Chair of Development and Educational Psychology of early childhood
Department of Psychology
Phone: +49 (0)89 / 2180 - 5150
Fax: +49 (0)89 / 2180 - 5355
Research Focus: One central question concerns the development of social understanding. How do we become able to understand that other humans have individual goals, desires, and beliefs, that are different from our own emotions and cognitions. What are the neurocognitive mechanisms that subserve this competency and how can we explain and predict developmental changes in this capacity across childhood till adulthood? To which extent is this ability relate to a person's own action experience and capabilities and to which extent is it based on inferential reasoning and theorizing about others. Furthermore, I am interested in the neurocognitive basis and the development of prosocial behavior, empathy, fairness, and morality.
Keywords: Social cognition; empathy; morality; early childhood
Current GSN students: Nina-Alisa Hinz
Paulus, M., & Moore, C. (in press). Preschool children’s anticipation of recipients’ emotions affects their resource allocations. Social Development.
Paulus, M. (2015). Children’s inequity aversion depends on culture: A cross-cultural comparison. Journal of Experimental Child Psychology, 132, 240-246.
Paulus, M. (2015). Cognitive development: The neurocognitive basis of early prosociality. Current Biology, 25, 47-48.
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., 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.
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.
Paulus, M., Hunnius, S., Vissers, M., & Bekkering, H. (2011). Imitation in infancy: Rational or motor resonance? Child Development, 82, 1047-1057.