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Amanda Brandone, Associate Professor of Psychology at Lehigh Uniiversity

Amanda Brandone

Associate Professor

Director of Undergraduate Studies

Chandler-Ullmann Room 106

Ph.D. from the University of Michigan, Psychology

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Amanda Brandone is an Associate Professor in the Department of Psychology. She joined the Lehigh faculty in 2010 after receiving her PhD in Developmental Psychology from the University of Michigan. Dr. Brandone's research examines the development of conceptual knowledge during infancy and early childhood – including what initial knowledge about the world is present in infancy and early childhood, the mechanisms by which knowledge changes across development, and how early conceptual knowledge lays the groundwork for mature human cognition.

Brandone, A. C. & *Stout, W. (2023). Mentalistic and normative frameworks in children’s explanations of others’ behaviors. Child Development.

Brandone, A. C., & *Stout, W. (2023). The origins of theory of mind in infant social cognition: Investigating longitudinal pathways from infant intention understanding and joint attention to preschool theory of mind. Journal of Cognition and Development, 24(3), 375-396.

Osterhaus, C., Brandone, A. C., Vosniadou, S., Nicolopoulou, A. (2021). Editorial: The emergence and development of scientific thinking during the early years: Basic processes and supportive contexts. Frontiers in Psychology, 12, 629384.

*Stout, W., *Karahuta, E., Laible, D., & Brandone, A. C. (2021). A longitudinal study of the differential social-cognitive foundations of early prosocial behaviors. Infancy, 26(2), 271-290.

Brandone, A. C., *Stout, W., & *Moty, K. (2020). Intentional action processing across the transition to crawling: Does the experience of self-locomotion infants’ understanding of intentional actions? Infant Behavior and Development, 60, 101470.

Brandone, A. C., *Stout, W., & *Moty, K. (2019). Triadic interactions support infants’ emerging understanding of intentional actions. Developmental Science, 23, 12880.

Brandone, A. C., & *Klimek, B. (2018). The developing theory of mental state control: Changes in beliefs about the controllability of emotion from elementary school through adulthood. Journal of Cognition and Development, 19(5), 509-531.

Brandone, A. C. (2017). Changes in beliefs about category homogeneity and variability across childhood. Child Development, 88(3), 846-866.

Brandone, A. C. (2015). Infants’ social and motor experience and the emerging understanding of intention. Developmental Psychology, 51(4), 512-523.

Brandone, A. C. (2015). Theory of mind and behavior. In R. Scott & S. Kosslyn (Eds.), Emerging Trends in the Social and Behavioral Sciences. Hoboken, NJ: John Wiley and Sons.

Brandone, A. C., Gelman, S. A., & *Hedglen, J. (2015). Young children’s intuitions about the truth conditions and implications of novel generics and quantified statements. Cognitive Science, 39(4), 711-738.

Rhodes, M. & Brandone, A. C. (2014). Three-year-olds’ theories of mind in actions and words. Frontiers in Developmental Psychology, 5, 263.

Brandone, A. C., Horwitz, S., Wellman, H. M., Aslin, R.N. (2014). Infants’ goal anticipations during failed and successful reaching actions. Developmental Science, 17(1), 23-34.

Brandone, A. C., & Gelman, S. A. (2013). Generic language use reveals domain differences in young children’s expectations about animal and artifact categories. Cognitive Development, 28(1), 63-75.

Brandone, A. C., Cimpian, A., Leslie, S. J., & Gelman, S. A. (2012). Do lions have manes? For children, generics are about kinds rather than quantities. Child Development, 83(2), 423-433.

Cimpian, A., Brandone, A. C., & Gelman, S. A. (2010). Generic statements require little evidence for acceptance but have powerful implications. Cognitive Science, 34(8), 1452-1482.

Cimpian, A., Gelman, S. A., & Brandone, A. C. (2010). Theory-based considerations influence the interpretation of generic sentences. Language and Cognitive Processes, 25(2), 261-276.

Gelman, S. A., & Brandone, A. C. (2010). Fast-mapping placeholders: Using words to talk about kinds. Language Learning & Development, 6(3), 223-240.

Brandone, A. C., & Gelman, S. A. (2009). Differences in preschoolers’ and adults’ use of generics about animals and artifacts: A window onto a conceptual divide. Cognition, 110(1), 1-22.

Brandone, A. C., & Wellman, H. M. (2009). You can’t always get what you want: Infants understand failed goal-directed actions. Psychological Science, 20(1), 85-91.

Chan, C., Brandone, A. C., & Tardif, T. (2009). Culture, context, or behavioral control? English and Mandarin-speaking mothers’ use of nouns and verbs in joint picturebook reading. Journal of Cross-Cultural Psychology, 40(4), 543-566.

Wellman, H. M., & Brandone, A. C. (2009). Early intention understandings that are common to primates predict children’s later theory of mind. Current Opinion in Neurobiology, 19(1), 57-62.

Brandone, A. C., Golinkoff, R. M., & Hirsh-Pasek, K. (2008). Feasibility of computer-administered language assessment. Perspectives on School-Based Issues, 9(2), 57-65.

Maguire, M. J., Hirsh-Pasek, K., Golinkoff, R. M., & Brandone, A. (2008). Focusing on the relation: Fewer exemplars facilitate children’s initial verb learning and extension. Developmental Science, 11(4), 628-634.

Brandone, A., Golinkoff, R. M., Pulverman, R., Maguire, M.J., Hirsh-Pasek, K., & Pruden, S. M. (2007). Speaking for the wordless: Methods of studying cognitive linguistics in preverbal infants. In M. Gonzalez-Marquez, I. Mittelberg, S. Coulson, & M. Spivey (Eds.), Methods in cognitive linguistics (pp. 345-366). Amsterdam: John Benjamins.

Brandone, A., Pence, K., Golinkoff, R.M., & Hirsh-Pasek, K. (2007). Action speaks louder than words: Young children differentially weight perceptual, social, and linguistic cues to learn verbs. Child Development, 78(4), 1322-1342.

Brandone, A., Golinkoff, R. M., & Salkind, S. J. (2006). Language development. In G. Bear & K. Minke (Eds.), Children’s needs III: Understanding and addressing the developmental needs of children (pp. 499-514). Bethesda, MD: National Association of School Psychologists.


PSYC 107 Child Development
PSYC 203 Research Methods & Data Analysis III
PSYC 346 Child Development and Social Policy
PSYC 351 Children’s Thinking