Publications of Charlotte Grosse Wiesmann

Bednarski, F. M.; Musholt, K.; Grosse Wiesmann, C.: Do infants have agency? – The importance of control for the study of early agency. Developmental Review 64, 101022 (2022)

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

Hoffmann, F.; Grosse Wiesmann, C.; Singer, T.; Steinbeis, N.: Development of functional network architecture explains changes in children's altruistically motivated helping. Developmental Science 25 (2), e13167 (2022)

Kaltefleiter, L. J.; Schuwerk, T.; Grosse Wiesmann, C.; Kristen‐Antonow, S.; Jarvers, I.; Sodian, B.: Evidence for goal‐ and mixed evidence for false belief‐based action prediction in 2‐ to 4‐year‐old children: A large‐scale longitudinal anticipatory looking replication study. Developmental Science (2021)

Kampis, D.; Grosse Wiesmann, C.; Koop, S.; Southgate, V.: Understanding the self in relation to others: Infants spontaneously map another's face to their own at 16–26 months. Developmental Science (2021)

Berger, P.; Grosse Wiesmann, C.: Positive emotion enhances conflict processing in preschoolers. Developmental Science (2021)

Kaltefleiter, L. J.; Sodian, B.; Kristen-Antonow, S.; Grosse Wiesmann, C.; Schuwerk, T.: Does syntax play a role in Theory of Mind development before the age of 3 years? Infant Behavior and Development 64, 101575 (2021)

Grosse Wiesmann, C.; Friederici, A. D.; Singer, T.; Steinbeis, N.: Two systems for thinking about others’ thoughts in the developing brain. Proceedings of the National Academy of Sciences of the United States of America 117 (12), pp. 6928 - 6935 (2020)

Grosse Wiesmann, C.; Friederici, A. D.; Disla, D.; Steinbeis, N.; Singer, T.: Longitudinal evidence for 4-year-olds’ but not 2- and 3-year-olds’ false belief-related action anticipation. Cognitive Development 46 (April-Juni 2018), pp. 58 - 68 (2018)

Grosse Wiesmann, C.; Friederici, A. D.; Singer, T.; Steinbeis, N.: Implicit and explicit false belief development in preschool children. Developmental Science 20 (5), e12445 (2017)

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

Dorn, H.; Grosse Wiesmann, C.: Matching gluon scattering amplitudes and Wilson loops in off-shell regularization. Physics Letters B 668 (5), pp. 429 - 431 (2008)

Grosse Wiesmann, C.; Southgate , V.: Early theory of mind development: Are infants inherently altercentric? In: The neural basis of mentalizing (Eds. Ochsner, K.; Gilead, M.). Springer Press (accepted)

Grosse Wiesmann, C.: Does cognitive dissonance emerge together with a self-concept? Workshop "The Development of Self and Other", Department of Psychology, University of Copenhagen, Denmark (2019)

Grosse Wiesmann, C.: Two systems for thinking about others’ thoughts in the developing brain. International Convention of Psychological Science (ICPS 2019), Paris, France (2019)

Grosse Wiesmann, C.: Longitudinal evidence for 4-year-olds' but not 2- and 3-year-olds' false-belief-related action anticipation: Independently of pragmatic factors. Dubrovnik Conference on Cognitive Science (DUCOG), Dubrovnik, Croatia (2018)

Grosse Wiesmann, C.: The emergence of Theory of Mind: Cognitive and neural basis of false belief understanding in preschool-age. Social Cognition Meeting, Department of Developmental and Comparative Psychology, Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany (2017)

Grosse Wiesmann, C.: What makes children understand false beliefs?: Implicit precursors, complement sentences and white matter connectivity. Colloqium of the Dpt. of Developmental Psychology, Ludwig-Maximilian-University Munich, Germany (2016)

Grosse Wiesmann, C.: What makes children understand false beliefs? The role of language, executive functions and brain development. Lab Meeting of the Gaab Laboratory, Harvard Medical School, Boston, MA, USA (2016)

Grosse Wiesmann, C.: What makes children understand false beliefs? The role of language, executive functions and brain development. Lab Meeting of the Saxe Lab, Massachusetts Institute of Technology, Cambridge, MA, USA (2016)