Douglas A. Behrend
This is a likely match — the affiliation was inferred from OpenAlex, ORCID, and web sources but has not been fully confirmed. Treat with appropriate caution.
Researcher
Also affiliated: University of Minnesota (1988); University of Michigan (1989–1990); University of Minnesota System (1988)
Faculty Researcher
Research Areas
Biomedical Subjects
Links
Biography and Research Information
OverviewAI-generated summary
Douglas A. Behrend's research focuses on child language development and cognitive processes, with recent work examining how young children acquire new words. His publications explore distinctions between conventional and privileged information in child learning, investigating how sharing and information type influence categorization. Behrend also studies the relationship between intellectual humility and conspiracy beliefs, as well as plant design in teams with mixed vision capabilities.
His work has been published in peer-reviewed journals, and his scholarship metrics include an h-index of 17, with over 1,200 citations across 35 publications. He collaborates with researchers at the University of Arkansas at Fayetteville, including Lisa M. Bowers, Robert Beitle, and Christina M. Barnes.
Metrics
- h-index: 17
- Publications: 35
- Citations: 1,248
Selected Publications
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Thinking caps and tin foil hats: Relations between intellectual humility and conspiracy beliefs in competitive quizzers and non-quizzers (2026)
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On a need‐to‐know basis: Young children distinguish conventional and privileged information (2024)
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The role of sharing and information type in children’s categorization of privileged and conventional information (2024)
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Child word learning in song and speech (2023)
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More than just accent? The role of dialect words in children’s language-based social judgments (2020)
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Song and infant-directed speech facilitate word learning (2019)
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Monolingual and bilingual children's social preferences for monolingual and bilingual speakers (2016)
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Clarifying the role of joint attention in early word learning (2011)
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Learning words from reliable and unreliable speakers (2008)
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Word learning in the absence of a speaker (2007)
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Two-year-olds differentially disambiguate novel words and facts (2007)
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Beyond fast mapping: Young children's extensions of novel words and novel facts. (2001)
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Colour term knowledge in two-year-olds: evidence for early competence (1996)
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Morphological cues to verb meaning: verb inflections and the initial mapping of verb meanings (1995)
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M. Tomasello, First verbs: a case study of early grammatical development. Cambridge: Cambridge University Press, 1992. pp. ix + 373. (1994)
Collaboration Network
Top Collaborators
- On a need‐to‐know basis: Young children distinguish conventional and privileged information
- The role of sharing and information type in children’s categorization of privileged and conventional information
- Child word learning in song and speech
- Child word learning in song and speech
- Child word learning in song and speech
- Child word learning in song and speech
- On a need‐to‐know basis: Young children distinguish conventional and privileged information
- Thinking Caps and Tin Foil Hats: Relations between Intellectual Humility and Conspiracy Beliefs in Competitive Quizzers and Non-Quizzers
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