You are using an old browser with security vulnerabilities and can not use the features of this website.

Here you will see how you can easily upgrade your browser.

Prof. Dr. Birgit Elsner - Publications

Infant Cognitive Development

Scientific articles:

Patzwald, C., Curley, C. A., Hauf, P., & Elsner, B. (2018). Differential effects of others’ emotional cues on 18-month-olds’ preferential reproduction of observed actions. Infant Behavior and Development, 51, 60-70. doi: 10.1016/j.infbeh.2018.04.002

Adam, M., Reitenbach, I., & Elsner, B. (2017). Agency cues and 11-month-olds’ and adults’ anticipation of action goals. Cognitive Development, 43, 37-48. doi: 10.1016/j.cogdev.2017.02.008

Schönebeck, M., & Elsner, B. (2017). ERPs reveal perceptual and conceptual processing in 14-month-olds' observation of complete and incomplete action end-states. Neuropsychologia. Available online October 21, 2017. doi: 10.1016/j.neuropsychologia.2017.10.026

Adam, M., Reitenbach, I., Papenmeier, F., Gredebäck, G., Elsner, C., & Elsner, B. (2016). Goal saliency boosts infants’ action prediction for human manual actions, but not for mechanical claws. Infant Behavior & Development, 44, 29-37. doi: 10.1016/j.infbeh.2016.05.001

Henrichs, I., Elsner, C., Elsner, B., Wilkinson, N., & Gredebäck, G. (2014). Goal certainty modulates infants’ goal-directed gaze shifts. Developmental Psychology, 50(1), 100-107. doi: 10.1037/a0032664

Elsner, B., Jeschonek, S., & Pauen, S. (2013). Event-related potentials for 7-month-olds’ processing of animals and furniture items. Developmental Cognitive Neuroscience, 3, 53-60. doi: 10.1016/j.dcn.2012.09.002

Elsner, B., Pfeifer, C., Parker, C., & Hauf, P. (2013). Infants’ perception of actions and situational constraints: An eye-tracking study. Journal of Experimental Child Psychology, 116, 428-442. doi: 10.1016/j.jecp.2012.11.014

Kaduk, K., Elsner, B., & Reid, V.M. (2013). Discrimination of animate and inanimate motion in 9-month-old infants: An ERP study. Developmental Cognitive Neuroscience, 6, 14-22. doi: 10.1016/j.dcn.2013.05.003

Pfeifer, C., & Elsner, B. (2013). Preschoolers’ encoding of rational actions: The role of task features and verbal information. Journal of Experimental Child Psychology, 116, 532-544. doi: 10.1016/j.jecp.2012.12.005

Elsner, B., & Pfeifer, C. (2012). Movement or goal: Goal salience and verbal cues affect preschoolers’ imitation of action components. Journal of Experimental Child Psychology, 112(3), 283-295. doi: 10.1016/j.jecp.2012.02.010

Elsner, B., & Schellhas, B. (2012). Acquisition of flexible tool use in preschoolers: Impact of prior experience. Zeitschrift für Psychologie / Journal of Psychology, 220(1), 44-49. doi: 10.1027/2151-2604/a000090

Henrichs, I., Elsner, C. Elsner, B., & Gredebäck, G. (2012). Goal salience affects infants’ goal-directed gaze shifts. Frontiers in Psychology, 3, Article 391, 1-7. doi: 10.3389/fpsyg.2012.00391

Jeschonek, S., Marinovic, V., Hoehl, S., Elsner, B., & Pauen, S. (2010). Do animals and furniture items elicit different brain responses in human infants? Brain & Development, 32(10), 863-871. doi: 10.3389/fpsyg.2012.00391

Elsner, B. (2007). Infants’ imitation of goal-directed actions: the role of movements and action effects. Acta Psychologica, 124, 44–59. doi: 10.1016/j.actpsy.2006.09.006

Elsner, B., & Pauen, S. (2007). Social learning of artefact function in 12- and 15-month-olds. European Journal of Developmental Psychology, 4(1), 80-99. doi: 10.1111/j.1467-7687.2006.00532.x

Elsner, B., Hauf, P., & Aschersleben, G. (2007). Imitating step by step: a detailed analysis of 9- to 15-month olds’ reproduction of a 3-step action sequence. Infant Behavior & Development, 30, 325-335. doi: 10.1016/j.infbeh.2006.10.001

Jovanovic, B., Király, I., Elsner, B., Gergely, G., Prinz, W. & Aschersleben, G. (2007). The role of effects for infants’ perception of action goals. Psychologia, 50, 273-290. doi: 10.2117/psysoc.2007.273

Elsner, B., Pauen, S., & Jeschonek, S. (2006). Physiological and behavioral parameters of infants’ categorization: Heart rate and duration of examining across trials. Developmental Science, 9 (6), 551–556. doi: 10.1111/j.1467-7687.2006.00532.x

Hauf, P., Elsner, B., & Aschersleben, G. (2004). The role of action effects in infants’ action control. Psychological Research, 68, 115-125. doi: 10.1007/s00426-003-0149-2

Elsner, B., & Aschersleben, G. (2003). Do I get what you get? Learning about the effects of self-performed and observed actions in infancy. Consciousness & Cognition, 12, 732-751. doi: 10.1016/S1053-8100(03)00073-4

Book chapters:

Elsner, B. (2014). Theorien zu Handlungsverständnis und Imitation. In L. Ahnert (Hrsg.), Theorien in der Entwicklungspsychologie (S. 310-329). Heidelberg: Springer.

Elsner, B. & Pauen, S. (2012). Vorgeburtliche Entwicklung und früheste Kindheit. In W. Schneider & U. Lindenberger (Hrsg.), Entwicklungspsychologie (7. Aufl., S. 159-186). Weinheim: Beltz PVU.

Elsner, B. (2009). Tools and goals: A social-cognition perspective on infant learning of object function. In T. Striano & V.M. Reid (Eds.), Social Cognition: Development, Neuroscience, and Autism (pp. 144-156). Oxford, UK: Wiley-Blackwell.

Pauen, S., & Elsner, B. (2008). Neurologische Grundlagen der Entwicklung. In R. Oerter & L. Montada (Hrsg.), Entwicklungspsychologie (6. Aufl., S. 67-84). Weinheim: Beltz PVU.

Elsner, B. (2005). Novelty and complexity: Two problems in animal (and human) imitation. In S. Hurley & N. Chater (Eds.), Perspectives on imitation: From neuroscience to social science (Vol. 1; pp. 287-290). Cambridge, MA: MIT Press.

Elsner, B. (2005). What does infant imitation tell us about the underlying representations? In S. Hurley & N. Chater (Eds.), Perspectives on imitation: From neuroscience to social science (Vol. 2; pp. 191-194). Cambridge, MA: MIT Press.

Intrapersonal Developmental Risk Factors in Middle Childhood

Scientific articles:

Lensing, N., & Elsner, B. (in press). Development of hot and cool executive functions in middle childhood: Three-year growth curves of decision-making and working-memory updating. Journal of Experimental Child Psychology, 173, 187-204. doi: 10.1016/j.jecp.2018.04.002

Meixner, J. M., Warner, G.J., Lensing, N., Elsner, B., & Schiefele, U. (in press). The relation between executive functions and reading comprehension in primary-school students: a cross-lagged-panel analysis. Early Childhood Research Quarterly. Available online 18 May 2018. doi: 10.1016/j.ecresq.2018.04.010

Rohlf, H., Holl, A. K., Kirsch, F., Krahé, B., & Elsner, B. (2018). Longitudinal links between executive function, anger, and aggression in middle childhood. Frontiers in Behavioral Neuroscience, 12, Art. 27. doi: 10.3389/fnbeh.2018.00027

Austin, G., Bondü, R., & Elsner, B. (2017). Longitudinal relations between cognitive and affective theory of mind with reactive and proactive aggression. Aggressive Behavior, 43, 440–449. doi: 10.1002/ab.21702

Groppe, K., & Elsner, B. (2017). Executive function and weight status in children: A one-year longitudinal perspective. Child Neuropsychology, 23, 129-147. doi: 10.1080/09297049.2015.1089981 Published online: 29 Sep 2015

Holl, A. K., Kirsch, F., Rohlf, H., Krahé, B., & Elsner, B. (2017). Longitudinal reciprocity between theory of mind and aggression in middle childhood. International Journal of Behavioral Development. Available online September 4, 2017. doi: 10.1177/0165025417727875

Lensing, N., & Elsner, B. (2017). Overweight and Normal-Weight Children’s Decision-Making in a Child Variant of the Iowa Gambling Task. Child Development Research, 2017, Article ID 1285320. doi:10.1155/2017/1285320

Bondü, R., Hannuschke, M., Elsner, B., & Gollwitzer, M. (2016). Inter-individual stabilization of justice sensitivity in childhood and adolescence. Journal of Research in Personality, 64, 11-20. doi: 10.1016/j.jrp.2016.06.021

Bondü, R. & Elsner, B. (2015). Justice sensitivity in childhood and adolescence. Social Development, 24(2), 420-441. doi: 10.1111/sode.12098.

Groppe, K., & Elsner, B. (2015). The influence of hot and cool executive function on the development of eating styles related to overweight in children. Appetite, 87, 127-136. doi: 10.1016/j.appet.2014.12.203

Austin, G., Groppe, K., & Elsner, B. (2014). The reciprocal relationship between executive function and theory of mind in middle childhood: a one-year longitudinal perspective. Frontiers in Psychology, 5, Article 655 doi: 10.3389/fpsyg.2014.00655

Groppe, K., & Elsner, B. (2014). Executive function and food-approach behavior in middle childhood. Frontiers in Psychology, 5, Article 447. doi: 10.3389/fpsyg.2014.00447

Cognition and Action (studies with adult subjects)

Scientific articles:

Gottwald, J. M., Elsner, B., & Pollatos, O. (2015) Good is up – Spatial metaphors in action observation. Frontiers in Psychology, 6, Article 1605. doi: 10.3389/fpsyg.2015.01605

Kühn, S., Elsner, B., Prinz, W., & Brass, M. (2009). Busy doing nothing: Evidence for nonaction–effect binding. Psychonomic Bulletin & Review, 16(3), 542-549. doi: 10.3389/fpsyg.2012.00391

Wühr, P., & Elsner, B. (2007). Effects of irrelevant stimulus orientation on visually-guided grasping movements. Behavioral Neuroscience, 121, 301-309. doi: 10.1037/0735-7044.121.2.301

Elsner, B. & Hommel, B. (2004). Contiguity and contingency in action-effect learning. Psychological Research, 68, 138-154. doi: 10.1007/s00426-003-0151-8

Knoblich, G., Elsner, B., Aschersleben, G., & Metzinger, T. (2003). Grounding the self in action. Consciousness & Cognition, 12, 487-494.

Elsner, B., Hommel, B., Mentschel, C., Drzezga, A., Prinz, W., Conrad, B., & Siebner, H.R. (2002). Linking actions and their perceivable consequences in the human brain. NeuroImage, 17, 364-372.

Elsner, B. & Hommel, B. (2001). Effect anticipation and action control. Journal of Experimental Psychology: Human Perception and Performance, 27(1), 229-240. doi: 10.1037/0096-1523.27.1.229

Book chapters:

Elsner, B. & Prinz, W. (2012). Psychologische Modelle der Handlungssteuerung. In H.-O. Karnath & P. Thier (Hrsg.), Kognitive Neurowissenschaften (3. Aufl., S. 367-375). Heidelberg: Springer.

Hommel, B., & Elsner, B. (2009). Acquisition, representation, and control of action. In E. Morsella, J. A. Bargh, & P. M. Gollwitzer (Eds.), Oxford Handbook of Human Action (pp. 371-398). New York: Oxford University Press.

Elsner, B. & Prinz, W. (2006). Psychologische Modelle der Handlungssteuerung. In H.-O. Karnath & P. Thier (Hrsg.), Neuropsychologie (2. Aufl., S. 286-295). Heidelberg: Springer.

Elsner, B. & Prinz, W. (2002). Psychologische Modelle der Handlungssteuerung. In H.-O. Karnath & P. Thier (Hrsg.), Neuropsychologie (S. 299-310). Berlin: Springer.

Elsner, B. (2000). Der Erwerb kognitiver Handlungsrepräsentationen. Berlin: Wissen-schaftlicher Verlag Berlin. (Dissertation)

Hommel, B., & Elsner, B. (2000). Action as stimulus control. In A. Schick, M. Meis, & C. Reckhardt (Eds.), Contributions to psychological acoustics: Results of the eighth Oldenburg Symposium on Psychological Acoustics (pp. 403-424). Oldenburg: BIS.

Evaluation of Cognitive Trainings for Children

Scientific articles:

Elsner, B. & Hager, W. (1995). Ist das Wahrnehmungstraining von M. Frostig effektiv oder nicht? Zur Evaluation des Programms zur Förderung der visuellen Wahrnehmung im deutschen Sprachraum. Praxis der Kinderpsychologie und Kinderpsychiatrie, 44, 48-61.

Hager, W., Hasselhorn, M. & Elsner, B. (1995). Evaluation kognitiver Trainings versus Trainingsforschung: zwei Zugänge zu einem Problembereich. Zeitschrift für Pädagogische Psychologie, 9, 25-32.

Hager, W., Hasselhorn, M. & Elsner, B. (1995). Zur Evaluation des (meta-)kognitiven Trainings von G. W. Lauth. Verhaltenstherapie und psychosoziale Praxis, 27, 135-148.

Hager, W., Hasselhorn, M. & Elsner, B. (1995). Zur Re-Evaluation der Evaluationen des Denktrainings für Kinder I. Zeitschrift für Pädagogische Psychologie, 9, 1-11.

Book chapters:

Hager, W. & Elsner, B. (1997). Übung, Training, Coaching und Transfer. In U. Kittler & H. Metz-Göckel (Hrsg.), Pädagogische Psychologie in Erziehung und Organisation (S. 78-87). Essen: Verlag die blaue Eule.

Hager, W., Elsner, B. & Hasselhorn, M. (1996). Dauer- und Kompetenzwirkungen des Denktraining für Kinder I aus differentieller Sicht. In E. Witruk & G. Friedrich (Hrsg.), Pädagogische Psychologie im Streit um ein neues Selbstverständnis. Landau: Empirische Pädagogik.

Hager, W. & Elsner, B. (1995). Validität einiger bei der Trainingsevaluation eingesetzter diagnostischer Tests (Variablenvalidität: abhängige Variablen). In W. Hager (Hrsg.), Programme zur Förderung des Denkens bei Kindern. Konstruktion, Evaluation und Metaevaluation (S. 229-256). Göttingen: Hogrefe.

Hager, W., Elsner, B. & Hübner, S. (1995). Metaevaluation von Evaluationen einiger kognitiver Trainings. In W. Hager (Hrsg.), Programme zur Förderung des Denkens bei Kindern. Konstruktion, Evaluation und Metaevaluation (S. 257-291). Göttingen: Hogrefe.