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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., Pletti, C., Paulus, M. (2020) Emotion understanding and the moral self-concept as

motivators of prosocial behavior in middle childhood. Cognitive Development 55, 100893. doi: 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

 

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, 12.

 

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.

 

Mammen, M., Domberg, A., & Köymen, B. (2020). Reasoning in communication. In The

Encyclopedia of Child and Adolescent Development (pp. 1–8). American Cancer Society. https://doi.org/10.1002/9781119171492.wecad129

 

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.

 

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(1), 24-25. doi: 10.1177/2515245919900809

 

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.