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Literaturliste von Prof. Dr. Markus Paulus

letzte Aktualisierung: 30.08.2019

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(1), 10-14.

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. & 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.

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., 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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