Main Focus

- development and evolution of human cooperation

- coordinated decision-making in children and chimpanzees

- trust-based cooperation and reciprocity

Curriculum Vitae

Since 2018: Marie Skłodowska-Curie Fellow, University of Michigan & Max Planck Institute for Human Development

2015-2017: Postdoc, Max Planck Institute for Evolutionary Anthropology

2011-2015: PhD in Psychology, Max Planck Institute for Evolutionary Anthropology

2009-2010: MSc in Comparative and Evolutionary Psychology, University of St Andrews

2005-2008: BSc in Psychology, Northumbria University

Selected Publications

Grueneisen, S., & Tomasello, M. (in press). The development of coordination via joint expectations for shared benefits. Developmental Psychology.

Koomen, R.*, Grueneisen, S.*, & Herrmann, E. (2020). Children delay gratification for cooperative ends. Psychological Science, 31, 139–148(*equal contribution)

Schmelz, M., Grueneisen, S., & Tomasello, M. (2019). The psychological mechanisms underlying reciprocal prosociality in chimpanzees (Pan troglodytes). Journal of Comparative Psychology. Advance Online Publication.

Grueneisen, S., & Tomasello, M. (2019). Children use rules to coordinate in a social dilemma. Journal of Experimental Child Psychology, 179, 362–374.

Grueneisen, S.*, Duguid, S.*, Saur, H., & Tomasello, M. (2017). Children, chimpanzees, and bonobos adjust the visibility of their actions for cooperators and competitors. Scientific Reports7, 8504. (*equal contribution)

Grueneisen, S., & Tomasello, M. (2017). Children coordinate in a recurrent social dilemma by taking turns and along dominance asymmetries. Developmental Psychology, 53, 265–273.

Schmelz, M.*, Grueneisen, S.*, Kabalak, A., Jost, J., & Tomasello, M. (2017). Chimpanzees return favors at a personal cost. Proceedings of the National Academy of Sciences, 114, 7462–7467(*equal contribution)

Grueneisen, S., Wyman, E., & Tomasello, M. (2015). Children use salience to solve coordination problems. Developmental Science, 18, 495–501.

Grueneisen, S., Wyman, E., & Tomasello, M. (2015). “I know you don’t know I know...” Children use second-order false-belief reasoning for peer coordination. Child Development, 86, 287–293.

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