Understanding the symbolic relation between a symbol and its referent is difficult for children between the ages of 2-3 years. They perform poorly in problem solving situations that require to use symbols as a guide for action. However, they are able to infer the intention for symbol creation from an agent’s gaze behavior and intentional action. We investigate whether early symbol understanding and use can be facilitated by making the social origin of symbol creation explicitly available. That is, prior to a symbol-based problem solving situation, children can observe that only human intention can make something become a symbol.

 Our research project aims to test ingroup favouritism between 4 and 8 years of age in a paradigm which informs children regarding an in- and outgroup member’s moral behaviour (fair vs. unfair) in a resource allocation situation. By using dependent variables that are different in nature, we explore how children's preference for fairness influence their judgement and their ingroup preference.     

Our research focuses on parent-child relationships and parent-child joint activities and interactions in early childhood (0-5 years). Parental mentalization is investigated by two constructs: reflective functioning (PRFQ) and mind-mindedness (interactional and representational measurement). We are also interested in constructs (e.g., shared reading efficacy, parent's perception of child and parent-child relationship, perceived stress, peer support and well-being) that might relate with parental mentalization.