Publications: Cognitive Development
2024
Bothe, R., Eiteljoerge, S., Trouillet, L., Elsner, B., & Mani, N. (2024). Better in sync: Temporal dynamics explain multisensory word‐action‐object learning in early development. Infancy, 29(4), 482-509. https://doi.org/10.1111/infa.12590
Bothe, R., Trouillet, L., Elsner, B., & Mani, N. (2024). Words and arbitrary actions in early object categorization: Weak evidence for a word advantage. Royal Society Open Science, 11(2), 230648. https://doi.org/10.1098/rsos.230648
Trouillet, L., Bothe, R., Mani, N., & Elsner, B. (2024). The impact of goal saliency and verbal information on selective imitation in 16‐to 18‐month‐olds. Infancy. https://doi.org/10.1111/infa.12601
Vanoncini, M., Hoehl, S., Elsner, B., Wallot, S., Boll-Avetisyan, N., & Kayhan, E. (2024). Mother-infant social gaze dynamics relate to infant brain activity and word segmentation. Developmental Cognitive Neuroscience, 65, 101331. https://doi.org/10.1016/j.dcn.2023.101331
2022
Vanoncini, M., Boll-Avetisyan, N., Elsner, B., Höhl, S. & Kayhan, E. (2022). The role of mother-infant emotional synchrony in speech processing in 9-month-old infants. Infant Behavior and Development, 69, 101772. https://doi.org/10.1016/j.infbeh.2022.101772
Gumbsch, C., Adam, M., Elsner, B., Martius, G., & Butz, M.V. (2022). Developing hierarchical anticipations via neural network-based event segmentation. Proceedings of the 2022 IEEE International Conference on Development and Learning (ICDL 2022)
Hilton, M., Wartenburger, I., Verrel, J., & Elsner, B. (2022). Pre-boundary lengthening and pause signal boundaries in action sequences. Proceedings of the Annual Meeting of the Cognitive Science Society, 44. Retrieved from https://escholarship.org/uc/item/5ks5h1h4
2021
Hilton, M., Wartenburger, I., & Elsner, B. (2021). Kinematic boundary cues modulate 12-month-old infants’ segmentation of action sequences: An ERP study. Neuropsychologia, 159, 107916. https://doi.org/10.1016/j.neuropsychologia.2021.107916
Adam, M., Gumbsch, C., Butz, M. V., & Elsner, B. (2021). The impact of action effects on infants’ predictive gaze shifts for a non-human grasping action at 7, 11, and 18 months. Frontiers in Psychology, 12, 695550, 1-10. https://doi.org/10.3389/fpsyg.2021.695550
Gumbsch, C., Adam, M., Elsner, B., & Butz, M. V. (2021). Emergent goal-anticipatory gaze in infants via event-predictive learning and inference. Cognitive Science, 45(8), e13016. https://doi.org/10.1111/cogs.13016
2020
Adam, M., & Elsner, B. (2020). The impact of salient action effects on 6-, 7-, and 11-month-olds’ goal-predictive gaze shifts for a human grasping action. PLoS ONE, 15(10), e0240165. https://doi.org/10.1371/journal.pone.0240165
Elsner, B., & Adam, M. (2020). Infants’ goal prediction for simple action events: The role of experience and agency cues. Topics in Cognitive Science. https://doi.org/10.1111/tops.12494
Patzwald, C., Matthes, D., & Elsner, B. (2020). Eighteen-month-olds integrate verbal cues into their action processing: Evidence from ERPs and mu power. Infant Behavior and Development, 58, 101414. https://doi.org/10.1016/j.infbeh.2019.101414
2019
Hilton, M., Räling, R., Wartenburger, I., & Elsner, B. (2019). Parallels in processing boundary cues in speech and action. Frontiers in Psychology, 10, 1566. https://doi.org/10.3389/fpsyg.2019.01566
Eiteljoerge, S. F.V., Adam, M., Elsner, B., & Mani, N. (2019). Word-object and action-object association learning across early development. PLoS ONE, 14(8), e0220317. https://doi.org/10.1371/journal.pone.0220317
Eiteljoerge, S. F.V., Adam, M., Elsner, B., & Mani, N. (2019). Consistency of co-occurring actions influences young children’s word learning. Royal Society Open Science, 6, 190097. https://doi.org/10.1098/rsos.190097
Patzwald, C., & Elsner, B. (2019). Do as I say - or as I do?! How 18- and 24-month-olds integrate words and actions to infer intentions in situations of match or mismatch. Infant Behavior and Development, 55, 46–57. https://doi.org/10.1016/j.infbeh.2019.03.004
Schönebeck, M., & Elsner, B. (2019). ERPs reveal perceptual and conceptual processing in 14-month-olds' observation of complete and incomplete action end-states. Neuropsychologia, 126, 102–112. https://doi.org/10.1016/j.neuropsychologia.2017.10.026
2018
Adam, M., & Elsner, B. (2018). Action effects foster 11-month-olds’ prediction of action goals for a non-human agent. Infant Behavior and Development, 53, 49–55. https://doi.org/10.1016/j.infbeh.2018.09.002
Patzwald, C., Curley, C. A., Hauf, P., & Elsner, B. (2018). Differential effects of others’ emotional cues on 18-month-olds’ preferential reproduction of observed actions. Infant Behavior and Development, 51, 60–70. https://doi.org/10.1016/j.infbeh.2018.04.002
2017
Adam, M., Reitenbach, I. & Elsner, B. (2017). Agency cues and 11-month-olds' and adults' anticipation of action goals.Cognitive Development, 43, 37-48. doi:10.1016/j.cogdev.2017.02.008
Austin, G., Bondü, R. & Elsner, B. (2017). Longitudinal relations between children´s cognitive and affective theory of mind with reactive and proactive aggression.Aggressive Behavior, 9999, 1-10. doi:10.1002/ab.21702
Groppe, K. & Elsner, B. (2017). Executive function and weight status in children: A one-year longitudinal perspective.Child Neuropsychology, 23(2), 129-147. doi:10.1080/09297049.2015.1089981
Holl, A. K., Kirsch, F., Rohlf, H., Krahé, B. & Elsner, B. (2017). Longitudinal reciprocity between theory of mind and aggression in middle childhood.International Journal of Behavioral Development, First Published September 4, 2017. doi:10.1177/0165025417727875
Lensing, N. & Elsner, B. (2017). Overweight and Normal-Weight Children’s Decision-Making in a Child Variant of the Iowa Gambling Task.Child Development Research. 2017, Article ID 1285320. doi:10.1155/2017/1285320
Schönebeck, M. & Elsner, B. (2017). ERPs reveal perceptual and conceptual processing in 14-month-olds' observation of complete and incomplete action end-states.Neuropsychologia. Available online October 21, 2017. doi:10.1016/j.neuropsychologia.2017.10.026
2016
Adam, M., Reitenbach, I., Papenmeier, F., Gredebäck, G., Elsner, C. & Elsner, B. (2016). Goal saliency boosts infants' action prediction for human manual actions, but not for mechanical claws. Infant Behavior & Development, 44, 29-37. doi:10.1016/j.infbeh.2016.05.001
2015
Groppe, K. & Elsner, B. (2015). The influence of hot and cool executive function on the development of eating styles related to overweight in children. Appetite, 87, 127–136. doi:10.1016/j.appet.2014.12.203
Bondü, R. & Elsner, B. (2015). Justice sensitivity in childhood and adolescence. Social Development, 24(2), 420–441. doi:10.1111/sode.12098
2014
Austin, G., Groppe, K. & Elsner, B. (2014). The reciprocal relationship between executive function and theory of mind in middle childhood: A one-year longitudinal perspective. Frontiers in Psychology, 5(655). doi:10.3389/fpsyg.2014.00655
Groppe, K. & Elsner, B. (2014). Executive function and food-approach behavior in middle childhood. Frontiers in Psychology, 5(447). doi:10.3389/fpsyg.2014.00447
Elsner, B. (2014). Theorien zu Imitation und Handlungsverständnis. In L. Ahnert (Hrsg.), Theorien der Entwicklungspsychologie (310-329). Heidelberg: Springer.
Henrichs, I., Elsner, C., Elsner, B., Wilkinson, N. & Gredebäck, G. (2014). Goal certainty modulates infants' goal-directed gaze shifts. Developmental Psychology, 50(1), 100-107. doi:10.1037/a0032664
2013
Elsner, B., Jeschonek, S. & Pauen, S. (2013). Event-related potentials for 7-month-olds' processing of animals and furniture items. Developmental Cognitive Neuroscience, 3, 53-60. doi:10.1016/j.dcn.2012.09.002
Elsner, B., Pfeifer, C., Parker, C. & Hauf, P. (2013). Infants' perception of actions and situational constraints: An eye-tracking study. Journal of Experimental Child Psychology, 116(2), 428-442. doi:10.1016/j.jecp.2012.11.014
Kaduk, K., Elsner, B. & Reid, V.M. (2013). Discrimination of animate and inanimate motion in 9-month-old infants: An ERP study. Developmental Cognitive Neuroscience, 6, 14-22. doi:10.1016/j.dcn.2013.05.003
Pfeifer, C. & Elsner, B. (2013). Preschoolers' encoding of rational actions: The role of task features and verbal information. Journal of Experimental Child Psychology, 116(2), 532-544. doi:10.1016/j.jecp.2012.12.005
2012
Elsner, B. & Pauen, S. (2012). Vorgeburtliche Entwicklung und früheste Kindheit. In W. Schneider & U. Lindenberger (Eds.), Entwicklungspsychologie (7. Aufl., 259-186). Weinheim: Beltz.
Elsner, B. & Pfeifer, C. (2012). Movement or goal: Goal salience and verbal cues affect preschoolers' imitation of action components. Journal of Experimental Child Psychology, 112(3), 283-295. doi:10.1016/j.jecp.2012.02.010
Elsner, B. & Schellhas, B. (2012). Acquisition of flexible tool use in preschoolers: Impact of prior experience. Zeitschrift für Psychologie, 220(1), 44-49. doi:10.1027/2151-2604/a000090
Henrichs, I., Elsner, C. Elsner, B. & Gredebäck, G. (2012). Goal salience affects infants' goal-directed gaze shifts. Frontiers in Psychology, 3(391). doi:10.3389/fpsyg.2012.00391
2010
Jeschonek, S., Marinovic, V., Hoehl, S., Elsner, B. & Pauen, S. (2010). Do animals and furniture items elicit different brain responses in human infants?Brain & Development, 32(10), 863-871.doi:10.1016/j.braindev.2009.11.010
2009
Kühn, S., Elsner, B., Prinz, W. & Brass, M. (2009). Busy doing nothing: Evidence for nonaction–effect binding.Psychonomic Bulletin & Review, 16(3), 542-549. doi:10.3758/PBR.16.3.542
2008
Pauen, S., & Elsner, B. (2008). Neurologische Grundlagen der Entwicklung. In R. Oerter & L. Montada (Eds.), Entwicklungspsychologie (6. Aufl., S. 67-84). Weinheim: Beltz PVU.
2007
Elsner, B. (2007). Infants’ imitation of goal-directed actions: the role of movements and action effects.ActaPsychologica, 124, 44–59. doi:10.1016/j.actpsy.2006.09.006
Elsner, B., Hauf, P., & Aschersleben, G. (2007). Imitating step by step: A detailed analysis of 9- to 15-month-olds’ reproduction of a three-step action sequence. Infant Behavior & Development, 30, 325-335. doi:10.1016/j.infbeh.2006.10.001
Elsner, B., & Pauen, S. (2007). Social learning of artefact function in 12- and 15-month-olds. European Journal of Developmental Psychology, 4(1), 80-99. doi:10.1080/17405620601051220
Jovanovic, B., Király, I., Elsner, B., Gergely, G., Prinz, W. & Aschersleben, G. (2007). The role of effects for infants’ perception of action goals. Psychologia, 50, 273-290. doi:10.2117/psysoc.2007.273
Wühr, P., & Elsner, B. (2007). Effects of irrelevant stimulus orientation on visually-guided grasping movements.Behavioral Neuroscience, 121, 301-309. doi:10.1037/0735-7044.121.2.301
2006
Elsner, B., Pauen, S., & Jeschonek, S. (2006). Physiological and behavioral parameters of infants’ categorization: changes in heart rate and duration of examining across trials.Developmental Science, 9 (6), 551–556. doi:10.1111/j.1467-7687.2006.00532.x
Elsner, B. & Prinz, W. (2006). Psychologische Modelle der Handlungssteuerung. In H.-O. Karnath & P. Thier (Eds.), Neuropsychologie (2. Ed., pp. 286-295). Heidelberg: Springer.
2005
Elsner, B. (2005). Novelty and complexity: Two problems in animal (and human) imitation. In S. Hurley & N. Chater (Eds.), Perspectives on imitation: From neuroscience to social science (Vol. 1; pp. 287-290). Cambridge, MA: MIT Press.
Elsner, B. (2005). What does infant imitation tell us about the underlying representations? In S. Hurley & N. Chater (Eds.), Perspectives on imitation: From neuroscience to social science (Vol. 2; pp. 191-194). Cambridge, MA: MIT Press.
2004
Elsner, B. &Hommel, B. (2004). Contiguity and contingency in action-effect learning. Psychological Research, 68, 138-154. doi:10.1007/s00426-003-0151-8
Hauf, P., Elsner, B., & Aschersleben, G. (2004). The role of action effects in infants’ action control.Psychological Research, 68, 115-125.doi:10.1007/s00426-003-0149-2
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2003
Elsner, B., & Aschersleben, G. (2003). Do I get what you get? Learning about the effects of self-performed and observed actions in infancy.Consciousness and Cognition, 12, 732-751. doi:10.1016/S1053-8100(03)00073-4
Elsner, B. & Prinz, W. (2003). Psychologische Modelle der Handlungssteuerung. In H.-O. Karnath & P. Thier (Eds.), Neuropsychologie (S. 299-310). Berlin: Springer.
Knoblich, G., Elsner, B., Aschersleben, G., & Metzinger, T. (2003). Grounding the self in action.Consciousness and Cognition, 12, 487-494. doi:10.1016/j.concog.2003.08.009
2002
Elsner, B., Hommel, B., Mentschel, C., Drzezga, A., Prinz, W., Conrad, B. & Siebner, H.R. (2002). Linking Actions and Their Perceivable Consequences in the Human Brain. NeuroImage, 17, 364-372. doi:10.1006/nimg.2002.1162
2001
Elsner, B. &Hommel, B. (2001). Effect anticipation and action control. Journal of Experimental Psychology: Human Perception and Performance, 27(1), 229-240. doi:10.1037/0096-1523.27.1.229
2000 and before
Elsner, B. (1996). Bereichsspezifische oder Zuwendungseffekte bei Denkförderprogram-men? Bewertung der Wirksamkeit zweier Denkförderprogramme und ein Vorschlag für Modifikationen des „Denktraining für Kinder 1“. Unveröffentlichte Diplomarbeit, Georg-August-Universität, Göttingen.
Elsner, B. (2000). Der Erwerb kognitiver Handlungsrepräsentationen. Berlin: Wissenschaftlicher Verlag Berlin.
Elsner, B. & Hager, W. (1995). Ist das Wahrnehmungstraining von M. Frostig effektiv oder nicht? Zur Evaluation des Programms zur Förderung der visuellen Wahrnehmung im deutschen Sprachraum.Praxis der Kinderpsychologie und Kinderpsychiatrie, 44, 48-61.
Hager, W. & Elsner, B. (1995). Validität einiger bei der Trainingsevaluation eingesetzter diagnostischer Tests (Variablenvalidität: abhängige Variablen). In W. Hager (Ed.), Programme zur Förderung des Denkens bei Kindern. Konstruktion, Evaluation und Metaevaluation (pp. 229-256). Göttingen: Hogrefe.
Hager, W. & Elsner, B. (1997). Übung, Training, Coaching und Transfer - Die Rolle der Ähnlichkeit von Programm- und Kriteriumsaufgaben. In U. Kittler & H. Metz-Göckel (Eds.), Pädagogische Psychologie in Erziehung und Organisation (pp. 78-87). Essen: Verlag die blaue Eule.
Hager, W., Elsner, B. & Hasselhorn, M. (1996). Dauer- und Kompetenzwirkungen des Denktraining für Kinder I aus differentieller Sicht. In E. Witruk & G. Friedrich (Hrsg.), Pädagogische Psychologie im Streit um ein neues Selbstverständnis. Landau: Empirische Pädagogik.
Hager, W., Elsner, B. & Hübner, S. (1995). Metaevaluation von Evaluationen einiger kognitiver Trainings. In W. Hager (Hrsg.), Programme zur Förderung des Denkens bei Kindern. Konstruktion, Evaluation und Metaevaluation (pp. 257-291). Göttingen: Hogrefe.
Hager, W., Hasselhorn, M. & Elsner, B. (1995). Evaluation kognitiver Trainings versus Trainingsforschung: zwei Zugänge zu einem Problembereich. Zeitschrift für Pädagogische Psychologie, 9, 25-32.
Hager, W., Hasselhorn, M. & Elsner, B. (1995). Zur Evaluation des (meta-)kognitiven Trainings von G. W. Lauth. Verhaltenstherapie und psychosoziale Praxis, 27, 135-148.
Hager, W., Hasselhorn, M. & Elsner, B. (1995). Zur Re-Evaluation der Evaluationen des Denktrainings für Kinder I. Zeitschrift für Pädagogische Psychologie, 9, 1-11.
Hommel, B. & Elsner, B. (2000). Action as stimuluscontrol. In A. Schick, M. Meis, & C. Reckhardt (Hrsg.), Contributions to psychological acoustics: Results of the eighth Oldenburg Symposium on Psychological Acoustics (pp. 403-424). Oldenburg: BIS.
Jovanovic, B., Elsner, B. & Aschersleben, G. (2000). Wie verstehen Säuglinge die Welt? Befunde aus der experimentellen Entwicklungspsychologie.fiduz, 3(2), 5-9.