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Amanda Brandone
Amanda Brandone
Verified email at lehigh.edu
Title
Cited by
Cited by
Year
You can't always get what you want: Infants understand failed goal-directed actions
AC Brandone, HM Wellman
Psychological science 20 (1), 85-91, 2009
2332009
Generic statements require little evidence for acceptance but have powerful implications
A Cimpian, AC Brandone, SA Gelman
Cognitive science 34 (8), 1452-1482, 2010
2142010
Focusing on the relation: Fewer exemplars facilitate children's initial verb learning and extension
MJ Maguire, K Hirsh‐Pasek, RM Golinkoff, AC Brandone
Developmental Science 11 (4), 628-634, 2008
1762008
Language Development.
AC Brandone, SJ Salkind, RM Golinkoff, K Hirsh-Pasek
National Association of School Psychologists, 2006
912006
Action speaks louder than words: Young children differentially weight perceptual, social, and linguistic cues to learn verbs
AC Brandone, KL Pence, RM Golinkoff, K Hirsh‐Pasek
Child development 78 (4), 1322-1342, 2007
872007
Differences in preschoolers’ and adults’ use of generics about novel animals and artifacts: A window onto a conceptual divide
AC Brandone, SA Gelman
Cognition 110 (1), 1-22, 2009
842009
Do lions have manes? For children, generics are about kinds rather than quantities
AC Brandone, A Cimpian, SJ Leslie, SA Gelman
Child Development 83 (2), 423-433, 2012
752012
Infants' goal anticipation during failed and successful reaching actions
AC Brandone, SR Horwitz, RN Aslin, HM Wellman
Developmental science 17 (1), 23-34, 2014
712014
Theory-based considerations influence the interpretation of generic sentences
A Cimpian, SA Gelman, AC Brandone
Language and Cognitive Processes 25 (2), 261-276, 2010
682010
Children's developing intuitions about the truth conditions and implications of novel generics versus quantified statements
AC Brandone, SA Gelman, J Hedglen
Cognitive science 39 (4), 711-738, 2015
652015
Three-year-olds’ theories of mind in actions and words
M Rhodes, AC Brandone
Frontiers in Psychology 5, 263, 2014
522014
Infants’ social and motor experience and the emerging understanding of intentional actions.
AC Brandone
Developmental Psychology 51 (4), 512, 2015
392015
Early intention understandings that are common to primates predict children's later theory of mind
HM Wellman, AC Brandone
Current Opinion in Neurobiology 19 (1), 57-62, 2009
352009
Fast-mapping placeholders: Using words to talk about kinds
SA Gelman, AC Brandone
Language Learning and Development 6 (3), 223-240, 2010
342010
Culture, context, or behavioral control? English-and Mandarin-speaking mothers' use of nouns and verbs in joint book reading
CCY Chan, AC Brandone, T Tardif
Journal of Cross-Cultural Psychology 40 (4), 584-602, 2009
272009
Generic language use reveals domain differences in young children's expectations about animal and artifact categories
AC Brandone, SA Gelman
Cognitive development 28 (1), 63-75, 2013
262013
Triadic interactions support infants’ emerging understanding of intentional actions
AC Brandone, W Stout, K Moty
Developmental science 23 (2), e12880, 2020
222020
One-for-one and two-for-two: anticipating parallel structure between events and language
A Brandone, DA Addy, R Pulverman, RM Golinkoff, K Hirsh-Pasek
Proceedings of the 30th Annual Boston University Conference on Language …, 2006
222006
A longitudinal study of the differential social‐cognitive foundations of early prosocial behaviors
W Stout, E Karahuta, D Laible, AC Brandone
Infancy 26 (2), 271-290, 2021
132021
Changes in beliefs about category homogeneity and variability across childhood
AC Brandone
Child development 88 (3), 846-866, 2017
132017
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Articles 1–20