Publications

Vinter A., Bard P., Lukowski-Duplessy H. & Poulin-Charronnat B. (2023). Learning to Name Uppercase and Lowercase Letters in Preschoolers and Kindergarteners: An Investigation of the Effects of Child- and Letter-Related Factors. Early Education and Development.

Kampis D., Lukowski Duplessy H., Askitis D., & Southgate V. (2023). Training self-other distinction facilitates perspective taking in young children. Child Development.

Manea, V., Kampis, D., Grosse Wiesmann, C., Revencu, B., & Southgate, V. (2023). An initial but receding altercentric bias in preverbal infants' memory. Proceedings of the Royal Society B, 290(2000), 20230738

Kampis, D., Grosse Wiesmann, C., Koop, S., & Southgate, V. (2022). Understanding the self in relation to others: Infants spontaneously map another's face to their own at 16–26 months. Developmental science, 25(3), e13197.

Liszkai-Peres, K., Kampis, D., & Király, I. (2022). 3-4-year-old children’s memory flexibility allows adaptation to an altered context. Plos one, 17(9), e0275071.

Vinter A., Bard P., Lukowski-Duplessy H., & Poulin-Charronnat B. (2022). A comparison of the impact of digital games eliciting explicit and implicit learning processes in preschoolers. International journal of Child-Computer Interaction.

Wiesmann, C. G., Kampis, D., Poulsen, E., Schüler, C., Lukowski-Duplessy, H., & Southgate, V. (2022). Cognitive dissonance from 2 years of age: Toddlers', but not infants', blind choices induce preferences. Cognition 223 (2022) 105039.

de Klerk, C. C., & Kampis, D. (2021). Is motor cortex deactivation during action observation related to imitation in infancy? A commentary on Köster et al., 2020. NeuroImage, 234, 117848.

Kampis, D., Karman, P., Csibra, G., Southgate, V., & Hernik, M. (2021). A two-lab direct replication attempt of Southgate, Senju and Csibra (2007). Royal Society open science, 8(8), 210190.
 
Kampis, D., & Csibra, G. (2021). Three cognitive mechanisms for knowledge tracking. Behavioral and Brain Sciences, 44, e157
 
Kampis, D., & Kovacs, A.M. (2021). Seeing the worls from others' perspective: 14-Month-Olds Show Altercentric Modulation Effects by Others' Beliefs. Open mind: Discoveries in Cognitive Science.

Bonin, P., Lukowski-Duplessy, H., Thibaut, J.-P., Meot, A., Norms in French for 209 images of the “food-pics” image database, Sciencedirect. October 2021.

Kampis, D., & Southgate, V. (2020). Altercentric cognition: how others influence our cognitive processing. Trends in cognitive sciences. 24(11), 945-959.

Kampis, D., Liszkai-Peres, K., & Kiraly, I. (2020). The flexibility of early memories: Limited re-evaluation of action steps in 2-year-old infants. Journal of Experimental Child Psychology.

Kampis, D., Buttelmann, F., & Kovács, Á. M. (2020). 8 Developing a Theory of Mind: Are Infants Sensitive to How Other People Represent the World?. The Social Brain: A Developmental Perspective.

Bonin P., Poulin-Charronnat B., Lukowski-Duplessy, H., Bard, P., Vinter, A., Ferrand, L. & Meot, A.. IMABASE: A new set of 313 Colorized Line Drawings Standardized in French for Name Agreement, Image Agreement, Conceptual Familiarty, Age-Of-Acquisition, and Imageability Quarterly Journal of Experimental Psychology, June 2020.

Southgate, V. (2019). Are infants altercentric? The other and the self in early social cognition. Psychological Review. Chicago. (https://doi.org/10.31234/osf.io/y2ghq)

Yeung, E., Müller, U., Carpendale, J. I. M. (2019). Developmental continuity between social-cognitive abilities at age 2 and false belief understanding at age 4. Cognitive Development, 50, 157-166.

Baillargeon, R., Buttelmann, D., & Southgate, V. (2018). Interpreting failed replications of early false-belief findings: Methodological and theoretical considerations, Cognitive Development, 46, 112-124.

de Klerk, CCJM., Hamilton, A.F.C., & Southgate, V. (2018). Eye contact modulates facial mimicry in 4-month-old infants: an EMG and fNIRS study, Cortex, 93-103. 

Bulgarelli, C., Blasi, A., Arridge, S., Powell, S., de Klerk C.C.J.M, Southgate, V., Brigadoi, S., Penny, W., Tak, S., & Hamilton, A. (2018). Dynamic causal modelling on infant fNIRS data: A validation study on a simultaneously recorded fNIRS-fMRI dataset, Neuroimage, 175, 413-424.

Grosse Wiesmann C., Friederici A.D., Steinbeis N., Singer T. (in press). Longitudinal evidence for 4-year-olds’ but not 2- and 3-year-olds’ false belief-related action anticipation. Cognitive Development, doi:10.1016/j.cogdev.2017.08.007.

Grosse Wiesmann C. (2018) The Emergence of Theory of Mind - Cognitive and neural basis of false belief understanding in preschool age (Doctoral thesis, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig)

Kampis, D., Keszei, A., & Király, I. (2018) Encoding third-person epistemic states contributes to episodic reconstruction of memories. (Commentary on Mahr & Csibra: Why Do We Remember? The Communicative Function of Episodic Memory). Behavioral and Brain Sciences, 41.

Southgate, V. (2018). The puzzle of early mentalizing: A unitary theory of infants' successes and preschoolers' failures. (https://psyarxiv.com/y2ghq/)

Kampis, D. (2017). Mindreaders in the crib: cognitive mechanisms for representing others’ mental states in human infants (Doctoral thesis, Department of Cognitive Science, Central European University, Budapest)

Grosse Wiesmann C., Schreiber J., Singer T., Steinbeis N., & Friederici A. D. (2017). White matter maturation is associated with the emergence of Theory of Mind in early childhood. Nature Communications, 8, 14692.

Kampis, D., Fogd, D., Kovács, Á. M. (2017) Nonverbal components of Theory of Mind in typical and atypical development. Infant Behavior and Development, 48, 54-62.

Grosse Wiesmann C., Friederici A. D., Singer T., & Steinbeis N. (2016). Implicit and Explicit False Belief Development in Preschool Children. Developmental Science 20(5), e12445.

Kampis, D., Parise, E., Csibra, G., Kovács, Á. M. (2016) On potential ocular artifacts in infant EEG: A reply to comments by Köster. Proceedings of the Royal Society B, 283(1835).

Begus, K., Gliga, T., & Southgate, V. (2016). Infants’ preferences for native speakers are associated with an expectation of information. Proceedings of the National Academy of Sciences.

Begus, K., Southgate, V., & Gliga, T. (2015). Neural mechanisms of infant learning: Differences in frontal theta activity during object exploration modulate subsequent object recognition. Biology Letters.

de Klerk, C.C.J.M., Johnson, M.H., & Southgate, V. (2015). An EEG study on the somatotopic organisation of sensorimotor cortex activation during action execution and observation in infancy. Developmental Cognitive Neuroscience.

Kampis, D., Parise, E., Csibra, G., Kovács, Á. M. (2015) Neural signatures for sustaining object representations attributed to others in preverbal human infants. Proceedings of the Royal Society B., 282: 20151683.

French, R. M., Lukowski-Duplessy, H., Rieth, C., and Cottrell, G. W. (2015). Turn, turn, turn: Perceiving global and local, clockwise and counterclockwise rotations. In R. Dale et al. (Eds.) Proceedings of the Thirty-seventh Annual Meeting of the Cognitive Science Society, Austin, TX: Cognitive Science Society, 740-745.

Begus, K., Gliga, T., & Southgate, V. (2014). Infants learn what they want to learn: Responding to infant pointing leads to superior learning. PLoS One, 9(10)

de Klerk, C.C.J.M., Johnson, M.H., Heyes, C.M., & Southgate, V. (2014). Baby Steps: Investigating the development of perceptual-motor couplings in infancy. Developmental Science, 18(2), 270-280.

Southgate, V., Begus, K., Lloyd-Fox, S., di Gangi, V., & Hamilton, A. (2014). Goal representation in the infant brain. Neuroimage, 85, 294-301.

Southgate, V., & Vernetti, A. (2014). Belief-based action prediction in preverbal infants. Cognition, 130, 1-10.

Charach, A.,  Yeung, E., Volpe, T., Goodale, T. & dosReis, S. (2014). Exploring stimulant treatment in ADHD: Narratives of young adolescents and their parents. BMC Psychiatry, 14, 110.

Southgate, V. (2013). Does infant behaviour provide support for the mirror neuron theory of action understanding? Consciousness and Cognition, 22, 1114-1121.

Southgate, V., & Begus, K. (2013). Motor activation during the observation of non-executable actions in infants. Psychological Science, 24(6), 828-835.

Müller, U., Yeung, E., Hutchison, S. M. (2013), The role of distancing in Werner and Kaplan’s account of symbol formation and beyond. Culture & Psychology, 19, 463-483.

Müller, U., Baker, L., & Yeung, E. (2013). A developmental systems approach to executive function. In R. M. Lerner & J. B. Benson (Eds.), Embodiment and Epigenesis: Theoretical and Methodological Issues in Understanding the Role of Biology within the Relational Developmental System Part B: Ontogenetic Dimensions. Elsevier Inc.: Academic Press, 39–66.

Begus, K., & Southgate, V. (2012). Infant pointing serves an interrogative function. Developmental Science.

Hernik, M., & Southgate, V. (2012). On the role of preference and persistence in infants' goal attribution. Target article with commentaries. Developmental Science, 15(5), 714-722.

Hutto, D., Herschbach, M., & Southgate, V. (2011). Social Cognition: Mindreading and Alternatives. Review of Philosophy and Psychology, 2, 375-395.

Senju, A., Southgate, V., Snape, C., Leonard, M., & Csibra, G. (2011). Do 18-month-olds really attribute mental states to others? A critical test. Psychological Science, 22, 878-880.

Southgate, V., Chevallier, C., & Csibra, G. (2010). Seventeen-month-olds appeal to false beliefs to interpret others' referential communication. Developmental Science, 16, 907-912 .

Southgate, V., Johnson, M.H., El Karoui, I., & Csibra, G. (2010). Motor system activation reveals infants' online prediction of others' goals. Psychological Science, 21, 355-359.

Senju, A., Southgate, V., Miura, Y., Matsui, T., Hasegawa, T., Tojo, Y., Osanai, H., & Csibra, G. (2010). Absence of spontaneous action anticipation by false belief attribution in children with autism spectrum disorder. Development and Psychopathology, 22, 353-360.

Southgate, V., Johnson, M.H., Osborne, T., & Csibra, G. (2009). Predictive motor activation during action observation in human infants. Biology Letters, 5, 769-772.

Southgate, V., & Csibra, G. (2009). Inferring the outcome of an ongoing novel action at 13 Months. Developmental Psychology, 45, 1794-1798.

Southgate, V., Chevallier, C., & Csibra, G. (2009). Sensitivity to communicative relevance tells young children what to imitate. Developmental Science, 12, 1013-1019.

Senju, A., Southgate, V., White, S., & Frith, U. (2009). Mindblind eyes: an absence of spontaneous theory of mind in asperger syndrome. Science, 325 (5942), 883-885.

Dorn H, Grosse Wiesmann C. (2008). Matching gluon scattering amplitudes and Wilson loops in off-shell regularisation. Physics Letters, vol. B668, pp. 429-431.

Southgate, V., Gergely, G., & Csibra, G. (2008). Does the mirror neuron system and its impairment explain human imitation and autism? In J.A. Pineda (Ed.), The Role of Mirroring Processes in Social Cognition. Humana Press.

Southgate, V., & Hamilton, A.F. (2008). Unbroken mirrors: challenging a theory of autism. Trends in Cognitive Sciences,12 (6), 225-229.

Southgate, V., Johnson, M.H., & Csibra, G. (2008). Infants attribute goals even to biomechanically impossible actions. Cognition, 107, 1059-1069.

Southgate, V., Csibra, G., Kaufman, J., & Johnson, M.H. (2008). Distinct processing of objects and faces in the infant brain. Journal of Cognitive Neuroscience, 20, 741-749 .

Southgate, V., Senju, A., & Csibra, G. (2007). Action anticipation through attribution of false belief in two-year-olds. Psychological Science, 18 (7), 587- 592.

Southgate, V., van Maanen, C., & Csibra, G. (2007). Infant pointing: communication to cooperate or communication to learn? Child Development, 78 (3), 735-740.

Southgate, V., & Gomez, J.C. (2006). Searching beneath the shelf in macaque monkeys: evidence for a gravity bias or a foraging bias? Journal of Comparative Psychology, 120 (3), 314-321.

Csibra, G., & Southgate, V. (2006). Evidence for infants understanding of false beliefs should not be dismissed. Trends in Cognitive Sciences, 10 (1), 4-5

Southgate, V., & Meints, K. (2000). Typicality, naming and category membership in young children. Cognitive Linguistics, Special Issue: Language Acquisition, 11 (1/2), 1-12.

Kampis, D.,  Buttelmann, F, and Kovács, Á. M. (2020). Developing a Theory of Mind: Are Infants Sensitive to How Other People Represent the World? in: Decety, J (Eds.) The development of the social brain, MIT Press

Begus, K., & Southgate, V. (2018). Curious learners: How infants' motivation to learn shapes and is shaped by infants' interactions with the social world. In Saylor M.M, & Ganea, P.A. (Eds.), Active Learning from Infancy to Childhood: Social Motivation, Cognition, and Linguistic Mechanisms (pp. 13-36). Springer.

Kampis, D., Király, I., & Topál, J. (2014). Fidelity to cultural knowledge and the flexibility of memory in early childhood. In Pléh, Cs., Csibra, G., & Richerson, P. (Eds.), Naturalistic Approaches to Culture (pp. 157-169). Budapest: Akadémiai Kiadó.

Southgate, V. (2014). Early manifestations of mind reading. In S. Baron-Cohen, H. Tager-Flusberg & M. Lombardo (Eds.), Understanding Other Minds, 3rd Edition. Oxford University Press.

Gliga, T., & Southgate, V. (2012). A brain prepared for a social world. In C. Brownell & V. Slaughter (Eds.) Early Development of Body Representations. Cambridge University Press.