Publications by members of our research unit
2022
Vanoncini, M., Boll-Avetisyan, N., Elsner, B., Hoehl, 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]. doi.org/10.1016/j.infbeh.2022.101772
Kayhan, E., Nguyen, T., Matthes, D., Langeloh, M., Michel, C., Jiang, J., & Hoehl, S. (2022). Interpersonal neural synchrony when predicting others’ actions during a game of rock-paper-scissors. Scientific Reports (Nature Publisher Group), 12(1), [12967 ]. doi.org/10.1038/s41598-022-16956-z
Konrath, E., & Werneck, H. (2022). The effects of childcare arrangements on the well-being of children and adolescents, with focus on the role of parental conflict level. Paper presented at 26th Biennial Meeting of the International Society for the Study of Behavioral Development (ISSBD), Rhodos, Greece.
Bánki, A. A., Brzozowska, A., Hoehl, S., & Köster, M. (2022). Neural Entrainment vs. Stimulus-Tracking: A Conceptual Challenge for Rhythmic Perceptual Stimulation in Developmental Neuroscience. Frontiers in Psychology, 13, 1-5. [878984]. doi.org/10.3389/fpsyg.2022.878984
Menn, K. H., Michel, C., Meyer, L., Hoehl, S., & Männel, C. (2022). Natural Infant-Directed Speech Facilitates Neural Tracking of Prosody. NeuroImage, 251, [118991]. doi.org/10.1016/j.neuroimage.2022.118991
Kliesch, C., Parise, E., Reid, V., & Hoehl, S. (2022). The role of social signals in segmenting observed actions in 18-month-old children. Developmental Science, 25(3), [e13198]. doi.org/10.1111/desc.13198
Zupancic, M., Sirsch, U., Lep, Ž., & Kavcic, T. (2022). Four types of individuation: Further evidence from two Central-European countries. Emerging Adulthood. doi.org/10.1177/21676968221098822
Kayhan, E., Matthes, D., Marriott Haresign, I., Bánki, A. A., Michel, C., Langeloh, M., Wass, S., & Hoehl, S. (2022). DEEP: A dual EEG pipeline for developmental hyperscanning studies. Developmental Cognitive Neuroscience, 54, [101104]. doi.org/10.1016/j.dcn.2022.101104
Michel, C., Pauen, S., & Höhl, S. (2022). When it pays off to take a look: Infants learn to follow an object’s motion with their gaze—Especially if it features eyes. Infancy, 27(3), 515-532. doi.org/10.1111/infa.12464
Nguyen, T., Hoehl, S., Bertenthal, B. I., & Abney, D. H. (2022). Coupling between prefrontal brain activity and respiratory sinus arrhythmia in infants and adults. Developmental Cognitive Neuroscience, 53, [101047]. doi.org/10.1016/j.dcn.2021.101047
Bánki, A. A., De Eccher, M., Falschlehner, L. V., Hoehl, S., & Markova, G. (2022). Comparing Online Webcam- and Laboratory-Based Eye-Tracking for the Assessment of Infants’ Audio-Visual Synchrony Perception. Frontiers in Psychology, 12, 1-19. [733933]. doi.org/10.3389/fpsyg.2021.733933
Shim, S., Sorgente, A., Bhatia, S., Crespo, C., Dunai, J., Fonseca, G., Lep, Ž., Martos, T., Negru-Subtirica , O., Portugal, A., Ranta, M., Relvas, A. P., Sallay, V., Singh, N., Sirsch, U., Vosylis, R., Zupancic, M., Lanz, M., & Serido, J. (2022). Financial identity scale: Testing the international validity of its variable-centered and person-centered models across ten countries.. Paper presented at 17th European Congress of Psychology, Ljubljana, Slovenia.
Zupancic, M., Sirsch, U., & Poredoš, M. (2022). How do personality, relatedness, and autonomy contribute to subjective well-being of emerging adults?. Paper presented at 14. Tagung der Österreichischen Gesellschaft für Psychologie, Klagenfurt, Austria.
Markova, G., & Nguyen, T. (Accepted/In press). Interpersonal synchrony is associated with infants' reactions to subtle changes in caregiver-infant interactions. Social Development.
AuBuchon, A. M., Elliott, E. M., Morey, C. C., Jarrold, C., Cowan, N., Adams, E. J., Attwood, M., Bayram, B., Blakstvedt, T. Y., Buettner, G., Castelain, T., Cave, S., Crepaldi, D., Fredriksen, E., Glass, B. A., Guitard, D., Hoehl, S., Hosch, A., Jeanneret, S., ... Voracek, M. (2022). Lexical Access Speed and the Development of Phonological Recoding during Immediate Serial Recall. Journal of cognition and development, 23(5), 624-643. doi.org/10.1080/15248372.2022.2083140