Associate Research Fellow
Phone number: +36-1-3273000 e.2773
I have been working at CDC since August 2011, first as a postdoctoral researcher and more recently as an associate research fellow. I received my PhD at University of Warsaw, Poland in 2008 and subsequently worked for 3.5 years at University College London studying babies at Anna Freud Center's Developmental Neuroscience Unit. My research focuses on early social cognition in infancy. I run studies concerning goal-attribution, action understanding, representation of agency and animacy. I am also interested in infants' understanding of functions of tools. Most recently I work on studies which deal with early sensitivity to basic nonverbal communicative signals.
Hernik, M. & Shamsudheen, R. (2017): "Learning Theories" Hopkins, E. Geangu & S. Linkenauger (Eds.). - Cambridge Encyclopedia of Child Development, 2nd edition (pp. 50-59). Cambridge University Press.
Csibra, G., Hernik, M., Mascaro, O., Tatone, D., & Lengyel, M. (2016): "Statistical treatment of looking-time data" - Developmental Psychology 52, 521-36
Hernik, M. & Csibra, G. (2015). Infants learn enduring functions of novel tools from action demonstrations. Journal of Experimental Child Psychology 130, 176-192.
Hernik, M. & Gergely, G. (2015). To what adaptive problems is human teaching a solution? Behavioral and Brain Sciences 38, 26-27. [Commentary on Kline, same issue]
Hernik, M., Fearon, R. P., Csibra, G. (2014). Action anticipation in human infants reveals assumptions about anteroposterior body-organization and action. Proceedings of the Royal Society B: Biological Sciences, 281(1781), 20133205.
Hernik, M., & Southgate, V. (2012). Nine‐months‐old infants do not need to know what the agent prefers in order to reason about its goals: on the role of preference and persistence in infants’ goal‐attribution. Developmental science, 15(5), 714-722.
Hernik, M., & Southgate, V. (2012). Theories, evidence and intuitions about infants’ attributions of goals: a reply to commentaries by Bíró and Kuhlmeier & Robson
Haman, M., & Hernik, M. (2011). Can multiple bootstrapping provide means of very early conceptual development?. Behavioral and Brain Sciences, 34(3), 130-131. [Commentary on Carey, same issue]
Galkowska, A., Hernik, M. & Haman, M. (2010). Preschoolers’ understanding of intentions as causal action plans. In B. Bokus (ed.) Studies in the Psychology of Language and Communication (pp. 211-221). Warsaw: Matrix.
Hernik, M. (2010). Stay cognitive! In T. Fuchs, H.C. Sattel & P. Henningsen (eds.) The Embodied Self (pp. 215-218) [Commentary on Fuchs & De-Jaegher, same book].
Platten, L., Hernik, M., Fonagy, P. & Fearon, P. (2010). Knowing Who Likes Who: The Early Developmental Basis of Coalition Understanding. European Journal of Social Psychology 40, 569-580.
Hernik, M., Fearon, P., & Fonagy, P. (2009). There must be more to development of mindreading and metacognition than passing false belief tasks. Behavioral and Brain Sciences, 32(2), 147-148. [Commentary on Carruthers, same issue]
Hernik, M., & Csibra, G. (2009). Functional understanding facilitates learning about tools in human children. Current opinion in neurobiology, 19(1), 34-38.
Hernik, M. & Gokieli, M. (2008). Does your dog know what you think? In S. Hales (ed.) What Philosophy Can Tell You About Your Dog. Chicago: Open Court.
Hernik, M. (2005). Functions, intentions and artifact concepts. In B. Bokus (ed.) Studies in the Psychology of Child Language (pp. 181-191). Warsaw: Matrix.