{"id":300,"date":"2023-07-07T19:17:14","date_gmt":"2023-07-08T02:17:14","guid":{"rendered":"https:\/\/dornsife.usc.edu\/mid-la\/?page_id=300"},"modified":"2025-01-30T09:38:08","modified_gmt":"2025-01-30T17:38:08","slug":"publications","status":"publish","type":"page","link":"https:\/\/dornsife.usc.edu\/mid-la\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"\n\n \n \n\n\n\n\n\n\n\n
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2025<\/strong><\/span><\/p>\n

Qiu, F. W., Gottesman, E., Cox, J., & Moll, H. (in press). Young children teach objective facts as opposed to subjective opinion. Developmental Psychology.<\/em><\/p>\n

2024<\/strong><\/span><\/p>\n

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

Qiu, F. W., Park, J., Vite, A., Patall, E., & Moll, H. (2024). Children’s selective teaching and informing: A meta-analysis.<\/a> Developmental Science, 28<\/em>(1), e13576. doi: 10.1111\/desc.13576<\/p>\n

Moll, H., & Ni, Q. (2024). The development of sharing experiences: From dyadic engagement to taking others\u2019 perspectives<\/a>. Cologne Journal of Sociology & Social Psychology, 76, <\/em>807-827. doi: 10.1007\/s11577-024-00953-3<\/p>\n

Raport, A., Ipek, C., Gomez, V., & Moll, H. (2024). Two- and three-year-olds prefer mastery-oriented over outcome-oriented help.<\/a>\u00a0Cognitive Development<\/em>,\u00a070<\/em>, 101462. doi: 10.1016\/j.cogdev.2024.101462<\/p>\n

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.<\/a> Evolutionary Human Sciences, 6, <\/em>1-25, e12. doi: 10.1017\/ehs.2024.2<\/p>\n

Qiu, F. W., Ipek, C., & Moll, H. (2024).\u00a0Children teach sensational information \u2013 as long as it is true.<\/a>\u00a0Journal of Experimental Child Psychology,<\/em> 242<\/em>, 105895. doi: <\/span>10.1016\/j.jecp.2024.105895<\/span><\/p>\n

Qiu, F. W., Gottesman, E., & Moll, H. (2024).\u00a0Know thy audience: Children teach basic or complex facts depending on the learner\u2019s maturity.<\/a>\u00a0Child Development,<\/em> 95<\/em>(4), 1406-1415. doi: 10.1111\/cdev.14077<\/p>\n

Moll, H., & Kern, A. (2024). Learning from another.<\/a> Inquiry, 67<\/em>(4), 1148-1169. doi: 10.1080\/0020174X.2020.1731593<\/p>\n

2023<\/strong><\/span><\/p>\n

Moll, H. (2023). What we do and do not know about joint attention.<\/a>\u00a0Topoi, 43,\u00a0<\/em>247-258. doi: 10.1007\/s11245-023-09961-y<\/p>\n

Pueschel, E., Ibrahim, A., Franklin, T., Skinner, S., & Moll, H. (2023). Four-year-olds selectively transmit true information<\/a>. PLoS One,\u00a018<\/em>(4), e0284694. doi: 10.1371\/journal.pone.0284694<\/p>\n

Ni, Q., Shoyer, J., Bautista, Z., & Raport, A., & Moll, H. (2023). Toddlers\u2019 expressions indicate that they track agent\u2013object interactions but do not detect false object representations.<\/a> Journal of Experimental Child Psychology<\/em>, 231<\/em>, 105639. doi: 10.1016\/j.jecp.2023.105639<\/p>\n

Pueschel, E., Shen, Y., Byrd, K., Indik, O., & Moll, H. (2023). Four-year-olds share general information and use generic language when teaching.<\/a> The Journal of Genetic Psychology, 184<\/em>(3), 212-228. doi: 10.1080\/00221325.2022.2163875<\/p>\n

2022<\/span><\/strong><\/p>\n

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

Qiu, F. W., & Moll, H. (2022). Children\u2019s pedagogical competence and child-to-child knowledge transmission: Forgotten factors in theories of cultural evolution<\/a>. Journal of Culture and Cognition, 22<\/em>, 421-435. doi: 10.1163\/15685373-12340143<\/p>\n

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.<\/a> Royal Society Open Science, 9<\/em>(8),<\/em> 220347. doi: 10.1098\/rsos.220347<\/p>\n

Moll, H., Ni, Q., & Stekeler-Weithofer, P. (2022).\u00a0Ontogenetic steps of belief understanding: From practical to theoretical.<\/a>\u00a0Philosophical Psychology, 37<\/em>(5), 1115-1139. doi: 10.1080\/09515089.2022.2073211<\/p>\n

2021<\/span><\/strong><\/p>\n

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

Moll, H., & Stekeler-Weithofer, P. (2021).\u00a0\u00dcber die Entwicklung des Verstehens von Wahrnehmung und Perspektivit\u00e4t.<\/a>\u00a0Philosophisches Jahrbuch, 128<\/em>(1), 21-39. doi: 10.5771\/0031-8183-2021-1-21<\/p>\n

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

Khalulyan, A., Byrd, K., Tarbox, J., Little, A., & Moll, H. (2021). The role of Eye Contact in young children\u2019s judgments of others\u2019 visibility: A comparison of preschoolers with and without autism spectrum disorder.<\/a> Journal of Communication Disorders<\/i>, 89<\/i>, 106075. doi: 10.1016\/j.jcomdis.2020.106075<\/p>\n

202o<\/span><\/strong><\/p>\n

Moll, H., Nichols, R., & Pueschel, E. (2020). Shared intentionality shapes humans\u2019 technical know-how.<\/a> Behavioral and Brain Sciences, 43<\/em>, E172. doi: 10.1017\/S0140525X20000163<\/p>\n

Moll, H., Nichols, R., & Mackey, J. (2020). Rethinking human development and the shared intentionality hypothesis.<\/a> Review of Philosophy and Psychology, 12<\/em>, 453-464. doi: 10.1007\/s13164-020-00489-3<\/p>\n

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

2019<\/span><\/strong><\/p>\n

Nichols, R., Moll, H., & Mackey, J. (2019). Rethinking cultural evolutionary psychology.<\/a> Journal of Cognition and Culture, 19<\/em>(5), 477-492. doi: 10.1163\/15685373-12340070<\/p>\n

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

2018<\/span><\/strong><\/p>\n

Moffett, L., Moll, H., & FitzGibbon, L. (2018). Future planning in preschool children<\/a>. Developmental Psychology, 54<\/em>(5), 866-874. doi: 10.1037\/dev0000484<\/p>\n

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

2017<\/span><\/strong><\/p>\n

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

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

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

2016<\/span><\/strong><\/p>\n

Moll, H., Kane, S., & McGowan, L. (2016). Three-year-olds express suspense when an agent approaches a scene with a false belief.<\/a> Developmental Science, 19<\/em>(2), 208-220. doi: 10.1111\/desc.12310<\/p>\n

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

2015<\/span><\/strong><\/p>\n

Moll, H., Arellano, D., Guzman, A., Cordova, X., & Madrigal, J. A. (2015). Preschoolers\u2019 mutualistic conception of seeing and its relation to their knowledge of the pronoun \u2018each other\u2019.<\/a> Journal of Experimental Child Psychology, 131<\/em>, 170-185. doi: <\/span>10.1016\/j.jecp.2014.11.006<\/span><\/p>\n

2014<\/span><\/strong><\/p>\n

Moll, H., Carpenter, M., & Tomasello, M. (2014). Two- and three-year-olds know what others have and have not heard.<\/a> Journal of Cognition and Development, 15<\/em>, 12-21. doi: 10.1080\/15248372.2012.710865<\/p>\n

Moll, H. (2014). \u00dcber die parallele Entwicklung eines Verstehens von Bildern und Worten.<\/a> In G. Boehm, E. Alloa, O. Budelacci, & G. Wildgruber (Eds.), Imagination: Suchen und Finden<\/em> (pp. 245-252). M\u00fcnchen: Wilhelm Fink Verlag. doi: 10.30965\/9783846756232_013<\/p>\n

2013<\/span><\/strong><\/p>\n

Tomasello, M., & Moll, H. (2013). Why don’t apes understand false beliefs?<\/a> 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<\/em>. doi: 10.1093\/acprof:oso\/9780199890712.003.0016<\/p>\n

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

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

Moll, H. (2013). Ontogenetic precursors of assertion and denial.<\/a> In S. Roedl, & H. Tegtmeyer (Eds.),<\/em> Essays in honor of Pirmin Stekeler-Weithofer<\/em> (pp. 337-346). Boston, MA: DeGruyter. doi: 10.1515\/9783110296679.337<\/p>\n

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

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

2012<\/span><\/strong><\/p>\n

Moll, H., & Tomasello, M. (2012). Three-year-olds understand appearance and reality\u2014just not about the same object at the same time.<\/a> Developmental Psychology<\/em>, 48<\/em>(4), 1124-1132. doi: 10.1037\/a0025915<\/p>\n

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

2011<\/span><\/strong><\/p>\n

Tomasello, M., & Moll, H. (2011).\u00a0Replik auf die Kommentare<\/a>.\u00a0Deutsche Zeitschrift f\u00fcr Philosophie, 59<\/em>(1), 164-169. doi: 10.1524\/dzph.2011.0014<\/p>\n

Moll, H. (2011). \u00dcber die Entwicklung eines Verstehens von Wahrnehmung und Perspektivit\u00e4t.<\/a> In R. Schmidt, W. Stock, & J. Volbers (Eds.), Zeigen: Grunddimensionen einer T\u00e4tigkeit<\/em> (pp. 230-246). Weilerswist: Velbr\u00fcck.<\/p>\n

Moll, H., & Meltzoff, A. N. (2011). Perspective-taking and its foundation in joint attention.<\/a> In N. Eilan, H. Lerman, & J. Roessler (Eds.), Perception, Causation, and Objectivity. Issues in Philosophy and Psychology (pp. 286-304).Oxford: Oxford University Press<\/em>. doi: 10.1093\/acprof:oso\/9780199692040.003.0016<\/p>\n

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

Moll, H., & Meltzoff, A. N. (2011). How does it look? Level 2 perspective-taking at 36 months.<\/a> Child Development<\/em>, 82<\/em>(2), 661-673. doi: <\/span>10.1111\/j.1467-8624.2010.01571.x<\/span><\/p>\n

Moll, H., Carpenter, M., & Tomasello, M. (2011). Social engagement leads 2-year-olds to overestimate others\u2019 knowledge.<\/a> Infancy, 16<\/em>(3), 248-265. doi: <\/span>10.1111\/j.1532-7078.2010.00044.x<\/span><\/p>\n

Callaghan, T., Moll, H., Rakozcy, H., Warneken, F., Liszkowski, U., Behne, T. & Tomasello, M. (2011). Early social cognition in three cultural contexts.<\/a> Monographs of the Society for Research in Child Development<\/em>, 76<\/em>(2),vii-viii, 1-142. doi: <\/span>10.1111\/j.1540-5834.2011.00603.x<\/span><\/p>\n

2010<\/span><\/strong><\/p>\n

Tomasello, M. & Moll, H. (2010). The gap is social: Human shared intentionality and culture.<\/a> In P. Kappeler & J. Silk (Eds.), Mind the gap: Tracing the origins of human universals<\/em> (pp. 331-349). Berlin: Springer<\/em>. doi: 10.1007\/978-3-642-02725-3_16<\/p>\n

Moll, H., & Tomasello, M. (2010). Infant cognition.<\/a> Current Biology, 20<\/em>(20), R872-R875. doi: 10.1016\/j.cub.2010.09.001<\/p>\n

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

2009<\/span><\/strong><\/p>\n

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

2008<\/span><\/strong><\/p>\n

Moll, H., Richter, N., Carpenter, M., & Tomasello, M. (2008). Fourteen-month-olds know what \u2018we\u2019 have shared in a special way.<\/a> Infancy, 13<\/em>(1), 90-101. doi: 10.1080\/1525oooO701779402<\/p>\n

Behne, T., Carpenter, M., Gr\u00e4fenhein, M., Liebal, K., Liszkowski, U., Moll, H., Rakoczy, H., Tomasello, M., Warneken, F., & Wyman, E. (2008). Cultural learning and cultural creation.<\/a> In U. M\u00fcller, J. Carpendale, N. Budwig, & B. Sokol (Eds.), Social Life and Social Knowledge: Toward a Process Account of Development<\/em> (pp. 65-101). Jean Piaget Symposium Series. Mahwah, NJ: Erlbaum.<\/p>\n

2007<\/span><\/strong><\/p>\n

Moll, H., Carpenter, M., & Tomasello, M. (2007). Fourteen-month-old infants know what others experience only in joint engagement with them.<\/a> Developmental Science, 10<\/em>(6), 826-835. doi: 10.1111\/j.1467-7687.2007.00615.x<\/p>\n

Moll, H., & Tomasello, M. (2007). Cooperation and human cognition: The Vygotskian intelligence hypothesis.<\/a> Philosophical Transactions of the Royal Society B, 362<\/em>(1480), 639-648.
\n– 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<\/p>\n

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

Moll, H. (2007). Person und Perspektivit\u00e4t \u2013 Kooperation und soziale Kognition beim Menschen.<\/a> In F. Kannetzky & H. Tegtmeyer (Eds.), Leipziger Schriften zur Philosophie. Personalit\u00e4t \u2013 Studien zu einem Schl\u00fcsselbegriff der Philosophie<\/em> (pp. 37-56). Leipzig: Leipziger Universit\u00e4tsverlag.<\/p>\n

2006<\/span><\/strong><\/p>\n

Moll, H., & Tomasello, M. (2006). Level 1 perspective-taking at 24 months of age.<\/a> British Journal of Developmental Psychology, 24<\/em>, 603-613. doi: 10.1348\/026151005X55370<\/p>\n

Moll, H., Koring, C., Carpenter, M., & Tomasello, M. (2006). Infants determine others\u2019 focus of attention by pragmatics and exclusion<\/a>. Journal of Cognition and Development, 7<\/em>(3), 411-430. doi: 10.1207\/s15327647jcd0703_9<\/p>\n

2005<\/span><\/strong><\/p>\n

Tomasello, M., Carpenter, M., Call, J., Behne, T., & Moll, H. (2005). Understanding and sharing intentions: The origins of cultural cognition.<\/a> Behavioral and Brain Sciences, 28<\/em>, 675-735.
\n– Translation into Hungarian: Pszichol\u00f3giai Szemle K\u00f6nyvt\u00e1r, 2007 (11), 61-106. doi: 10.1017\/S0140525X05000129<\/span><\/p>\n

2004<\/span><\/strong><\/p>\n

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

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\n\n \n \n \n\n Donate to the Lab! \n <\/svg>\n<\/a>\n\n\n<\/div>\n <\/div>\n <\/div>\n\n\n\n <\/div><\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":781,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-300","page","type-page","status-publish","hentry"],"acf":[],"yoast_head":"\nPublications - Minds in Development Lab<\/title>\n\n\n\n\n\n\n\n\n\n