Dr. Dare Baldwin has many publications that can be divided into three main topics: action processing, intentions, and language learning.


  • Sage, K. & Baldwin, D. (in press). Children’s use of self-paced slideshows: An extension of the video deficit effect? Journal of Research in Childhood Education.
  • Baldwin, D. & Sage, K. (2013). Dwelling on Action. In M. Rutherford & V. Kuhlmeier (Eds.), Social Perception: Detection and Interpretation of Animacy, Agency, and Intention (pp. 309-330), Cambridge, MA: MIT Press.
  • Sage, K. & Baldwin, D. (2012). Exploring natural pedagogy in play with preschoolers: Cues parents use and relations among them. Education Research and Perspectives, 39, 153-181.
  • Sage, K. & Baldwin, D. (2011). Disentangling the social and the pedagogical in infants’ learning about tool use. Social Development, 20(4), 825-844.
  • Meyer, M., & Baldwin, D. (2011). Statistical learning of action: The role of conditional probability. Learning and Behavior, 39(4), 383-398.
  • Olofson, E. L., & Baldwin D. (2011). Infants recognize similar goals across dissimilar actions involving object manipulation. Cognition, 118, 258-264.
  • Meyer, M., Hard, B., Brand, R. J., McGarvey, M., & Baldwin, D. A. (2011). Acoustic packaging: Maternal speech and action synchrony. IEEE: Transactions on Autonomous Mental Development, 3, 154-162.
  • Sage, K. & Baldwin, D. (2010). Social gating and pedagogy: Mechanisms for learning and implications for robotics. Neural Networks, 23, 1091-1098.
  • Loucks, J. & Baldwin, D. (2009). Sources of information for discriminating dynamic human actions. Cognition, 111(1), 84-97.
  • Baldwin, D., Andersson, A., Saffran, J. & Meyer, M. (2008). Segmenting dynamic human action via statistical structure. Cognition, 106(3), 1382-1407.
  • Saylor, M., Baldwin D., Baird, J., & LaBounty, J. (2007). Infants’ on-line segmentation of dynamic human action. Journal of Cognition and Development, 8(1), 113-128.
  • Loucks, J. & Baldwin, D. A. (2006). When is a grasp a grasp? Characterizing some basic components of human action processing. In K. Hirsh-Pasek & R. Golinkoff (Eds.), Action meets words: How children learn verbs (pp. 228-261). New York, NY: Oxford University Press, Inc.
  • Saylor, M. & Baldwin, D. (2004). Action analysis and change blindness: Possible links. In D. T. Levin (Ed.). Thinking and seeing: Visual metacognition in adults and children (pp. 37-56). Westport, CT: Greenwood/Praeger.
  • Brand, R. J., Baldwin, D. A., & Ashburn, L. A. (2002). Evidence for ‘motionese’: Modifications in mothers’ infant-directed action. Developmental Science, 5(1), 72-83.
  • Baird, J. A. & Baldwin, D. A. (2001). Making sense of human behavior: Action parsing and intentional inference. In B.F. Malle, L.J. Moses, & D.A. Baldwin (Eds.). Intentions and intentionality: Foundations of social cognition (pp. 193-206). Cambridge, MA, US: The MIT Press.
  • Baldwin, D. A., Baird, J. A., Saylor, M. M., & Clark, M. A. (2001). Infants parse dynamic action. Child Development, 72(3), 708-717.
  • Baldwin, D. A. & Baird, J. A. (1999). Action analysis: A gateway to intentional inference. In P. Rochat (Ed.). Early social cognition: Understanding others in the first months of life (pp. 215-240). Mahwah, NJ, US: Lawrence Erlbaum Associates, Publishers.
  • Baldwin, D. A., Markman, E. M., & Melartin, R. L. (1993). Infants’ ability to draw inferences about nonobvious object properties: Evidence from exploratory play. Child Development, 64(3), 711-728.

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  • Baldwin, D. A. (2005). Discerning intentions: Characterizing the cognitive system at play. In B. Homer & C. Tamis-LeMonda (Eds.), The development of social cognition and communication (pp. 117-144), Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  • Baldwin, D. A. & Saylor, M. (2005). Language promotes structural alignment in the acquisition of a theory of mind. In J. Baird & J. Astington (Eds.). Why language matters for theory of mind (pp. 123-143). Cambridge, MA: MIT Press.
  • Baldwin, D. A. (2002). The rise of intentional understanding: Analogies to the ontogenesis of language. In T. Givon & B. Malle (Eds.). The evolution of language out of prelanguage. Typological studies in language (pp. 285-305). Amsterdam: John Benjamins.
  • Baldwin, D. A. & Baird, J. A. (2001). Discerning intentions in dynamic human action. Trends in Cognitive Sciences, 5(4), 171-178.
  • Moses, L. J., Baldwin, D. A., Rosicky, J. G., & Tidball, G. (2001). Evidence for referential understanding in the emotions domain at twelve and eighteen months. Child Development, 72(3), 718-735.
  • Malle, B. F., Moses, L. J., & Baldwin, D. A. (2001). The significance of intentionality. In B. F. Malle, L. J. Moses, & D. A. Baldwin (Eds.). Intentions and intentionality: Foundations of social cognition (pp. 1-24). Cambridge, MA, US: The MIT Press.
  • Baldwin, D. A. (2000). Interpersonal understanding fuels knowledge acquisition. Current Directions in Psychological Science, 9(2), 40-45.
  • Baldwin, D. A. & Moses, L. J. (1996). The ontogeny of social information gathering. Child Development, 67(5), 1915-1939.
  • Baldwin, D. A. & Moses, L. J. (1994). Early understanding of referential intent and attentional focus: Evidence from language and emotion. In C. Lewis & P. Mitchell (Eds). Children’s early understanding of mind: Origins and development (pp. 133-156). Hillsdale, NJ, England: Lawrence Erlbaum Associates, Inc.

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  • Meyer, M., & Baldwin, D. A. (in press). Pointing as a socio-pragmatic cue to particular vs. generic reference. Language Learning and Development.
  • Baldwin, D. & Meyer, M. (2007). How Inherently Social is Languge? In E. Hoff & M. Shatz (Eds.), Blackwell Handbook of Language Development, Malden, MA: Blackwell Publishing.
  • Sabbagh, M., Henderson, A. M. E., & Baldwin, D. (2007). What infants’ understanding of referential intentions tells us about neurocognitive bases of early word learning. In R. Flom (Ed.), Gaze Following: Its Development and Significance (pp. 171-182). Mawah, NJ: Lawrence Erlbaum Associates, Inc.
  • Saylor, M. M., Baldwin, D. A., & Sabbagh, M. A. (2004). Converging on word meaning. In D. G. Hall & S. R. Waxman (Eds.). Weaving a lexicon (pp. 509-531). Cambridge, MA: MIT Press.
  • Saylor, M. M. & Baldwin, D. A. (2004). Discussing those not present: Comprehension of references to absent caregivers. Journal of Child Language, 31(3), 537-560.
  • Saylor, M. M., Sabbagh, M. A., & Baldwin, D. A. (2002). Children use whole-part juxtaposition as a pragmatic cue to word meaning. Developmental Psychology, 38(6), 993-1003.
  • Brand, R., & Baldwin, D. A. (2002). Motherese. Child Development, Volume One in the Macmillan Psychology Reference Series (pp. 278-279). Farmington Hills, MI: The Gale Group.
  • Baldwin, D. A. & Moses, L. J. (2001). Links between social understanding and early word learning: Challenges to current accounts. Social Development, 10(3), 309-329.
  • Sabbagh, M. A. & Baldwin, D. A. (2001). Learning words from knowledgeable versus ignorant speakers: Links between preschoolers’ theory of mind and semantic development. Child Development, 72(4), 1054-1070.
  • Baldwin, D. A. & Tomasello, M. (1998). Word learning: A window on early pragmatic understanding. In E. V. Clark (Ed.). The proceedings of the twenty-ninth annual child language research forum (pp. 3-23). Chicago, IL, US: Center for the Study of Language and Information.
  • Baron-Cohen, S., Baldwin, D. A. & Crowson, M. (1997). Do children with autism use the speaker’s direction of gaze strategy to crack the code of language? Child Development, 68(1), 48-57.
  • Baldwin, D. A., Markman, E. M., Bill, B., Desjardins, R. N., & Irwin, J. M. (1996). Infants’ reliance on a social criterion for establishing word-object relations. Child Development, 67(6), 3135-3153.
  • Baldwin, D. A. (1995). Understanding the link between joint attention and language. In C. Moore & P.J. Dunham (Eds.). Joint attention: Its origins and role in development (pp. 131-158). Hillsdale, NJ, England: Lawrence Erlbaum Associates, Inc.
  • Baldwin, D. A. (1993). Early referential understanding: Infants’ ability to recognize referential acts for what they are. Developmental Psychology, 29(5), 832-843.
  • Baldwin, D. A. (1993). Infants’ ability to consult the speaker for clues to word reference. Journal of Child Language, 20(2), 395-418.
  • Baldwin, D. A. (1992). Clarifying the role of shape in children’s taxonomic assumption. Journal of Experimental Child Psychology, 54(3), 392-416.
  • Baldwin, D. A. (1991). Infants’ contribution to the achievement of joint reference. Child Development, 62(5), 875-890. Reprinted in P. Bloom (Ed.). Language acquisition: Core readings. Cambridge, MA: MIT Press (1993).
  • Baldwin, D. A. (1989). Priorities in children’s expectations about object label reference: Form over color. Child Development, 60(6), 1291-1306.
  • Baldwin, D. A. & Markman, E. M. (1989). Establishing word-object relations: A first step. Child Development, 60(2), 381-398.
  • Baldwin, D. A. (1986). Color similarity in children’s classifications and extension of object labels. Papers and reports on child language development, 25, 9-16.

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