Interpersonal understanding fuels knowledge acquisition

Current Directions in Psychological Science

Volumn 9, Issue 2, 2000, Pages 40-45

  Baldwin, Dare A ^a  

^a UNIVERSITY OF OREGON   (United States)

Author keywords

Intention; Knowledge; Language; Word learning

Indexed keywords

EID: 0034397361     PISSN: 09637214     EISSN: None     Source Type: Journal    
DOI: 10.1111/1467-8721.00057     Document Type: Article

References (17)

1. Baldwin, D.A. (1991). Infants' contribution to the achievement of joint reference. Child Development, 62, 875-890.
2. Baldwin, D.A. (1993a). Early referential understanding: Infants' ability to recognize referential acts for what they are. Developmental Psychology, 29, 832-843.
3. Baldwin, D.A. (1993b). Infants' ability to consult the speaker for clues to word reference. Journal of Child Language, 20, 395-418.
4. Baldwin, D.A. (1995). Understanding the link between joint attention and language. In C. Moore & P. Dunham (Eds.), Joint attention: Its origins and role in development (pp. 131-158). Hillsdale, NJ: Erlbaum.
5. Baldwin, D.A., Baird, J.A., Saylor, M., & Clark, M.A. (1999). Infants detect structure in human action: A first step toward understanding others' intentions? Manuscript submitted for publication.
6. Baldwin, D.A., Bill, B., & Ontai, L.L. (1996, May). Infants' tendency to monitor others' gaze: Is it rooted in intentional understanding or a result of simple orienting? Paper presented at the International Conference on Infant Studies, Providence, RI.
7. Baron-Cohen, S., Baldwin, D.A., & Crowson, M. (1997). Do children with autism use the speaker's direction of gaze (SDG) strategy to crack the code of language? Child Development, 68, 48-57.
8. Brand, R., Baldwin, D.A., & Ashburn, L. (1999). Broadening the scope of "motherese" to include "motionese": Modifications in mothers' infant-directed action. Manuscript submitted for publication.
9. Carpenter, M., Akhtar, N., & Tomasello, M. (1998). 14-through 18-month-old infants differentially imitate intentional and accidental actions. Infant Behavior and Development, 21, 315-330.
10. Meltzoff, A.N. (in press). Origins of theory of mind, cognition, and communication. Journal of Communication Disorders.
11. Moore, C., Angelopoulos, M., & Bennett, P. (1999). Word learning in the context of referential and salience cues. Developmental Psychology, 35, 60-68.
12. Moses, L.J., Baldwin, D.A., Rosicky, J.G., & Tidball, G. (1999). Evidence for referential understanding in the emotions domain at 12 and 18 months. Manuscript submitted for publication.
13. Samuelson, L.K., & Smith, L.B. (1998). Memory and attention make smart word learning: An alternative account of Akhtar, Carpenter, and Tomasello. Child Development, 69, 94-104.
14. Sigman, M., & Capps, L. (1997). Children with autism: A developmental perspective. Cambridge, MA: Harvard University Press.
15. Tomasello, M., Strosberg, R., & Akhtar, N. (1996). Eighteen-month-old children learn words in non-ostensive contexts. Journal of Child Language, 23, 157-176.
16. Whitehurst, G.J., Kedesdy, J., & White, T.G. (1982). A functional analysis of meaning. In S.A. Kuczaj, II (Ed.), Language development: Vol. I. Syntax and semantics (pp. 397-427). Hillsdale, NJ: Erlbaum.
17. Woodward, A.L. (in press). Infants' ability to distinguish between purposeful and non-purposeful behaviors. Infant Behavior and Development.