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Frontiers in Psychology|May 27, 2014
"Does he need help or can he help himself?" Preschool children's expectations about others' instrumental helping versus self-helpingSunae Kim, Beate Sodian, Markus PaulusThe Behavioral and Brain Sciences|January 21, 2016
Clarifying the range of social-cognitive processes subserving human teachingMarkus Paulus, Sunae Kim, Beate SodianPlos One|March 30, 2016
Young Children's Sensitivity to Their Own Ignorance in Informing OthersSunae Kim, Markus Paulus, Beate Sodian, et al.The British Journal of Developmental Psychology|October 25, 2020
Knowing minds: Linking early perspective taking and later metacognitive insightDaniela Kloo, Beate Sodian, Susanne Kristen-Antonow, et al.Developmental Psychology|October 31, 2017
Selective learning and teaching among Japanese and German childrenSunae Kim, Markus Paulus, Beate Sodian, et al.Journal of Experimental Child Psychology|May 14, 2015
Which way to take? Infants select an efficient path to their goalMarkus Paulus, Beate SodianFrontiers in Psychology|April 16, 2020
12- and 24-Month-Old Infants' Search Behavior Under Informational UncertaintySunae Kim, Beate Sodian, Joëlle ProustMemory & Cognition|December 17, 2021
Memory Monitoring and Control in Japanese and German PreschoolersSunae Kim, Atsushi Senju, Beate Sodian, et al.Consciousness and Cognition|September 15, 2020
Metacognition and mindreading in young children: A cross-cultural studySunae Kim, Beate Sodian, Markus Paulus, et al.Journal of Experimental Child Psychology|February 24, 2015
Developmental changes and the effect of self-generated feedback in metacognitive controlled spacing strategies in 7-year-olds, 10-year-olds, and adultsNike Tsalas, Markus Paulus, Beate SodianPageof 20