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, 28(1), e13576. 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, 76, 807-827. 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. doi: 10.1017/ehs.2024.2

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. doi: 10.1016/j.cogdev.2024.101462

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, 95(4), 1406-1415. 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, 18(4), e0284694. doi: 10.1371/journal.pone.0284694

Ni, Q., Shoyer, J., Bautista, Z., & Raport, A., & Moll, H. (2023). Toddlers’ expressions indicate that they track agent–object interactions but do not detect false object representations. Journal of Experimental Child Psychology, 231, 105639. doi: 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, 184(3), 212-228. doi: 10.1080/00221325.2022.2163875

Nichols, R., & Moll, H. (2022). Introducing this Special Issue. Journal of Culture and Cognition, 22, 383-389. doi: 10.1163/15685373-12340140

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. doi: 10.1163/15685373-12340143

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, 9(8), 220347. doi: 10.1098/rsos.220347

Moll, H., Ni, Q., & Stekeler-Weithofer, P. (2022). Ontogenetic steps of belief understanding: From practical to theoretical. Philosophical Psychology, 37(5), 1115-1139. doi: 10.1080/09515089.2022.2073211

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. doi: 10.5771/0031-8183-2021-1-21

Nichols, R., Moll, H., & Mackey, J. (2021). How to create a cultural species: Evaluating three proposals. Philosophical Psychology, 35(2), 279-396. doi: 10.1080/09515089.2021.1929915

Khalulyan, A., Byrd, K., Tarbox, J., Little, A., & Moll, H. (2021). The role of Eye Contact in young children’s judgments of others’ visibility: A comparison of preschoolers with and without autism spectrum disorder. Journal of Communication Disorders, 89, 106075. 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, 12, 453-464. 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. doi: 10.1163/15685373-12340070

FitzGibbon, L., Moll, H., Carboni, J., Dehghani, M., & Lee, R. (2019). Counterfactual curiosity in preschool children. Journal of Experimental Child Psychology, 183, 146-157. doi: 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. doi: 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. doi: 10.1111/desc.12310

Moll, H. (2016). Tension in the natural history of human thinking. Journal of Social Ontology, 2(1), 65-73. doi: 10.1515/jso-2015-0043

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. doi: 10.1016/j.jecp.2014.11.006

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. doi: 10.1080/15248372.2012.710865

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. doi: 10.30965/9783846756232_013

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. doi: 10.1093/acprof:oso/9780199890712.003.0016

Moll, H., Meltzoff, A. N., Merzsch, K., & Tomasello, M. (2013). Taking versus confronting visual perspectives in preschool children. Developmental Psychology, 49(4), 646-654. doi: 10.1037/a0028633

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. doi: 10.1515/9783110296679.337

Moll, H. (2013). Human-specific forms of cognition prior to judgments. Grazer Philosophische Studien, 86(1), 235-245. doi: 10.1163/9789401209182_014

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. doi: 10.1037/a0025915

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. doi: 10.1524/dzph.2011.0014

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. doi: 10.1093/acprof:oso/9780199692040.003.0016

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. doi: 10.1111/j.1467-8624.2010.01571.x

Moll, H., Carpenter, M., & Tomasello, M. (2011). Social engagement leads 2-year-olds to overestimate others’ knowledge. Infancy, 16(3), 248-265. doi: 10.1111/j.1532-7078.2010.00044.x

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. doi: 10.1111/j.1540-5834.2011.00603.x

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. doi: 10.1007/978-3-642-02725-3_16

Moll, H., & Tomasello, M. (2010). Infant cognition. Current Biology, 20(20), R872-R875. doi: 10.1016/j.cub.2010.09.001

Grosse, G., Moll, H., & Tomasello, M. (2010). Infants appreciate the cooperative logic of requests. Journal of Pragmatics, 42, 3377-3383. doi: 10.1016/j.pragma.2010.05.005

Moll, H. (2009). [Review of the book Origins of the social mind: Evolutionary and developmental views]. Primates, 50(4), 371-373. doi: 10.1007/s10329-009-0145-2.

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. doi: 10.1080/1525oooO701779402

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. doi: 10.1111/j.1467-7687.2007.00615.x

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. doi: 10.1098/rstb.2006.2000

Moll, H., & Tomasello, M. (2007). How 14- and 18-month-olds know what others have experienced. Developmental Psychology, 43(2), 309-317. doi: 10.1037/0012-1649.43.2.309

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. doi: 10.1348/026151005X55370

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. doi: 10.1207/s15327647jcd0703_9

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. doi: 10.1017/S0140525X05000129

Moll, H., & Tomasello, M. (2004). Twelve- and 18-month-old infants follow gaze to spaces behind barriers. Developmental Science, 7(1), F1-F9. doi: 10.1111/j.1467-7687.2004.00315.x