Publikationen von Charlotte Grosse Wiesmann

Berger, P.; Friederici, A. D.; Grosse Wiesmann, C.: Maturational indices of the cognitive control network are associated with inhibitory control in early childhood. The Journal of Neuroscience (2022)

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), S. 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), S. 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), S. 429 - 431 (2008)

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

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)