Publications
Ma, W., Bowers, L., Behrend, D., Hellmuth Margulis, E., & Forde Thompson, W. (2024). Child word learning in song and speech. Quarterly Journal of Experimental Psychology, 77(2), 343-362.
Girgis, H., & Behrend, D. A. (2024). The role of sharing and information type in children’s categorization of privileged and conventional information. Cognitive Development, 70, 101420.
Behrend, D. A., Girgis, H., & Stevens, R. (2024). On a need‐to‐know basis: Young children distinguish conventional and privileged information. British Journal of Developmental Psychology.
Ma, W., Fiveash, A., Margulis, E., Behrend, D. A., Forde Thompson, W. (2019). Song and Infant-Directed Speech Facilitate Word Learning. In-press.
Byers-Heinlein, K., Behrend, D. A., Mohamed Said, L., Girgis, H., & Poulin-Dubois, D. (2016). Monolingual and bilingual children’s social preferences for monolingual and bilingual speakers. Developmental Science, 20(4), P.E12392.
Scofield, J., & Behrend, D. A. (2011). Clarifying the role of joint attention in early word learning. First Language, 1-16.
Scofield, J., & Behrend, D. A. (2008). Learning words from reliable and unreliable speakers. Cognitive Development, 23(2), 278-290.