische Ansätze von Alphabetisierung und Grundbildung (S. 106-121). Münster, New York, München, Berlin: Waxmann.

Paulus, M. & Rodarius, D. (2010). Leben in einer Schriftsprachkultur: Soziologische und psychologische Perspektiven. In Bundesverband Alphabetisierung und Grundbildung e.V. (Hrsg.),J. Bothe (Hrsg.), Das ist doch keine Kunst! Kulturelle Grundlagen und künstlerische Ansätze von Alphabetisierung und Grundbildung (S. 106-121). Münster: Waxmann.

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 & B. A. u. G. e. V. (Hrsg.), Alphabetisierung und Grundbildung, Band 3: Wie kommen Analphabeten zu Wort? Analysen und Perspektiven (S. 52-72). Münster, New York, München, Berlin: Waxmann.

Paulus, M., Lindemann, O. & Bekkering, H. (2009). Motor simulation in verbal knowledge acquisition. The Quarterly Journal of Experimental Psychology, 62(12), 2298-2305.

Paulus, M. & Rodarius, D. (2009). Sprache als strukturelles Element. Psychologische und soziologische Mechanismen der In- und Exklusion durch Sprache sowie ihre Konsequenzen für die Alphabetisierungsarbeit. In Bundesverband Alphabetisierung und Grundbildung e.V. (Hrsg.),J. Bothe (Hrsg.), Wie kommen Analphabeten zu Wort? Analysen und Perspektiven (S. 52-72). Münster: Waxmann.

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

Paulus, M. Die frühkindliche Entwicklung sozial-kognitiver und metakognitiver Fertigkeiten: Empirische Befunde, theoretische Kontroversen und Implikationen für die Ontogenese des Selbstbewusstseins. Deutsche Zeitschrift für Philosophie.



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