Welcome | Team | Research | Information on Participating in Studies |
Our Research Focus
Our Research Methods
Behavioral Observation
In our behavioral laboratory, children’s behavior can be recorded in a wide variety of experimental scenarios using a state-of-the-art video and audio system. This enables the design of experiments and subsequent analysis options that would not be possible with live observation alone.
Eye Movement Analysis | Eye Tracking
Using an eye tracker, which can be attached to a computer screen, for example, the eye movements of children and toddlers can be recorded unobtrusively. The analysis of such data offers unique insights into the development of our cognitive abilities.
Electroencephalography | EEG
Electroencephalography records neural activity with high temporal resolution and allows conclusions to be drawn about the brain’s information processing. In our laboratory, we also apply this method in combination with eye-tracking analyses, enabling us to correlate behavioral data with neural activity within the same experiment.
Test Diagnostics | Questionnaires
Questionnaire-based measurement tools are also used in our studies. Compared to studies with adults, studies with children present additional challenges. For example, how can a 1–5 response scale be adapted to be child-friendly?
Our Studies
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What do eye-tracking movements tell us about infants’ knowledge of physics?
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| Study leaders: Dr. Matus Simkovic, Prof. Birgit Träuble |
| Age of children: 4 to 10 months |
| Description: An experiment aims to investigate early prior knowledge of the physical motion of objects. The children are shown a circle on a monitor that moves at a constant speed. Eye-tracking technology is used to record the children’s eye movements. The study aims to determine whether and in what way infants exhibit anticipatory eye movements when the circle bounces off the edge of the screen. Analyzing this eye behavior offers the opportunity to investigate early expectations regarding the movement of objects. |
| Results: Even the youngest infants can predict the movement following a bounce and use this information to strategically position their gaze. It does not matter whether the bounce movement is physically plausible or not. Infants can adjust their predictions after observing a novel bounce just a few times. |
| Publication: Šimkovic, M., & Träuble, B. (2025). Infants' saccadic behavior during 2-dimensional displays of a bounce. Infant Behavior and Development, 78, 102029. |
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Conceptual knowledge of elementary school children regarding the meaning of probability words
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| Principal Investigators: Dr. Matus Simkovic, Prof. Birgit Träuble |
| Age of children: 7–10 years |
| Description: Children use words like "possible," "impossible," or "certain" long before they learn about probabilities and the meaning of these words in that context at school. So what understanding do children have of the meaning of these words? Can an event be both possible and impossible at the same time? Are all certain events equally likely? Using these and other questions, we are investigating the intuitive understanding of probability that children spontaneously develop. Gaining a deeper understanding of this could also support the success of the later introduction to the topic of “probability” in school. The research question is therefore also of interest from an educational perspective. |
| Results:
Similar to previous studies, we found that elementary school children provide correct answers when it comes to the probability of specific events. However, we also found that when considering general statements, children exhibit incorrect beliefs. For example, the majority of children said: * Impossible events are not all equally likely. * Certain events are not all equally likely. * Probability has no maximum or minimum. * There can be an event that is both possible and impossible at the same time. The terms "certain," "possible," and "impossible" thus represent loose and partially overlapping categories for children, expressing approximate gradations of probability. This conception contradicts the scientific concept. From a didactic perspective, it would be desirable to strengthen children’s understanding of "certain" and "impossible" as the maximum and minimum of probability. |
| Publication: Matúš Šimkovic & Birgit Träuble (2024) Primary-school children’s knowledge of transitivity of probability and of bounds of probability, Journal of Cognitive Psychology. |
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Social Exclusion and Memory Retrieval
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| Study leaders: Dr. Vesna Marinovic, Prof. Birgit Träuble |
| Age of children: 5 years |
| Description: Studies with adults have shown that experiences of social exclusion influence not only emotions and behavior but also perception and memory processes. For example, individuals who have previously been excluded can perceive social stimuli more quickly and accurately and recall social events better. In this study, we aim to investigate whether observing social exclusion influences the memory of preschool children. Since social exclusion often occurs in learning or school settings and can sometimes have detrimental effects on academic performance, it is important to understand potential effects as early as childhood. After showing two short films, we will assess the child’s behavior through two brief memory tasks and a short language test. |
| Results: No influence of observed social exclusion was found on number recall. However, interesting effects emerged when the children were asked to recall specific events from a story. The story contained an equal number of social (e.g., “aunt”) and non-social words (“circus”). Only the group of children who witnessed social exclusion recalled more social than non-social words. These findings are similar to those from studies with older children and adults. We were thus able to show that the mere perception of social exclusion alters the recall of social and non-social content: the processing of social information is favored. If one remembers social stimuli better, this could help one connect with others or prevent a renewed encounter with social exclusion. |
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Publication: We published the corresponding scientific article in the journal “Developmental Psychology.”
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Social Exclusion and Categorical Distinctions
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| Principal Investigators: Dr. Vesna Marinovic, Prof. Birgit Träuble |
| Age of children: 5 years |
| Description: After finding in a previous study that the perception of social exclusion influences memory retrieval in preschool-aged children, we now wish to investigate whether comparable effects can be found in another cognitive domain. The ability to assign different objects to the same categories is a fundamental cognitive skill. In this study, we aim to determine whether observing social exclusion affects the ability to distinguish between object categories. This could provide further insight into how indirect experiences of exclusion impact perceptual and learning processes in preschool-aged children. After showing two short films (in which social exclusion is either present or absent), we present the children with various images of animals and people on a monitor. The children can distinguish between the two categories using two different buttons. |
| Results: We were interested in the accuracy and speed of the children’s reactions to the images of animals and people. We found no effect of the perception of social exclusion. Both children who observed social exclusion and those who did not distinguished between the presented categories with comparable accuracy. Interestingly, all children reacted more quickly to the images of people than to the images of animals, which could indicate a greater familiarity and connection with the category of people. Further studies could clarify whether a modified categorization task might nevertheless reveal an effect of social exclusion on the categorization ability of preschool children. We would like to once again extend our heartfelt thanks to all the parents and children who participated in this study and thereby provided essential support for our research! |
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Publication: We have published the corresponding scientific article in the journal “Developmental Psychology.”
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Social Exclusion and Controlling Behavior
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| Principal Investigators: Dr. Vesna Marinovic, Prof. Birgit Träuble |
| Age of children: 5 years |
| Description: In this study, we investigate whether the perception of social exclusion influences the need to exert control. Being socially excluded involves a loss of control because the other person ends communication or refuses to include us. Control plays an important role in academic performance, self-concept, and social behavior in children. Furthermore, it has been shown that an increased need for control can play a significant role in whether adults sometimes react aggressively to social exclusion. Now we would like to find out how control and observed social exclusion are related in preschool-aged children. To do this, we show the children short films in which animated geometric shapes move either toward or away from one another. We then examine the children’s behavior in two engaging games in which the children have the opportunity to control the course of both games. |
| Results: All children recognized that the films dealt with the topic of “social exclusion.” An interesting finding emerged in the so-called social ball game: Boys who had previously observed social exclusion interrupted the ball game between two people for longer than boys who had not previously observed social exclusion. Girls, on the other hand, showed no comparable differences. The boys’ reactions suggest that merely observing social exclusion through abstract characters increases the need for control. This aligns with findings from research involving older children and adults. There is also evidence in the literature that preschool-aged boys and girls differ in terms of perceived control. This could potentially explain the gender differences found. However, further studies are needed to verify the robustness of these effects. We would like to once again sincerely thank all the parents and children who participated in this study and thereby provided essential support for our research! |
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Publication: We have published the corresponding scientific article in the journal “Developmental Psychology.”
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Gaze Duration and Visual Attention in Infants
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| Principal Investigators: Dr. Matus Simkovic, Prof. Birgit Träuble |
| Age of children: 4 to 10 months |
| Description: The habituation paradigm is frequently used to determine infants’ interest in various stimuli. This approach assumes that when the same stimulus is presented repeatedly or for an extended period, the child becomes accustomed to it, loses interest, and thus looks away. The measured gaze duration is often used as an indicator of the child’s interest. However, data on the relationship between gaze duration and infants’ interest, or between gaze duration and the visual salience of the stimuli, are currently lacking. The study aims to examine infants (4, 7, and 10 months old) using an eye tracker within the framework of a habituation paradigm. In this procedure, a grid of eight rectangles is presented to the child on a monitor several times in succession. The stimulus is presented until the child looks away. During the presentations, either the brightness, color, orientation, or the number of rectangles changes. The extent of the stimulus change is varied across different groups of infants. The duration of gaze fixations is recorded using the eye tracker. The aim of the study is to investigate the relationship between the extent of the stimulus change, the number of presentations, and gaze duration, and to describe it using a mathematical model. |
| Results: On average, gaze duration increases with the number of presentations. Starting at 6 or more presentations, gaze duration decreases again. Additionally, it was shown that multiplicative statistical models describe gaze durations better than additive models. The common choice of additive methods for gaze duration analysis thus proves to be inappropriate. |
| Publication: Šimkovic, M., & Träuble, B. (2021). Additive and multiplicative probabilistic models of infant looking times. PeerJ, 9, e11771. |
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Investigation of the accuracy of eye-tracking devices
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| Principal Investigators: Dr. Matus Simkovic, Prof. Birgit Träuble |
| Age of children: 4 to 10 months |
| Description: As in other fields of research, it is also important for infant researchers to gather information about the measurement accuracy of their devices in order to better evaluate the findings obtained. For this reason, in this study we aim to examine the measurement accuracy of two different eye-tracking devices in greater detail and compare them with one another. To do this, we show the children similar dynamic images (e.g., a moving circle) on both devices. The deviation between the gaze position and the actual position of the image allows us to determine the measurement accuracy of the devices. Additionally, the child’s distance from the screen is varied to determine whether viewing distance also influences measurement accuracy. |
| Results: The measurement accuracy of the two devices is similar and comparable to, or even better than, the published values from other laboratories. Interestingly, the order of the measurements plays a significant role, such that the more measurements taken with an infant, the less accurate they become. These results help us and other developmental researchers in planning the maximum duration of eye-tracking studies. |
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Publication: To follow |
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Perception of Social Connectedness and Exclusion
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| Principal Investigators: Dr. Vesna Marinovic, Prof. Birgit Träuble |
| Age of children: 4 years |
| Description: As adults, we are able to quickly recognize when people belong together and when a person is excluded. This helps us navigate the social world more effectively and enables us to actively shape the nature of our relationships, the quality of which significantly influences the course of healthy development. This study investigates how early and in what ways young children perceive situations of social connectedness and exclusion, and what impact this has on their behavior and thinking. To this end, we are currently studying children in their fourth year of life. We show short films in which geometric shapes move toward or away from one another. We then observe how the children behave during engaging games involving exciting objects and images. The testing takes about 30 minutes. The findings are intended to contribute to a deeper understanding of the effects of observed exclusion in early childhood. |
| Results: Depending on whether children observed social exclusion or social connectedness in the short films, they differed in their subsequent play behavior and spontaneous preferences. For example, children who watched the social exclusion films sat closer to another person’s seat than children who did not observe social exclusion. From studies with adults, we know that they seek social connection after experiencing social exclusion. Our results show for the first time that four-year-olds appear to behave in a similar way by literally seeking greater proximity to another person. This illustrates that even the mere perception of social exclusion can have an immediate influence on behavior—even in early childhood. We observed further differences in an imitation task in which the experimenter first demonstrated an action and the children were then able to imitate it. Research with adults and older children has shown that imitation increases following direct and indirect experiences of social exclusion. In this case, imitation is used as a social means to express similarity and thereby restore connection. Interestingly, our results indicate, for the first time, gender differences in the age group studied: Only girls who observed social exclusion imitated more accurately than girls who did not watch the corresponding film. In contrast, boys imitated fewer action steps when they observed social exclusion. In general, this pattern is consistent with findings showing that adult men and women deal with social exclusion differently. Our results suggest that these differences begin early. Further studies should examine how stable these differences are and what factors they are associated with. Many thanks to all the parents and children who participated in this study and thereby provided essential support for our research! |