Brandone, A. C. & *Stout, W. (2023). Mentalistic and normative frameworks in children’s explanations of others’ behaviors. Child Development. https://doi.org/10.1111/cdev.14027
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. https://doi.org/10.1080/15248372.2022.2146117
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. https://doi.org/10.3389/fpsyg.2021.629384
*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. http://dx.doi.org/10.1111/infa.12381
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. https://doi.org/10.1016/j.infbeh.2020.101470
Brandone, A. C., *Stout, W., & *Moty, K. (2019). Triadic interactions support infants’ emerging understanding of intentional actions. Developmental Science, 23, 12880. https://doi.org/10.1111/desc.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. https://doi.org/10.1080/15248372.2018.1520711
Brandone, A. C. (2017). Changes in beliefs about category homogeneity and variability across childhood. Child Development, 88(3), 846-866. https://onlinelibrary.wiley.com/doi/10.1111/cdev.12616/
Brandone, A. C. (2015). Infants’ social and motor experience and the emerging understanding of intention. Developmental Psychology, 51(4), 512-523. https://dx.doi.org/10.1037/a0038844
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. https://doi.org/10.1111/cogs.12176
Rhodes, M. & Brandone, A. C. (2014). Three-year-olds’ theories of mind in actions and words. Frontiers in Developmental Psychology, 5, 263. https://doi.org/10.3389/fpsyg.2014.00263
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. https://doi.org/10.1111/desc.12095
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. http://dx.doi.org/10.1016/j.cogdev.2012.09.002
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. https://doi.org/10.1111/j.1467-8624.2011.01708.x
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. https://doi.org/10.1111/j.1551-6709.2010.01126.x
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. https://doi.org/10.1080/01690960903025227
Gelman, S. A., & Brandone, A. C. (2010). Fast-mapping placeholders: Using words to talk about kinds. Language Learning & Development, 6(3), 223-240. https://doi.org/10.1080/15475441.2010.484413
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. https://doi.org/10.1016/j.cognition.2008.08.005
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. https://doi.org/10.1111/j.1467-9280.2008.02246.x
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. https://doi.org/10.1177/0022022109335184
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. https://doi.org/10.1016/j.conb.2009.02.004
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. https://doi.org/10.1044/sbi9.2.57
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. https://doi.org/10.1111/j.1467-7687.2008.00707.x
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. https://doi.org/10.1111/j.1467-8624.2007.01068.x
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.