Main content start
Dare Baldwin
Psychology
University of Oregon
Fellowship year
2016-17 - University of Oregon - Study 52
1999-00 - University of Oregon - Study 41
1999-00 - University of Oregon - Study 41
Tyler Books
| Book Cover | Book Title and link |
|---|---|
 | Malle, Bertram F. ed. Moses, Louis J. ed. Baldwin, Dare A. ed.. 2001. Intentions and intentionality: foundations of social cognition. Cambridge MA: MIT Press |
Tyler Journal Articles
Baldwin, Dare A.; Baird, Jodie A.; . 2001. Discerning intentions in dynamic human action. 5(4): 171-178. http://www.sciencedirect.com/science/article/pii/S1364661300016156
Baldwin, Dare A.; . 2000. Interpersonal understanding fuels knowledge acquisition. 9(2): 40-45. https://doi.org/10.1111/1467-8721.00057
Moses, Louis J.; Baldwin, Dare A.; Rosicky, Julie G.; Tidball, Glynnis; . 2001. Evidence for referential understanding in the emotions domain at twelve and eighteen months. 72(3): 718-735. https://doi.org/10.1111/1467-8624.00311
Baldwin, Dare A.; Baird, Jodie A.; Saylor, Megan M.; Clark, M. Angela; . 2001. Infants parse dynamic action. 72(3): 708-717. https://doi.org/10.1111/1467-8624.00310
Sabbagh, Mark A.; Baldwin, Dare A.; . 2001. Learning Words from Knowledgeable versus Ignorant Speakers: Links between Preschoolers' Theory of Mind and Semantic Development. 72(4): 1054-1070. https://doi.org/10.1111/1467-8624.00334
Baldwin, Dare A.; . 2000. Interpersonal understanding fuels knowledge acquisition. 9(2): 40-45. https://doi.org/10.1111/1467-8721.00057
Moses, Louis J.; Baldwin, Dare A.; Rosicky, Julie G.; Tidball, Glynnis; . 2001. Evidence for referential understanding in the emotions domain at twelve and eighteen months. 72(3): 718-735. https://doi.org/10.1111/1467-8624.00311
Baldwin, Dare A.; Baird, Jodie A.; Saylor, Megan M.; Clark, M. Angela; . 2001. Infants parse dynamic action. 72(3): 708-717. https://doi.org/10.1111/1467-8624.00310
Sabbagh, Mark A.; Baldwin, Dare A.; . 2001. Learning Words from Knowledgeable versus Ignorant Speakers: Links between Preschoolers' Theory of Mind and Semantic Development. 72(4): 1054-1070. https://doi.org/10.1111/1467-8624.00334