Dare A Baldwin
Biographic Data
| ID | 5473775 |
|---|---|
| NAME | Dare A Baldwin |
| GIVEN NAMES | Dare A |
| FAMILY NAME | Baldwin |
| SIGNATURE | BALDWIN D A |
| AFFILIATIONS | University of Oregon , Eugene, Oregon |
| VERIFIED | No |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 24 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
The development of disability and foreignness concepts
Language processing in breastfed infants at risk of thiamine deficiency benefits from maternal thiamine supplementation
In a double-blind, randomized controlled trial, we investigated relationships between infants' exposure to thiamine and their language-processing ability. Three hundred thirty-five lactating Cambodian mothers of 161 female/174 male infants received either 0, 1.2, 2.4, or 10 mg of thiamine daily, from 2 to 24 weeks postpartum. We assessed infants' language processing at 24 weeks via the infant-directed speech (IDS) task, measuring attentional enha…
Dwell times showcase how goal structure informs preschoolers’ analysis of unfolding motion patterns
Using Hard et al.’s (2011) dwell-time paradigm, 85 preschoolers (aged 2.5–4.5; 43 female; primarily from white families) advanced at their own pace through one of three slideshows. All slideshows depicted an actor reaching toward, grasping, and retrieving a ball. However, motion patterns differed for one slideshow (straight-reach) relative to the other two (arcing-reaches), and one of the arcing-reach slideshows depicted a violation of typical go…
A shared fractal aesthetic across development
Fractal patterns that repeat at varying size scales comprise natural environments and are also present in artistic works deemed to be highly aesthetic. Observers’ aesthetic preferences vary in relation to fractal complexity. Previous work demonstrated that fractal preference consistently peaks at low-to-moderate complexity for patterns that repeat in a statistical manner across scale, whereas preference for exact repetition fractals peaks at a hi…
Intersubjectivity and Joint Attention
Psychological connection with others gives body and shape to human experience. Intersubjectivity—a mutuality of conscious connection between two or more individuals—lies at the heart of such psychological linkage. Intersubjectivity is central to human mental and emotional wellbeing. At the same time, it is a complex phenomenon, taking a diversity of forms, emerging developmentally, experienced to varying degrees across individuals and situations,…
Event Processing as an Executive Enterprise
Actual experience as life unfolds tends to be an ebb and flow of dynamic, multimodal sensations, many of which are fleeting. Yet what is encoded, recalled, and talked about tends to be events—units of experience that are conceptualized as having both a beginning and an end. In this essay, we consider processing mechanisms that enable the extraction of event structure from the dynamically unfolding stream of experience. Two proposals emerge from o…
Discussing those not present
The ability to understand references to the absent enables conversation to move beyond the here-and-now to matters distant in both space and time. Such understanding requires appreciating the relation between language and communicative intent: one must recognize speakers' intentions to use language to converge on a shared conversational focus that is at least somewhat independent of the current context. Despite its centrality to language developm…
Children use whole-part juxtaposition as a pragmatic cue to word meaning
When parents label novel parts of familiar objects, they typically provide familiar whole-object terms before offering novel part terms (e.g., "See this cup? This is the rim."). Such whole-part juxtaposition might help children to accurately interpret the meaning of novel part terms, but it can do so only if they recognize the conjunction as a potential cue to part meaning. Two studies examined (a) whether 3- to 4-year-olds use whole-part juxtapo…
Learning Words from Knowledgeable versus Ignorant Speakers
Two studies addressed whether children consider speakers' knowledge states when establishing initial word-referent links. In Study 1, forty-eight 3- and 4-year-olds were taught two novel words by a speaker who expressed either knowledge or ignorance about the words' referents. Children showed better word learning when the speaker was knowledgeable. In Study 2, forty-eight 3- and 4-year-olds were taught two novel words by a speaker who expressed u…
Links between Social Understanding and Early Word Learning
If young children approached word learning with little social savvy, certain predictable patterns of error would arise in the way they interpret new words. The absence of such errors provides evidence that social understanding informs word learning even in the infancy period. We outline such evidence, and then scrutinize it with respect to four challenges. 1) Is it necessary to invoke genuine social understanding to explain infants’ word‐learning…
Infants' ability to consult the speaker for clues to word reference
This research examines whether infants actively seek information from a speaker regarding the referent of the speaker's utterance. Forty-eight infants (in three age groups: 1;2–1;3, 1;4–1;5, and 1;6–1;7) heard novel labels for novel objects in two situations: follow-in labelling (the experimenter looked at and labelled the toy of the infant's focus) vs. discrepant labelling (the experimenter looked at and labelled a different toy than that of the…
Early referential understanding
Previous research has documented infants' ability to follow adults' line-of-regard and pointing gestures by 9-12 months of age, but it has not been clear whether infants appreciate that such cues are a privileged source of information about word reference. Study 1 demonstrated that this is understood by at least 19-20 months: Infants wed referential cues to guide a new word-object mapping even though this required that they ignore competition fro…
Infants' Contribution to the Achievement of Joint Reference
This research examines whether infants actively contribute to the achievement of joint reference. One possibility is that infants tend to link a a label with whichever object they are focused on when they hear the label. If so, infants would make a mapping error when an adult labels a different object than the one occupying their focus. Alternatively, infants may be able to use a speaker's nonverbal cues (e.g., line of regard) to interpret the re…
Early referential understanding
Previous research has documented infants' ability to follow adults' line-of-regard and pointing gestures by 9-12 months of age, but it has not been clear whether infants appreciate that such cues are a privileged source of information about word reference. Study 1 demonstrated that this is understood by at least 19-20 months: Infants wed referential cues to guide a new word-object mapping even though this required that they ignore competition fro…
Links between Social Understanding and Early Word Learning
If young children approached word learning with little social savvy, certain predictable patterns of error would arise in the way they interpret new words. The absence of such errors provides evidence that social understanding informs word learning even in the infancy period. We outline such evidence, and then scrutinize it with respect to four challenges. 1) Is it necessary to invoke genuine social understanding to explain infants’ word‐learning…
Children use whole-part juxtaposition as a pragmatic cue to word meaning
When parents label novel parts of familiar objects, they typically provide familiar whole-object terms before offering novel part terms (e.g., "See this cup? This is the rim."). Such whole-part juxtaposition might help children to accurately interpret the meaning of novel part terms, but it can do so only if they recognize the conjunction as a potential cue to part meaning. Two studies examined (a) whether 3- to 4-year-olds use whole-part juxtapo…
Infants' Contribution to the Achievement of Joint Reference
This research examines whether infants actively contribute to the achievement of joint reference. One possibility is that infants tend to link a a label with whichever object they are focused on when they hear the label. If so, infants would make a mapping error when an adult labels a different object than the one occupying their focus. Alternatively, infants may be able to use a speaker's nonverbal cues (e.g., line of regard) to interpret the re…
Infants' ability to consult the speaker for clues to word reference
This research examines whether infants actively seek information from a speaker regarding the referent of the speaker's utterance. Forty-eight infants (in three age groups: 1;2–1;3, 1;4–1;5, and 1;6–1;7) heard novel labels for novel objects in two situations: follow-in labelling (the experimenter looked at and labelled the toy of the infant's focus) vs. discrepant labelling (the experimenter looked at and labelled a different toy than that of the…
Early referential understanding
Previous research has documented infants' ability to follow adults' line-of-regard and pointing gestures by 9-12 months of age, but it has not been clear whether infants appreciate that such cues are a privileged source of information about word reference. Study 1 demonstrated that this is understood by at least 19-20 months: Infants wed referential cues to guide a new word-object mapping even though this required that they ignore competition fro…
Learning Words from Knowledgeable versus Ignorant Speakers
Two studies addressed whether children consider speakers' knowledge states when establishing initial word-referent links. In Study 1, forty-eight 3- and 4-year-olds were taught two novel words by a speaker who expressed either knowledge or ignorance about the words' referents. Children showed better word learning when the speaker was knowledgeable. In Study 2, forty-eight 3- and 4-year-olds were taught two novel words by a speaker who expressed u…
Links between Social Understanding and Early Word Learning
If young children approached word learning with little social savvy, certain predictable patterns of error would arise in the way they interpret new words. The absence of such errors provides evidence that social understanding informs word learning even in the infancy period. We outline such evidence, and then scrutinize it with respect to four challenges. 1) Is it necessary to invoke genuine social understanding to explain infants’ word‐learning…
Children use whole-part juxtaposition as a pragmatic cue to word meaning
When parents label novel parts of familiar objects, they typically provide familiar whole-object terms before offering novel part terms (e.g., "See this cup? This is the rim."). Such whole-part juxtaposition might help children to accurately interpret the meaning of novel part terms, but it can do so only if they recognize the conjunction as a potential cue to part meaning. Two studies examined (a) whether 3- to 4-year-olds use whole-part juxtapo…
Discussing those not present
The ability to understand references to the absent enables conversation to move beyond the here-and-now to matters distant in both space and time. Such understanding requires appreciating the relation between language and communicative intent: one must recognize speakers' intentions to use language to converge on a shared conversational focus that is at least somewhat independent of the current context. Despite its centrality to language developm…
Event Processing as an Executive Enterprise
Actual experience as life unfolds tends to be an ebb and flow of dynamic, multimodal sensations, many of which are fleeting. Yet what is encoded, recalled, and talked about tends to be events—units of experience that are conceptualized as having both a beginning and an end. In this essay, we consider processing mechanisms that enable the extraction of event structure from the dynamically unfolding stream of experience. Two proposals emerge from o…
Intersubjectivity and Joint Attention
Psychological connection with others gives body and shape to human experience. Intersubjectivity—a mutuality of conscious connection between two or more individuals—lies at the heart of such psychological linkage. Intersubjectivity is central to human mental and emotional wellbeing. At the same time, it is a complex phenomenon, taking a diversity of forms, emerging developmentally, experienced to varying degrees across individuals and situations,…
A shared fractal aesthetic across development
Fractal patterns that repeat at varying size scales comprise natural environments and are also present in artistic works deemed to be highly aesthetic. Observers’ aesthetic preferences vary in relation to fractal complexity. Previous work demonstrated that fractal preference consistently peaks at low-to-moderate complexity for patterns that repeat in a statistical manner across scale, whereas preference for exact repetition fractals peaks at a hi…
Dwell times showcase how goal structure informs preschoolers’ analysis of unfolding motion patterns
Using Hard et al.’s (2011) dwell-time paradigm, 85 preschoolers (aged 2.5–4.5; 43 female; primarily from white families) advanced at their own pace through one of three slideshows. All slideshows depicted an actor reaching toward, grasping, and retrieving a ball. However, motion patterns differed for one slideshow (straight-reach) relative to the other two (arcing-reaches), and one of the arcing-reach slideshows depicted a violation of typical go…
The development of disability and foreignness concepts
Language processing in breastfed infants at risk of thiamine deficiency benefits from maternal thiamine supplementation
In a double-blind, randomized controlled trial, we investigated relationships between infants' exposure to thiamine and their language-processing ability. Three hundred thirty-five lactating Cambodian mothers of 161 female/174 male infants received either 0, 1.2, 2.4, or 10 mg of thiamine daily, from 2 to 24 weeks postpartum. We assessed infants' language processing at 24 weeks via the infant-directed speech (IDS) task, measuring attentional enha…
Psychology (13 works) · Developmental psychology (11 works) · Cognitive psychology (10 works) · Child and Animal Learning Development (9 works) · Language Development and Disorders (6 works) · Linguistics (6 works) · Cognitive science (4 works) · Computer Science (4 works) · Hearing Impairment and Communication (4 works) · Cognition (3 works)