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Für die breite Öffentlichkeit (deutsche Artikel)

In Press

 

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.

 

Yang, F., Choi, Y., Misch, A., Yang, X., & Dunham, Y. (in press). In Defense of the Commons:

Young Children Negatively Evaluate and Sanction Free-Riders. Psychological Science.

 

Peer-reviewed publications:

 

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.123

 

2021

 

Essler, S., & Paulus, M. (2021). Robin Hood or Matthew? Children’s Reasoning About

Redistributive Justice in the Context of Economic Inequalities. Child Development.

 

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.

 

Mammen, M., Köymen, B., & Tomasello, M. (2021). Young children’s moral judgments depend

on the social relationship between agents. Cognitive Development.

 

 

Liesner, M., Hinz, N. A., & Kunde, W. (accepted). How action shapes body ownership

momentarily and throughout the lifespan. Frontiers in Human Neuroscience. DOI: 10.3389/fnhum.2021.697810

 

Hinz, N. A., Ciardo, F., & Wykowska, A. (2021). ERP markers of action planning and outcome

monitoring in human-robot interaction. Acta Psychologica, 212, 103216. DOI: 10.1016/j.actpsy.2020.103216

 

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., & Dunham, Y. (2021). (Peer) Group influence on children’s prosocial and antisocial

behavior. Journal of Experimental Child Psychology, 201, 104994. doi: 10.1016/j.jecp.2020.104994

 

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

 

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., 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

 

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

 

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., 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.

 

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, 104826.

 

Paulus, M. (2020). The developmental emergence of morality: A review of current theoretical

perspectives. Progress of Brain Research, 254, 205-223.

 

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, 100893.

 

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, 110-125.

 

Kammermeier, M., Duran Perez, L., König, L., & Paulus, M. (2020). Attachment security and

attention to facial emotion expressions in preschoolers: An eye-tracking study. British Journal of Developmental Psychology, 38, 167-185.

 

Pletti, C., & Paulus, M. (2020). Neural processing of equitable and inequitable distributions in

5-year-old children. Social Neuroscience, 15, 584-599.

 

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.

 

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.

 

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)

 

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.

 

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, 1-14.

 

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.

 

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.

 

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.

 

Paulus, M., Erbe, J., Wolfsperger, J., Essler, S., & Wörle, M. (2020). Prosoziales Verhalten bei

Vorschulkindern mit Sprachentwicklungsstörungen: Eine explorative Studie. Frühförderung interdisziplinär, 39, 120-136.

 

The ManyBabies Consortium (2020). Quantifying sources of variability in infancy research

using the infant-directed-speech preference. Advances in Methods and Practices in Psychological Science, 3, 24-52.

 

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). 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.

 

2019

 

Dahl, A., & Paulus, M. (2019). From interest to obligation: The gradual development of human

altruism. Child Development Perspectives, 13, 10-14.

 

Wörle, M., & Paulus, M. (2019). Normative foundations of reciprocity in preschoolers. Journal of

Experimental Child Psychology

 

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, 435-445.

 

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.

 

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.

 

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.

 

Burgstaller, J., Paulus, M., & Pfundmair, M. (2019). Oxytocin promotes action prediction.

Hormones and Behavior, 107, 46-48.

 

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.

 

2018

 

Paulus, M. (2018). The multidimensional nature of early prosocial behavior: a motivational

perspective. Current Opinion in Psychology, 20, 111-116.

 

Paulus, M., Nöth, A., & Wörle, M. (2018). Preschoolers' resource allocations align with their

normative judgments. Journal of Experimental Child Psychology, 175, 117-126.

 

Wörle, M., & Paulus, M. (2018). Normative expectations about fairness: The development of a

charity norm in preschoolers. Journal of Experimental Child Psychology, 165, 66-84.

 

Paulus, M., 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.

 

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.

 

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)

 

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.

 

Kammermeier, M., & Paulus, M. (2018). Do action-based tasks evidence false-belief

understanding in young children? Cognitive Development, 46, 31-39.

 

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)

 

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.

 

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.

 

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.

 

Nunner-Winkler, G., & Paulus, M. (2018). Prosoziale und moralische Entwicklung. In W.

Schneider & U. Lindenberger (Eds.), Entwicklungspsychologie (S. 537-557). Weinheim: Beltz.

 

2017

 

Paulus, M., & Moore, C. (2017). Preschoolers’ generosity increases with understanding of the

affective consequences of sharing. Developmental Science, 20, e12417.

 

Paulus, M., Schuwerk, T., Sodian, B., & Ganglmayer, K. (2017). Childrens’ and adults’ use of

verbal information to visually anticipate others’ actions: A study on explicit and implicit social-cognitive processing. Cognition, 160, 145-152.

 

Paulus, M., Jung, N., O’Driscoll, K., & Moore, C. (2017). Toddlers involve their caregiver to help

another person in need. Infancy, 22, 645-664.

 

Müller, B., Meinhardt, J., & Paulus, M. (2017). Embodied simulation of others being touched in

1-year-old infants. Developmental Neuropsychology, 42, 198-205.

 

Kim, S., Paulus, M., & Kalish, C. (2017). Young children’s reliance on information from

inaccurate informants. Cognitive Science, 41, 601-621.

 

Paulus, M., & Leitherer, M. (2017). Preschoolers’ social experiences and empathy-based

responding relate to their fair resource allocation. Journal of Experimental Child Psychology, 161, 202-210.

 

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

Experimental Brain Research, 235, 2081-2088.

 

Pletti, C., Scheel, A., & Paulus, M. (2017). Intrinsic altruism or social motivation - What does

pupil dilation tell us about children's helping behavior? Frontiers in Psychology 8: 2089.

 

Paulus, M. (2017). How to dax? Preschool children’s prosocial behavior, but not their social

norm enforcement relates to their peer status. Frontiers in Psychology 8: 1779.

 

Pfundmair, M., Zwarg, C., Paulus, M., & Rimpel, A. (2017). Oxytocin promotes attention to social

cues regardless of group membership. Hormones and Behavior, 90, 136-140.

 

Scharpf, F., Paulus, M., & Wörle, M. (2017). The impact of social relationships on Ugandan

children’s sharing decisions. European Journal of Developmental Psychology, 14, 436-448.

 

Tsalas, N., Sodian, B., & Paulus, M. (2017). Correlates of metacognitive control in 10-year old

children and adults. Metacognition and Learning, 12, 297-314.

 

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

 

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.

 

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.

 

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.

 

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.

 

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.

 

Wörle, M., & Paulus, M. (2016). Helfen, teilen, trösten: Die Entwicklung prosozialen Verhaltens.

Kindergarten heute, 46, 16-22.

 

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.

 

Für die breite Öffentlichkeit (deutsche Artikel)

 

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

 

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