Professor György Gergely

Professor György Gergely





György Gergely, Ph.D., D.Sc., is a Professor of Cognitive Science at Central European University (CEU) in Budapest and co-founder of CEU’s Cognitive Developmental Center. He finished his graduate studies at University College London and Columbia University (PhD, 1986). He also completed clinical graduate training at Budapest University becoming a certified clinical child psychologist in 1997. In 2007 he became an Academic Research Faculty Member at University College London/The Anna Freud Centre, and since 2009 he is Honorary Full Member of the Hungarian Psychoanalytic Association. In his scientific work he aims to integrate his clinical interest in psychoanalytic theory, and mentalization-based psychotherapy with his research on self development, attachment and affect-regulation. He has published extensively in areas ranging from cognitive science, socio-emotional development, developmental neuroscience, and clinical disorders of the social mind. Professor Gergely’s scientific contributions have been acknowledged by several international awards (e.g., Guggenheim Fellow, IPA Biannual Award for Exceptional Contribution to Research, Gradiva Prize for best book on clinical theory, Sylvia Brody Prize for Excellence in Psychoanalytic Developmental Research (NY Psychoanalytic Association), or the 2011Jean-Nicod Prize for leading philosophically-oriented cognitive scientists (CNRS-EHESS-ENS, Paris). In 2007-2008 he was Resident Fellow at CASBS, Stanford, USA, and in 2012 he was SAGE Distinguished Fellow in Residence at the Sage Center for the Study of the Mind at UC Santa Barbara. His current research focuses on the evolved design of the ‘social mind’ and it’s core mechanisms for social cooperation, and communicative mindreading. In his clinical research he investigates dysfunctions of mind monitoring in Autism Spectrum Disorder and Borderline Personality Disorder. Currently, he is Principal Investigator on the ERC’s Synergy Grant on “Constructing Social Minds: Coordination, Communication, and Cultural Transmission”. 


Gergely, G., &  Watson, J. S. (1996). The social biofeedback theory of parental-affect-mirroring: The development of emotional self-awareness and self-control in infancy. The International Journal of Psychoanalysis, 77, 1-31.

Gergely, G., Bekkering, H., & Király, I. (2002). Rational imitation in preverbal infants. Nature, Vol. 415, p. 755.

Fonagy, P., Gergely, G., Jurist, E., & Target, M. (2002). Affect-regulation, mentalization, and the development of the self. New York: Other Press. 

Courses this tutor is involved in