Gräfenhain, Maria

[["dc.bibliographiccitation.artnumber","e73039"],["dc.bibliographiccitation.issue","9"],["dc.bibliographiccitation.journal","PLoS ONE"],["dc.bibliographiccitation.volume","8"],["dc.contributor.author","Graefenhain, Maria"],["dc.contributor.author","Carpenter, Malinda"],["dc.contributor.author","Tomasello, Michael"],["dc.date.accessioned","2018-11-07T09:20:00Z"],["dc.date.available","2018-11-07T09:20:00Z"],["dc.date.issued","2013"],["dc.description.abstract","Here we investigate the extent of children's understanding of the joint commitments inherent in joint activities. Three-year-old children either made a joint commitment to assemble a puzzle with a puppet partner, or else the child and puppet each assembled their own puzzle. Afterwards, children who had made the joint commitment were more likely to stop and wait for their partner on their way to fetch something, more likely to spontaneously help their partner when needed, and more likely to take over their partner's role when necessary. There was no clear difference in children's tendency to tattle on their partner's cheating behavior or their tendency to distribute rewards equally at the end. It thus appears that by 3 years of age making a joint commitment to act together with others is beginning to engender in children a \"we\"-intentionality which holds across at least most of the process of the joint activity until the shared goal is achieved, and which withstands at least some of the perturbations to the joint activity children experience."],["dc.identifier.doi","10.1371/journal.pone.0073039"],["dc.identifier.isi","000324515600059"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/9294"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/28773"],["dc.notes.intern","Merged from goescholar"],["dc.notes.status","zu prüfen"],["dc.notes.submitter","Najko"],["dc.publisher","Public Library Science"],["dc.relation.issn","1932-6203"],["dc.rights","CC BY 2.5"],["dc.rights.uri","https://creativecommons.org/licenses/by/2.5"],["dc.title","Three-Year-Olds' Understanding of the Consequences of Joint Commitments"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.peerReviewed","yes"],["dc.type.status","published"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.artnumber","e86958"],["dc.bibliographiccitation.issue","1"],["dc.bibliographiccitation.journal","PLOS ONE"],["dc.bibliographiccitation.volume","9"],["dc.contributor.author","Lohse, Karoline"],["dc.contributor.author","Gräfenhain, Maria"],["dc.contributor.author","Behne, Tanya"],["dc.contributor.author","Rakoczy, Hannes"],["dc.date.accessioned","2017-09-07T11:52:50Z"],["dc.date.available","2017-09-07T11:52:50Z"],["dc.date.issued","2014"],["dc.description.abstract","Much recent research has shown that the capacity for mental time travel and temporal reasoning emerges during the preschool years. Nothing is known so far, however, about young children's grasp of the normative dimension of future-directed thought and speech. The present study is the first to show that children from age 4 understand the normative outreach of such future-directed speech acts: subjects at time 1 witnessed a speaker make future-directed speech acts about/towards an actor A, either in imperative mode (“A, do X!”) or as a prediction (“the actor A will do X”). When at time 2 the actor A performed an action that did not match the content of the speech act at time 1, children identified the speaker as the source of a mistake in the prediction case, and the actor as the source of the mistake in the imperative case and leveled criticism accordingly. These findings add to our knowledge about the emergence and development of temporal cognition in revealing an early sensitivity to the normative aspects of future-orientation."],["dc.description.sponsorship","Open-Acces-Publikationsfonds 2014"],["dc.identifier.doi","10.1371/journal.pone.0086958"],["dc.identifier.gro","3151301"],["dc.identifier.pmid","24489815"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/9754"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/8090"],["dc.language.iso","en"],["dc.notes.intern","Merged from goescholar"],["dc.notes.status","final"],["dc.notes.submitter","chake"],["dc.relation.issn","1932-6203"],["dc.rights","CC BY 4.0"],["dc.rights.uri","https://creativecommons.org/licenses/by/4.0"],["dc.title","Young Children Understand the Normative Implications of Future-Directed Speech Acts"],["dc.type","journal_article"],["dc.type.internalPublication","unknown"],["dc.type.peerReviewed","no"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.artnumber","e0160881"],["dc.bibliographiccitation.issue","8"],["dc.bibliographiccitation.journal","PLOS ONE"],["dc.bibliographiccitation.volume","11"],["dc.contributor.author","Hermes, Jonas"],["dc.contributor.author","Behne, Tanya"],["dc.contributor.author","Studte, Kristin"],["dc.contributor.author","Zeyen, Anna-Maria"],["dc.contributor.author","Gräfenhain, Maria"],["dc.contributor.author","Rakoczy, Hannes"],["dc.date.accessioned","2017-09-07T11:52:48Z"],["dc.date.available","2017-09-07T11:52:48Z"],["dc.date.issued","2016"],["dc.description.abstract","Cooperation is essential for human society, and children engage in cooperation from early on. It is unclear, however, how children select their partners for cooperation. We know that children choose selectively whom to learn from (e.g. preferring reliable over unreliable models) on a rational basis. The present study investigated whether children (and adults) also choose their cooperative partners selectively and what model characteristics they regard as important for cooperative partners and for informants about novel words. Three- and four-year-old children (N = 64) and adults (N = 14) saw contrasting pairs of models differing either in physical strength or in accuracy (in labeling known objects). Participants then performed different tasks (cooperative problem solving and word learning) requiring the choice of a partner or informant. Both children and adults chose their cooperative partners selectively. Moreover they showed the same pattern of selective model choice, regarding a wide range of model characteristics as important for cooperation (preferring both the strong and the accurate model for a strength-requiring cooperation tasks), but only prior knowledge as important for word learning (preferring the knowledgeable but not the strong model for word learning tasks). Young children’s selective model choice thus reveals an early rational competence: They infer characteristics from past behavior and flexibly consider what characteristics are relevant for certain tasks."],["dc.description.sponsorship","Open-Access-Publikationsfonds 2016"],["dc.identifier.doi","10.1371/journal.pone.0160881"],["dc.identifier.gro","3151283"],["dc.identifier.pmid","27505043"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/13704"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/8070"],["dc.language.iso","en"],["dc.notes.intern","Merged from goescholar"],["dc.notes.status","final"],["dc.notes.submitter","chake"],["dc.relation.issn","1932-6203"],["dc.rights","CC BY 4.0"],["dc.rights.uri","https://creativecommons.org/licenses/by/4.0"],["dc.title","Selective Cooperation in Early Childhood – How to Choose Models and Partners"],["dc.type","journal_article"],["dc.type.internalPublication","unknown"],["dc.type.peerReviewed","no"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]