I joined the lab during the Fall of 2015, as I conducted a study for my master thesis with the help of the Babylab. The aim of the study was to explore whether preschooler aged children generalize information acquired from an in-group model compared to an out-group model differently. After graduation, I worked as a research assistant in the Babylab at the Central European University for 2 years. I rejoined the ELTE Babylab in the Fall of 2018, as a PhD student. As part of my PhD research, I am interested in exploring how children come to understand social conventions; more specifically, the fact that these are community-bound (as opposed to moral norms which are universal) and that therefore their scope of applicability may change from situation to situation.
Courses, Thesis topics:
Infant and Child Study (PSZB17-132:2) - in Hungarian
Research field practice in Cognitive/Affective Psychology (PSZB17-114)
Social Cognition (with Katalin Oláh) (PSZM17-KF-105)
Research Methods Practical 1. (PSYB17-131)
Cultural learning in preschool children, in experimental-based interactive situations (for example, the impact of a teacher’s group membership on long-term learning, understanding social conventions in preschool age).
Andrási, K., Király I. (preprint). “The red spots are now lava, we shouldn’t step on them” – the joint creation of novel arbitrary social contexts in pretend play, PsycArXiv, https://psyarxiv.com/cjqwp
Andrási, K., Schvajda, R., Király, I. (in press). Young children expect pretend object identities to be known only by their partners in joint pretence. British Journal of Developmental Pscyhology
Andrási, K., Schvajda, R., Elekes, F., & Király, I. (in press). A közös figyelem fejlődése és jelentősége csecsemőkorban. Szerkesztett kötet munkacíme: Figyelem a gyakorlatban (szerk: Zsidó, A., Lábadi, B.)