Publications

Raport, A., Ipek, C., Park, J., & Moll, H. (2024). Two-year-olds selectively seek help, but not based on helper maturity. Advance Online Publication. British Journal of Developmental Psychology. doi:10.1111/bjdp.12532

Qiu, F. W., Park, J., Vite, A., Patall, E., & Moll, H. (2024). Children’s selective teaching and informing: A meta-analysis. Developmental Science. doi:10.1111/desc.13576

Moll, H., & Ni, Q. (2024). The development of sharing experiences: From dyadic engagement to taking others’ perspectives. Cologne Journal of Sociology & Social Psychology. doi:10.1007/s11577-024-00953-3

Moll, H., & Kern, A. (2024). Learning from another. Inquiry, 67(4), 1148-1169. doi:10.1080/0020174X.2020.1731593

Nichols, R., Charbonneau, M., Chellappoo, A., Haidle, M., Davis, T., Kimbrough, E., Moll, H., Moore, R., Scott-Philips, T., Purzycki, B. G., Segovia-Martin, J. (2024). Cultural evolution: A review of theoretical challenges. Evolutionary Human Sciences, 6, 1-25, e12.

Raport, A., Ipek, C., Gomez, V., & Moll, H. (2024). Two- and three-year-olds prefer mastery-oriented over outcome-oriented help. Cognitive Development, 70, 101462.

Qiu, F. W., Ipek, C., & Moll, H. (2024). Children teach sensational information – as long as it is true. Journal of Experimental Child Psychology, 242, 105895. doi: 10.1016/j.jecp.2024.105895

Qiu, F. W., Gottesman, E., & Moll, H. (2024). Know thy audience: Children teach basic or complex facts depending on the learner’s maturity. Child Development. doi: 10/1111.cdev.14077

Moll, H. (2023). What we do and do not know about joint attention. Topoi, 43, 247-258. doi: 10.1007/s11245-023-09961-y

Pueschel, E., Ibrahim, A., Franklin, T., Skinner, S., & Moll, H. (2023). Four-year-olds selectively transmit true information. PLoS One. doi.org/10.1371/journal.pone.0284694

Ni, Q., Shoyer, J., Bautista, Z., & Raport, A., & Moll, H. (2023). Expressions indicate that toddlers track agent-object interactions but do not detect false object representations. Journal of Experimental Child Psychology, 231. doi.org/10.1016/j.jecp.2023.105639

Pueschel, E., Shen, Y., Byrd, K., Indik, O., & Moll, H. (2023). Four-year-olds share general information and use generic language when teaching. The Journal of Genetic Psychology. doi: 10.1080/00221325.2022.2163875

Nichols, R., & Moll, H. (2022). Introducing this Special Issue. Journal of Culture and Cognition, 22, 383-389.

Qiu, F. W., & Moll, H. (2022). Children’s pedagogical competence and child-to-child knowledge transmission: Forgotten factors in theories of cultural evolution. Journal of Culture and Cognition, 22, 421-435.

Ni, Q., Fascendini, B., Shoyer, J., & Moll, H. (2022). No signs of automatic perspective-taking or its modulation by joint attention in toddlers using an object retrieval task. Royal Society Open Science. Advance online publication.

Moll, H., Ni, Q., & Stekeler-Weithofer, P. (2022). Ontogenetic steps of belief understanding: From practical to theoretical. Philosophical Psychology. Advance online publication.

Moll, H., Pueschel, E., Ni, Q., & Little, A. (2021). Sharing experiences in infancy: From primary intersubjectivity to shared intentionality. Frontiers in Psychology, 12, 667679. doi: 10.3389/fpsyg.2021.667679

Moll, H., & Stekeler-Weithofer, P. (2021). Über die Entwicklung des Verstehens von Wahrnehmung und Perspektivität. Philosophisches Jahrbuch, 128(1), 21-39.

Nichols, R., Moll, H., & Mackey, J. (2021). How to create a cultural species: Evaluating three proposals. Philosophical Psychology. doi: 10.1080/09515089.2021.1929915

Khalulyan, A., Byrd, K., Tarbox, J., Little, A. & Moll, H. (2020). The role of eye contact in children’s judgments of others’ visibility: A comparison of preschoolers with and without autism spectrum disorder. Journal of Communication Disorders. Advance online publication. doi: 10.1016/j.jcomdis.2020.106075

Moll, H., Nichols, R., & Pueschel, E. (2020). Shared intentionality shapes humans’ technical know-how. Behavioral and Brain Sciences, 43, E172. doi:10.1017/S0140525X20000163

Moll, H., Nichols, R., & Mackey, J. (2020). Rethinking human development and the shared intentionality hypothesis. Review of Philosophy and Psychology. doi: 10.1007/s13164-020-00489-3

Moll, H. (2020). How young children learn from others. Journal of Philosophy of Education, 54(2), 340-355. doi: 10.1111/1467-9752.12417

Nichols, R., Moll, H., & Mackey, J. (2019). Rethinking cultural evolutionary psychology. Journal of Cognition and Culture, 19(5), 477-492.

FitzGibbon, L., Moll, H., Carboni, J., Dehghani, M., & Lee, R. (2019). Counterfactual curiosity in preschool children. Journal of Experimental Child Psychology, 183, 146-157. https://doi.org/10.1016/j.jecp.2018.11.022

Moffett, L., Moll, H., & FitzGibbon, L. (2018). Future planning in preschool children. Developmental Psychology, 54(5), 866-874.http://dx.doi.org/1037/dev0000484

Moll, H. (2018). The transformative cultural intelligence hypothesis: Evidence from young children’s problem solving. Review of Philosophy and Psychology, 9(1), 161-175. doi: 10.1007/s13164-017-0342-7

Kern, A., & Moll, H. (2017). On the transformative character of collective intentionality and the uniqueness of the human. Philosophical Psychology, 30(3), 315-333. doi: 10.1080/09515089.2017.1295648

Moll, H., & Khalulyan, A. (2017). “Not see, not hear, not speak”: Preschoolers think they cannot perceive or address others without reciprocity. Journal of Cognition and Development, 18(1), 152-162. doi: 10.1080/15248372.2016.1243116

Moll, H., Khalulyan, A., & Moffett, L. (2017). 2.5-year-olds express suspense when others approach reality with false expectations. Child Development, 88(1), 114-122. doi: 10.1111/cdev.12581

Moll, H., Kane, S., & McGowan, L. (2016). Three-year-olds express suspense when an agent approaches a scene with a false belief. Developmental Science, 19(2), 208-220.

Moll, H. (2016). Tension in the natural history of human thinking. Journal of Social Ontology, 2(1), 65-73.

Moll, H., Arellano, D., Guzman, A., Cordova, X., & Madrigal, J. A. (2015). Preschoolers’ mutualistic conception of seeing and its relation to their knowledge of the pronoun ‘each other’. Journal of Experimental Child Psychology, 131, 170-185.

Moll, H., Carpenter, M., & Tomasello, M. (2014). Two- and three-year-olds know what others have and have not heard. Journal of Cognition and Development, 15, 12-21.

Moll, H. (2014). Über die parallele Entwicklung eines Verstehens von Bildern und Worten. In G. Boehm, E. Alloa, O. Budelacci, & G. Wildgruber (Eds.), Imagination: Suchen und Finden (pp. 245-252). München: Wilhelm Fink Verlag.

Tomasello, M., & Moll, H. (2013). Why don’t apes understand false beliefs? In M. R. Banaji, & S. A. Gelman (Eds.). Navigating the social world: What infants, children, and other species can teach us (pp. 81-87). Oxford: Oxford University Press.

Moll, H., Meltzoff, A. N., Merzsch, K., & Tomasello, M. (2013). Taking versus confronting visual perspectives in preschool children. Developmental Psychology, 49(4). 646-654.

Moll, H., & Kadipasaoglu, D. (2013). The primacy of social over visual perspective-taking. Frontiers in Human Neuroscience, 7(558). doi: 10.3389/fnhum2013.00558

Moll, H. (2013). Ontogenetic precursors of assertion and denial. In S. Roedl, & H. Tegtmeyer (Eds.), Essays in honor of Pirmin Stekeler-Weithofer (pp. 337-346). Boston, MA: DeGruyter.

Moll, H. (2013). Human-specific forms of cognition prior to judgments. Grazer Philosophische Studien, 86, 235-245.

Kompa, N., Moll, H., Eckardt, R., & Grassmann, S. (2013). Sprache, sprachliche Bedeutung, Sprachverstehen und Kontext. In A. Stephan, & H. Walter (Eds.), Handbuch Kognitionswissenschaft (pp. 432-443). Stuttgart: Metzler Verlag.

Moll, H., & Tomasello, M. (2012). Three-year-olds understand appearance and reality—just not about the same object at the same time. Developmental Psychology, 48(4), 1124-1132.

Moll, H. (2012). Von der Teilnahme an gemeinsamer Aufmerksamkeit zum Begriff von Perspektiven: Stufen einer Entwicklung. In P. Stekeler-Weithofer (Ed.), Wittgenstein: Philosophie und Wissenschaft (pp. 251-267). Hamburg: Meiner.

Tomasello, M., & Moll, H. (2011). Replik auf die Kommentare. Deutsche Zeitschrift für Philosophie, 59(1), 164-169.

Moll, H. (2011). Über die Entwicklung eines Verstehens von Wahrnehmung und Perspektivität. In R. Schmidt, W. Stock, & J. Volbers (Eds.), Zeigen: Grunddimensionen einer Tätigkeit (pp. 230-246). Weilerswist: Velbrück.

Moll, H., & Meltzoff, A. N. (2011). Perspective-taking and its foundation in joint attention. In N. Eilan, H. Lerman, & J. Roessler (Eds.), Perception, Causation, and Objectivity. Issues in Philosophy and Psychology (pp. 286-304).Oxford: Oxford University Press.

Moll, H., & Meltzoff, A. N. (2011). Joint attention as the fundamental basis of perspectives. In A. Seemann (Ed.), Joint attention: New developments in psychology, philosophy of mind, and social neuroscience (pp. 393-413). Cambridge, MA: MIT Press.

Moll, H., & Meltzoff, A. N. (2011). How does it look? Level 2 perspective-taking at 36 months. Child Development, 82(2), 661-673.

Moll, H., Carpenter, M., & Tomasello, M. (2011). Social engagement leads 2-year-olds to overestimate others’ knowledge. Infancy, 16(3), 248-265.

Callaghan, T., Moll, H., Rakozcy, H., Warneken, F., Liszkowski, U., Behne, T. & Tomasello, M. (2011). Early social cognition in three cultural contexts. Monographs of the Society for Research in Child Development, 76(2),vii-viii, 1-142.

Tomasello, M. & Moll, H. (2010). The gap is social: Human shared intentionality and culture. In P. Kappeler & J. Silk (Eds.), Mind the gap: Tracing the origins of human universals (pp. 331-349). Berlin: Springer.

Moll, H., & Tomasello, M. (2010). Infant cognition. Current Biology, 20(20), R872-R875.

Grosse, G., Moll, H., & Tomasello, M. (2010). Infants appreciate the cooperative logic of requests. Journal of Pragmatics, 42, 3377-3383.

Moll, H. (2009). [Review of the book Origins of the social mind: Evolutionary and developmental views]. Primates, 50(4), 371-373.

Moll, H., Richter, N., Carpenter, M., & Tomasello, M. (2008). Fourteen-month-olds know what ‘we’ have shared in a special way. Infancy, 13(1), 90-101.

Behne, T., Carpenter, M., Gräfenhein, M., Liebal, K., Liszkowski, U., Moll, H., Rakoczy, H., Tomasello, M., Warneken, F., & Wyman, E. (2008). Cultural learning and cultural creation. In U. Müller, J. Carpendale, N. Budwig, & B. Sokol (Eds.), Social Life and Social Knowledge: Toward a Process Account of Development (pp. 65-101). Jean Piaget Symposium Series. Mahwah, NJ: Erlbaum.

Moll, H., Carpenter, M., & Tomasello, M. (2007). Fourteen-month-old infants know what others experience only in joint engagement with them. Developmental Science, 10(6), 826-835.

Moll, H., & Tomasello, M. (2007). Cooperation and human cognition: The Vygotskian intelligence hypothesis. Philosophical Transactions of the Royal Society B, 362(1480), 639-648.
– reprinted in N. Emery, N. Clayton, C. Frith (Eds.), Social Intelligence: From brain to culture (pp. 245-260). Oxford: Oxford University Press.

Moll, H., & Tomasello, M. (2007). How 14- and 18-month-olds know what others have experienced. Developmental Psychology, 43(2), 309-317.

Moll, H. (2007). Person und Perspektivität – Kooperation und soziale Kognition beim Menschen. In F. Kannetzky & H. Tegtmeyer (Eds.), Leipziger Schriften zur Philosophie. Personalität – Studien zu einem Schlüsselbegriff der Philosophie (pp. 37-56). Leipzig: Leipziger Universitätsverlag.

Moll, H., & Tomasello, M. (2006). Level 1 perspective-taking at 24 months of age. British Journal of Developmental Psychology, 24, 603-613.

Moll, H., Koring, C., Carpenter, M., & Tomasello, M. (2006). Infants determine others’ focus of attention by pragmatics and exclusion. Journal of Cognition and Development, 7(3), 411-430.

Tomasello, M., Carpenter, M., Call, J., Behne, T., & Moll, H. (2005). Understanding and sharing intentions: The origins of cultural cognition. Behavioral and Brain Sciences, 28, 675-735.
– Translation into Hungarian: Pszichológiai Szemle Könyvtár, 2007 (11), 61-106.

Moll, H., & Tomasello, M. (2004). Twelve- and 18-month-old infants follow gaze to spaces behind barriers. Developmental Science, 7(1), F1-F9.