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Komidar, L., Zupančič , M., & Sirsch, U. (2021). Validation of the Individuation Test for Emerging Adults–Short (ITEA-S) in Austrian and German Emerging Adults. Emerging Adulthood, 9(6), 749-756. https://doi.org/10.1177/2167696818818344
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Schleihauf, H., & Hoehl, S. (2021). Evidence for a dual-process account of over-imitation: Children imitate anti- and prosocial models equally, but prefer prosocial models once they become aware of multiple solutions to a task. PLoS ONE, 16(9), Artikel e0256614. https://doi.org/10.1371/journal.pone.0256614
Köster, M., Langeloh, M., Michel, C., & Hoehl, S. (2021). Young Infants Process Prediction Errors at the Theta Rhythm. NeuroImage, 236, Artikel 118074. https://doi.org/10.1016/j.neuroimage.2021.118074
Köster, M., Langeloh, M., Kliesch, C., Kanngiesser, P., & Hoehl, S. (2021). The value of subsequent memory paradigms in uncovering neural mechanisms of early social learning. NeuroImage, 234, Artikel 117978. https://doi.org/10.1016/j.neuroimage.2021.117978
Michel, C., Kayhan, E., Pauen, S., & Hoehl, S. (2021). Effects of reinforcement learning on gaze following of gaze and head direction in early infancy: An interactive eye-tracking study. Child Development, 92(4), e364-e382. https://doi.org/10.1111/cdev.13497
Nguyen, T., Schleihauf, H., Melanie, K., Kayhan, E., Hoehl, S., & Vrticka, P. (2021). Interpersonal neural synchrony during father-child problem solving: An fNIRS hyperscanning study. Child Development, 92(4), e565-e580. https://doi.org/10.1111/cdev.13510
Nguyen, T., Hoehl, S., & Vrticka, P. (2021). A Guide to Parent-Child fNIRS Hyperscanning Data Processing and Analysis. Sensors, 21(12), Artikel 4075. https://doi.org/10.3390/s21124075
Bartha-Doehring, L., Schwartz, E., Kollndorfer, K., Fischmeister, F., Novak, A., Langs, G., Werneck, H., Prayer, D., Seidl, R., & Kasprian, G. (2021). Effect of corpus callosum agenesis on the language network in children and adolescents. Brain Structure and Function, 226, 701–713. https://doi.org/10.1007/s00429-020-02203-6
Hoehl, S., & Bertenthal, B. I. (2021). An interactionist perspective on the development of coordinated social attention. in J. J. Lockman (Hrsg.), Advances in Child Development and Behavior (S. 1-41). ACADEMIC PRESS INC ELSEVIER SCIENCE. https://doi.org/10.1016/bs.acdb.2021.05.001
Schleihauf, H., Hoehl, S., Tsvetkova, N., König, A., Mombaur, K., & Pauen, S. (2021). Preschoolers’ Motivation to Over‐Imitate Humans and Robots. Child Development, 92(1), 222-238. https://doi.org/10.1111/cdev.13403
Williams, K., Bánki, A. A., Markova, G., Hoehl, S., & Tillman, K. (2021). A crosslinguistic study of the acquisition of time words in English- and German-speaking children. Proceedings of the Annual Meeting of the Cognitive Science Society, 43, 679-685. https://escholarship.org/uc/item/811695c8
Nguyen, T., Abney, D., Bertenthal, B., & Hoehl, S. (2021). Infants’ Social Communication from a Predictive Processing Perspective. Proceedings of the Annual Meeting of the Cognitive Science Society, 43, 404-410. https://escholarship.org/uc/item/01z0w7bw
Hoehl, S., Fairhurst, M., & Schirmer, A. (2021). Interactional Synchrony: Signals, Mechanisms, and Benefits. Social Cognitive and Affective Neuroscience, 16(1-2), 5-18. https://doi.org/10.1093/scan/nsaa024
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