Andrew N. Meltzoff, Ph.D.

Professor and Co-Director

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Bio

Job and Gertrud Tamaki Endowed Chair
Co-Director, UW Institute for Learning & Brain Sciences
Professor, Department of Psychology

Dr. Andrew N. Meltzoff holds the Job and Gertrud Tamaki Endowed Chair and is the Co-Director of the University of Washington Institute for Learning & Brain Sciences. A graduate of Harvard University, with a PhD from Oxford University, he is an internationally renowned expert on infant and child development. His discoveries about infant imitation have revolutionized our understanding of early cognition, personality, and brain development. His research on social-emotional development and children’s understanding of other people has helped shape policy and practice.

Dr. Meltzoff's 20 years of research on young children has had far-reaching implications for cognitive science, especially for ideas about memory and its development; for brain science, especially for ideas about common coding and shared neural circuits for perception and action; and for early education and parenting, particularly for ideas about the importance of role models, both adults and peers, in child development.

He is the co-author of two books about early learning and the brain: The Scientist in the Crib: What Early Learning Tells Us about the Mind (Morrow Press, 2000) and Words, Thoughts and Theories (MIT Press, 1997). He is also co-editor of The Imitative Mind: Development, Evolution and Brain Bases (Cambridge University Press, 2002), a unique, multidisciplinary volume combining brain science, evolutionary theory, and developmental psychology.

Dr. Meltzoff is the recipient of a MERIT Award from the National Institutes of Health. In 2005, he was the recipient of an award for outstanding research from the Society for Developmental and Behavioral Pediatrics and the Kenneth Craik Award in Psychology, Cambridge University, England. Dr. Meltzoff is a Fellow of the American Academy of Arts & Sciences, the American Association for the Advancement of Science, the American Psychological Association, and the American Psychological Society. He has been inducted into the Norwegian Academy of Science and Letters and is the recipient of the James McKeen Cattell Sabbatical Award.

Dr. Meltzoff is active in volunteer work concerning children, having served on the board of directors of the Foundation for Early Learning, the board of directors of the University Child Development School, the National Advisory Committee for Grants of the March of Dimes Foundation, and the national advisory board of Parents Magazine.

Dr. Meltzoff has appeared on the PBS programs Scientific American Frontiers and NOVA, on ABC's World News Now, NBC's Today Show, the CBC Discovery series, and in numerous other media outlets. He is married to Dr. Patricia K. Kuhl, and they have one daughter.

CV

Educational Background

Oxford University, Ph.D., 1976
Harvard University, B.A., 1972

 

Academic Positions Held

University of Washington
Professor, Psychology, 1988-present
Adjunct Professor, Department of Psychiatry & Behavioral Sciences,
School of Medicine, 1989-present
Adjunct Professor, Speech & Hearing Sciences, 1997-present
Adjunct Professor, College of Education, 2004-present
Associate Professor, Psychology, 1984-1988
Research Instructor/Assistant Professor, 1977-1984

 

Professional Offices and Awards

Fellow
American Association for the Advancement of Science
American Psychological Association
Association for Psychological Science
Norwegian National Academy of Science and Letters
Cognitive Science Society

Member
American Academy of Arts & Sciences
National Research Council and Institute of Medicine Board for Children, Youth, and Families

Awards
National Institutes of Health MERIT Award
Developmental and Behavioral Pediatrics, Outstanding research award
Outstanding Research Award, Society for Developmental and Behavioral Pediatrics
Kenneth Craig Award in Psychology, Cambridge University , England , 2005
Norwegian Academy of Science and Letters, Inducted as foreign member
James McKeen Cattell Fund Fellowship

Editorial Boards
Associate Editor, Developmental Science (2000-2010)
Associate Editor, British J. of Developmental Psychology (1988-1998)
Editorial Board, Infancy (1999-2004)
Editorial Board, Developmental Psychobiology (1999-2002)
Editorial Board, Journal of Cognition and Development (1999-2002)
Editorial Board, Infant Behavior and Development (1983-1999)
Editorial Board, Cognitive Development (1995-1999)
Editorial Board, Child Development (1984-1988)
Professional Offices
Board, National Academy of Sciences and Institute of Medicine, National Research Council Board on Children, Youth, and Families (2010 - 2013)
Board of Directors, Foundation for Early Learning, (2000-2009)
Advisory Board, Parents magazine (2000 - 2006)
Board of Trustees, University Child Development School, (1993-1997)

Current Research Grants
Meltzoff (Principal Investigator). MERIT Award. ‘Development of imitation and the understanding of persons.’ National Institute of Child Health & Human Development, 2003-2010
Meltzoff (Principal Investigator). ‘US-Japan Development of the Social Brain Workshop.’ Brain Research Cooperative Program: Developmental Social Neuroscience. National Institute of Child Health & Human Development, 2009-2010.
Meltzoff (Co-Principal Investigator). ‘Science of Learning Center.’ National Science Foundation, 2004-2011.
Meltzoff (Co-Principal Investigator). Life Sciences Discovery Fund. ‘Early learning & brain development: MEG brain imaging center for infants and children.' (2008-2013).
Meltzoff (Co-Principal Investigator). ‘Causal learning: Computational learning mechanisms and cognitive development’ James S. McDonnell Foundation, 2005-2010.

Publications

Books

Gopnik, A., Meltzoff, A. N., & Kuhl, P. K. (2000). The scientist in the crib: What early learning tells us about the mind. New York: HarperCollins. Read an excerpt | Buy on Amazon.com
 
 
 
 
 
 
 
Meltzoff, A. N., & Prinz, W. (2002). The imitative mind: Development, evolution, and brain bases. Cambridge, England: Cambridge University Press.
 
 
 
 
 
 
 
 
Gopnik, A., & Meltzoff, A. N. (1997). Words, thoughts, and theories. Cambridge, MA: MIT Press. Click to read | Buy on Amazon.com
 
 
 
 
 
 
 
 

Journal Special Issues

Grossberg, S., Meltzoff, A., Movellan, J., & Newcombe, N. (2010) Edited Special Issue of Neural Networks entitled “Social cognition: From babies to robots.”
 
 
 
 
 
 
 
 
 
 

Most Recent Publications

Repacholi, B. M., Meltzoff, A. N., Rowe, H., & Toub, T. (2014). Infant, control thyself: Infants' integration of multiple social cues to regulate their imitative behavior. Cognitive Development (vol. 32, pp. 46-57). Click here to receive a reprint

Waismeyer, A., Meltzoff, A. N., & Gopnik, A. (2014). Causal learning from probabilistic events in 24-month olds: an action measure. Developmental Science (pp. 1-8). Click here to recieve a reprint

Marshall, P. J. & Meltzoff, A. N. (2014). Neural mirroring mechanisms and imitation in human infants. Philosophical Transactions of The Royal Society B, 369: 20130620. Click here to receive a reprint

Harms, M., Zyas, V., Meltzoff, A. N., & Carlson, S. (2014). Stability of executive function and predictions to adaptive behavior from middle childhood to pre-adolescence. Frontiers in Psychology, 5(00331). Click here to receive a reprint

Taylor, A. H., Cheke, L. G., Waismeyer, A., Meltzoff, A. N., Miller, R., Gopnik, A., Clayton, N. S., & Gray, R. D. (2014). Of babies and birds: Complex tool behaviours are not sufficient for the evolution of the ability to create a novel causal intervention. Proceedings of The Royal Society B, 281:20140837. Click here for a reprint

Baron, A. S., Schmader, T., Cvencek, D., & Meltzoff, A. N. (2014). The gendered self-concept: How implicit gender stereotypes and attitudes shape self-definition. In P. J. Leman & H. R. Tenenbaum (Eds.), Gender and Development (pp. 109-132).Click here for a reprint

Saby, J. N., Meltzoff, A. N., & Marshall, P. J. (2013). Infants’ somatotopic neural responses to seeing human actions: I’ve got you under my skin. PLoS ONE, 8(10), e77905. Click here to receive a reprint

Marshall, P. J., Saby, J. N., & Meltzoff, A. N. (2013). Imitation and the developing social brain: Infants’ somatotopic EEG patterns for acts of self and other. International Journal of Psychological Research, 6, 22-29. Click here to receive a reprint

Cvencek, D., Kapur, M., & Meltzoff, A. N. (2013). Cognitive consistency and math-gender stereotypes in Singaporean children. Journal of Experimental Child Psychology (vol. 117, pp. 73-91). Click here to receive a reprint

Meltzoff, A. N., & Gopnik, A. (2013). Learning about the mind from evidence: Children's development of intuitive theories of perception and personality. In S. Baron-Cohen, H. Tager-Flausber, & M. Lombardo (Eds.), Understanding other minds (3rd ed., pp. 19-34). Oxford, England: Oxford University Press. Click here to receive a reprint

Marshall, P. J., Meltzoff, A. N., & Saby, J. N. (2013). Infant brain responses to object weight: Exploring goal-directed actions and self-experience. Infancy, 18. Click here to receive a reprint

Sommerville, J. A., Bernstein, D. M., & Meltzoff, A. N. (2013).  Measuring beliefs in centimeters: Private knowledge biases preschoolers' and adults' representation of others' beliefs. Child Development, 84, 1846-1854. Click here to receive a reprint

Meltzoff, A. N. (2013). Origins of social cognition: Bidirectional self-other mapping and the “Like-Me” hypothesis. In M. Banaji & S. Gelman (Eds.), Navigating the social world: What infants, children, and other species can teach us (pp. 139-144). New York, NY: Oxford University Press. Click here to receive a reprint

Moll, H., Meltzoff, A. N., Merzsch, K., & Tomasello, M. (2013). Taking versus confronting perspectives in preschool children. Developmental Psychology, 49, 646-654. Click here to receive a reprint

Loucks, J., & Meltzoff, A. N. (2013). Goals influence memory and imitation for dynamic human action in 36-month-old children. Scandinavian Journal of Psychology, 54, 41-50. Click here to receive a reprint

Meltzoff, A. N., & Williamson, R. A. (2013). Imitation: Social, cognitive, and theoretical perspectives. In P. R. Zelazo (Ed.). Oxford handbook of developmental psychology (vol. 1, pp. 651-682). NY: Oxford University Press. Click here to receive a reprint

Meltzoff, A. N., Williamson, R. A., & Marshall, P. J. (2013). Developmental perspectives on action science: Lessons from infant imitation and cognitive neuroscience. In W. Prinz, M. Beisert, & A. Herwig (Eds.), Action science: Foundations of an emerging discipline (pp. 281-306). Cambridge, MA: MIT Press. Click here to receive a reprint

 

Theory of Developmental Psychology

Marshall, P. J. & Meltzoff, A. N. (2014). Neural mirroring mechanisms and imitation in human infants. Philosophical Transactions of The Royal Society B, 369: 20130620. Click here to receive a reprint

Waismeyer, A., Meltzoff, A. N., & Gopnik, A. (2014). Causal learning from probabilistic events in 24-month olds: an action measure. Developmental Science (pp. 1-8). Click here to recieve a reprint

Meltzoff, A. N. (2013). Origins of social cognition: Bidirectional self-other mapping and the “Like-Me” hypothesis. In M. Banaji & S. Gelman (Eds.), Navigating the social world: What infants, children, and other species can teach us (pp. 139-144). New York, NY: Oxford University Press. Click here to receive a reprint

Meltzoff, A. N., & Williamson, R. A. (2013). Imitation: Social, cognitive, and theoretical perspectives. In P. R. Zelazo (Ed.). Oxford handbook of developmental psychology (vol. 1, pp. 651-682). NY: Oxford University Press. Click here to receive a reprint

Meltzoff, A. N., Waismeyer, A., & Gopnik, A. (2012). Learning about causes from people: Observational causal learning in 24-month-old infants. Developmental Psychology, 48, 1215-1228. Click here to receive a reprint

Marshall, P. J., & Meltzoff. A. N. (2011). Neural mirroring systems: Exploring the EEG mu rhythm in human infancy. Developmental Cognitive Neuroscience, 1, 110-123. Click here to receive a reprint

Moll, H., & Meltzoff, A. N. (2011). Perspective-taking and its foundation in joint attention. In N. Eilan, H. Lerman, & J. Roessler (Eds.), Perception, causation, and objectivity. Issues in philosophy and psychology (pp. 286-304). Oxford, England: Oxford University Press. Click here to receive a reprint

Meltzoff, A. N. (2011). Social cognition and the origins of imitation, empathy, and theory of mind. In U. Goswami (Ed.), The Wiley-Blackwell handbook of childhood cognitive development (2nd ed., pp. 49-75). Malden, MA: Wiley-Blackwell. Click here to receive a reprint

Meltzoff, A. N., Kuhl, P. K., Movellan, J., & Sejnowski, T. J. (2009). Foundations for a new science of learning. Science, 325, 284-288. Click here to receive a reprint

Moore, M. K., & Meltzoff, A. N. (2009). Numerical identity and the development of object permanence. In S. P. Johnson (Ed.), Neoconstructivism: The new science of cognitive development (pp. 61-83). New York: Oxford University Press. Click here to receive a reprint

Meltzoff, A. N. (2007). ‘Like me’: a foundation for social cognition. Developmental Science 10:1, pp 126–134. Click here to receive a reprint

Meltzoff, A. N. (2007). The ‘like me’ framework for recognizing and becoming an intentional agent. Acta Psychologica, 124 26–43. Click here to receive a reprint

Meltzoff, A. N., & Moore, M. K. (1998). Object representation, identity, and the paradox of early permanence: Steps toward a new framework. Infant Behavior and Development, 21, 201-235. Click here to receive a reprint

Meltzoff, A. N., & Moore, M. K. (1995). Infants' understanding of people and things: From body imitation to folk psychology. In J.L. Bermudez, A. Marcel, & N. Eilan (Eds.), The Body and Self (pp. 43-69), MIT Press: Bradford. Click here to receive a reprint

Meltzoff, A. N. (1990). Towards a developmental cognitive science: The implications of cross-modal matching and imitation for the development of representation and memory in infancy. In A. Diamond (Ed.), The development and neural bases of higher cognitive functions, Annals of the New York Academy of Sciences, Vol. 608, 1-31. New York: New York Academy of Sciences. Click here to receive a reprint

 

Infant Imitation and Memory Development

Action Imitation

Loucks, J., & Meltzoff, A. N. (2013). Goals influence memory and imitation for dynamic human action in 36-month-old children. Scandinavian Journal of Psychology, 54, 41-50. Click here to receive a reprint

Zack, E., Gerhardstein, P., Meltzoff, A. N., & Barr, R. (2013). 15-month-olds’ transfer of learning between touch screen and real world displays: Language cues and cognitive loads. Scandinavian Journal of Psychology, 54, 20-25. Click here to receive a reprint

Meltzoff, A. N., Williamson, R. A., & Marshall, P. J. (2013). Developmental perspectives on action science: Lessons from infant imitation and cognitive neuroscience. In W. Prinz, M. Beisert, & A. Herwig (Eds.), Action science: Foundations of an emerging discipline (pp. 281-306). Cambridge, MA: MIT Press. Click here to receive a reprint

Meltzoff, A. N., & Williamson, R. A. (2013). Imitation: Social, cognitive, and theoretical perspectives. In P. R. Zelazo (Ed.). Oxford handbook of developmental psychology (vol. 1, pp. 651-682). NY: Oxford University Press. Click here to receive a reprint

Meltzoff, A. N., Waismeyer, A., & Gopnik, A. (2012). Learning about causes from people: Observational causal learning in 24-month-old infants. Developmental Psychology, 48, 1215-1228. Click here to receive a reprint

Saby, J. N., Marshall, P. J., & Meltzoff, A. N. (2012). Neural correlates of being imitated: An EEG study in preverbal infants. Social Neuroscience, 7, 650-661. Click here to receive a reprint

Williamson, R. A., & Meltzoff, A. N. (2011). Own and others’ prior experiences influence children’s imitation of causal acts. Cognitive Development, 26, 260-268. Click here to receive a reprint

Meltzoff, A. N., & Williamson, R. A. (2010). The importance of imitation for theories of social-cognitive development. In G. Bremner & T. Wachs (Eds.), Handbook of infant development (2nd ed., pp. 345-364). Oxford: Wiley-Blackwell. Click here to receive a reprint

Williamson, R. A., Jaswal, V. K., & Meltzoff, A. N. (2010). Learning the rules: Observation and imitation of a sorting strategy by 36-month-old children. Developmental Psychology, 46, 57-65. Click here to receive a reprint

Zack, E., Barr, R., Gerhardstein, P., Dickerson, K., & Meltzoff, A. N. (2009). Infant imitation from television using novel touch screen technology. British Journal of Developmental Psychology, 27, 13-26. Click here to receive a reprint

Repacholi, B. M., Meltzoff, A. N., & Olsen, B. (2008). Infants' understanding of the link between visual perception and emotion: "If she can't see me doing it, she won't get angry". Developmental Psychology, 44, 561-574. Click here to receive a reprint

Williamson, R. A., Meltzoff, A. N., & Markman, E. M. (2008). Prior experiences and perceived efficacy influence 3-year-olds' imitation. Developmental Psychology, 44, 275-285. Click here to receive a reprint

Repacholi, B. M., & Meltzoff, A. N. (2007). Emotional eavesdropping: Infants selectively respond to indirect emotional signals. Child Development, 78, 503-521. Click here to receive a reprint

Meltzoff, A. N. (2002). Elements of a developmental theory of imitation. In A. N. Meltzoff, & W. Prinz (Eds.), The imitative mind: Development, evolution, and brain bases (pp. 19-41). Cambridge: Cambridge University Press. Click here to receive a reprint

Gleissner, B., Meltzoff, A. N., & Bekkering H. (2000). Children's coding of human action: Cognitive factors influencing imitation in 3-year-olds. Developmental Science, 3, 405-414. Click here to receive a reprint

Meltzoff, A. N., & Moore, M. K. (1999). Resolving the debate about early imitation. In A. Slater & D. Muir (Eds.), The Blackwell reader in developmental psychology (pp. 151-155). Oxford, England: Blackwell. Click here to receive a reprint

Meltzoff, A. N., & Moore, M. K. (1997). Explaining facial imitation: A theoretical model. Early Development and Parenting, 6, 179-192. Click here to receive a reprint

Meltzoff, A. N., & Moore, M. K. (1994). Imitation, memory, and the representation of persons. Infant Behavior and Development, 17, 83-99. Click here to receive a reprint

Meltzoff, A. N., & Moore, M. K. (1992). Early imitation within a functional framework: The importance of person identity, movement, and development. Infant Behavior and Development, 15, 479-505. Click here to receive a reprint

Meltzoff, A. N., & Moore, M. K. (1989). Imitation in newborn infants: Exploring the range of gestures imitated and the underlying mechanisms. Developmental Psychology, 25, 954-962. Click here to receive a reprint

Meltzoff, A. N. (1985). Immediate and deferred imitation in fourteen- and twenty-four-month-old infants. Child Development, 56, 62-72 Click here to receive a reprint

Meltzoff, A. N., & Moore, M. K. (1983). Newborn infants imitate adult facial gestures. Child Development, 54, 702-709. Click here to receive a reprint

Meltzoff, A. N., & Moore, M. K. (1977). Imitation of facial and manual gestures by human neonates. Science, 198, 75-78. Click here to receive a reprint

 

Imitation and Memory

Loucks, J., & Meltzoff, A. N. (2013). Goals influence memory and imitation for dynamic human action in 36-month-old children. Scandinavian Journal of Psychology, 54, 41-50. Click here to receive a reprint

Heimann, M., Strid, K., Smith, L., Tjus, T., Ulvund, S. E., & Meltzoff, A. N. (2006). Exploring the relation between memory, gestural communication, and the emergence of language in infancy: A longitudinal study. Infant and Child Development, 15, 233-249. Click here to receive a reprint

Klein, P. J., & Meltzoff, A. N. (1999). Long-term memory, forgetting, and deferred imitation in 12-month-old infants. Developmental Science, 2, 102-113. Click here to receive a reprint

Barnat, S. B., Klein, P. J., & Meltzoff, A. N. (1996). Deferred imitation across changes in context and object: Memory and generalization in 14-month-old infants. Infant Behavior and Development, 19, 241-251. Click here to receive a reprint

Meltzoff, A. N. (1995). What infant memory tells us about infantile amnesia: Long-term recall and deferred imitation. Journal of Experimental Child Psychology, 59, 497-515. Click here to receive a reprint

Hanna, E., & Meltzoff, A. N. (1993). Peer imitation by toddlers in laboratory, home, and day-care contexts: Implications for social learning and memory. Developmental Psychology, 29, 701-710. Click here to receive a reprint

Meltzoff, A. N. (1988). Infant imitation and memory: Nine-month-olds in immediate and deferred tests. Child Development, 59, 217-225. Click here to receive a reprint

Meltzoff, A. N. (1988). Imitation of televised models by infants. Child Development, 59, 1221-1229. Click here to receive a reprint

Meltzoff, A. N. (1988). Infant imitation after a 1-week delay: Long-term memory for novel acts and multiple stimuli. Developmental Psychology, 24, 470-476. Click here to receive a reprint

 

Vocal Imitation

Kuhl, P. K., & Meltzoff, A. N. (1996). Infant vocalizations in response to speech: Vocal imitation and developmental change. Journal of the Acoustical Society of America, 100, 2425-2438. Click here to receive a reprint

 

Development of Theory of Mind

Meltzoff, A. N., & Gopnik, A. (2013). Learning about the mind from evidence: Children's development ofintuitive theories ofperception and personality. In S. Baron-Cohen, H. Tager-Flausber, & M. Lombardo (Eds.), Understanding other minds (3rd ed., pp. 19-34). Oxford, England: Oxford University PressClick here to receive a reprint
 
Sommerville, J. A., Bernstein, D. M., & Meltzoff, A. N. (2013).  Measuring beliefs in centimeters: Private knowlege biases preschoolers' and adults' representation of others' beliefs. Child Development, 84, 1846-1854. Click here to receive a reprint
 

Russell, J., Cheke, L. G., Clayton, N. S., & Meltzoff, A. N. (2011). What can What–When–Where (WWW) binding tasks tell us about young children’s episodic foresight? Theory and two experiments. Cognitive Development, 26, 356-370. Click here to receive a reprint

Moll, H., & Meltzoff, A. N. (2011). How does it look? Level 2 perspective-taking at 36 months of age. Child Development, 82, 661-673. Click here to receive a reprint

Atance, C. M., Bernstein, D. M., & Meltzoff, A. N. (2010). Thinking about false belief: It's not just what children say, but how long it takes them to say it. Cognition, 116, 297-301. Click here to receive a reprint

Meltzoff, A. N., & Brooks, R. (2008). Self-experience as a mechanism for learning about others: A training study in social cognition. Developmental Psychology, 44, 1257-1265. Click here to receive a reprint

Meltzoff, A. N. (2007). ‘Like me’: a foundation for social cognition. Developmental Science 10:1, pp 126–134. Click here to receive a reprint

Meltzoff, A. N. (2007). The ‘like me’ framework for recognizing and becoming an intentional agent. Acta Psychologica, 124 26–43. Click here to receive a reprint

Atance, C. M., Bernstein, D. M., Meltzoff, A. N., & Loftus, G. R. (2007). Hindsight bias and developing theories of mind. Child Development, 78, 1374-1394. Click here to receive a reprint

Meltzoff, A. N., & Brooks, R. (2007). Eyes wide shut: The importance of eyes in infant gaze following and understanding of other minds. In R. Flom, K. Lee & D. Muir (Eds.), Gaze following: Its development and significance (pp.217-241). Mahwah, NJ: Erlbaum. Click here to receive a reprint

Atance, C. M., & Meltzoff, A. N. (2006). Preschoolers’ Current Desires Warp Their Choices for the Future. Psychological Science, 17, 583-587. Click here to receive a reprint

Brooks, R., & Meltzoff, A. N. (2005). The development of gaze following and its relation to language. Developmental Science, 8, 535-543. Click here to receive a reprint

Atance, C. M., & Meltzoff, A. N. (2005). My future self: Young children's ability to anticipate and explain future states. Cognitive Development, 20, 341-361. Click here to receive a reprint

Brooks, R., & Meltzoff, A. N. (2002). The importance of eyes: How infants interpret adult looking behavior. Developmental Psychology, 38, 958-966. Click here to receive a reprint

Meltzoff, A. N., & Brooks, R. (2001). "Like me" as a building block for understanding other minds: Bodily acts, attention, and intention. In B. F. Malle, L. J. Moses, & D. A. Baldwin (Eds.), Intentions and intentionality: Foundations of social cognition (pp.171-191). Cambridge, MA: MIT Press. Click here to receive a reprint

Meltzoff, A. N. (1999). Origins of theory of mind, cognition and communication. Journal of Communication Disorders, 32, 251-269. Click here to receive a reprint

Meltzoff, A. N., Gopnik, A., & Repacholi, B. M. (1999). Toddlers' understanding of intentions, desires, and emotions: Explorations of the dark ages. In P. D. Zelazo, J. W. Astington, & D. R. Olson (Eds.), Developing theories of intention: Social understanding and self-control (pp. 17-41). Mahwah, NJ: Erlbaum. Click here to receive a reprint

Meltzoff, A. N., & Moore, M. K. (1998). Infant intersubjectivity: broadening the dialogue to include imitation, identity and intention. In S. Bråten (Ed.), Intersubjective communication and emotion in early ontogeny (pp. 47-62). New York: Cambridge University Press. Click here to receive a reprint

Meltzoff, A. N. (1995). Understanding the intentions of others: Re-enactment of intended acts by 18-month-old children. Developmental Psychology, 31, 838-850. Click here to receive a reprint

Meltzoff, A. N. & Moore, M. K. (1995). Infants' understanding of people and things: From body imitation to folk psychology. In J. L. Bermúdez, A. J. Marcel, & N. Eilan (Eds.), The body and the self (pp. 43-69). Cambridge, MA: MIT Press. Click here to receive a reprint

Gopnik, A., Slaughter, V., & Meltzoff, A. N. (1994). Changing your views: How understanding visual perception can lead to a new theory of the mind. In C. Lewis & P. Mitchell (Eds.), Children's early understanding of mind: Origins and development (pp.157-181). Hillsdale, NJ: Erlbaum. Click here to receive a reprint

Meltzoff, A. N., & Gopnik, A. (1993). The role of imitation in understanding persons and developing a theory of mind. In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds: Perspectives from autism (pp. 335-366). New York: Oxford University Press. Click here to receive a reprint

Meltzoff, A. N. (1990). Foundations for developing a concept of self: The role of imitation in relating self to other and the value of social mirroring, social modeling, and self practice in infancy. In D. Cicchetti & M. Beeghly (Eds.), The self in transition: Infancy to childhood (pp. 139-164). Chicago: University of Chicago Press. Click here to receive a reprint

 

Social and Cognitive Neuroscience

Marshall, P. J. & Meltzoff, A. N. (2014). Neural mirroring mechanisms and imitation in human infants. Philosophical Transactions of The Royal Society B, 369: 20130620. Click here to receive a reprint

Harms, M., Zyas, V., Meltzoff, A. N., & Carlson, S. (2014). Stability of executive function and predictions to adaptive behavior from middle childhood to pre-adolescence. Frontiers in Psychology, 5(00331). Click here to receive a reprint

Saby, J. N., Meltzoff, A. N., & Marshall, P. J. (2013). Infants’ somatotopic neural responses to seeing human actions: I’ve got you under my skin. PLoS ONE, 8(10), e77905. Click here to receive a reprint

Marshall, P. J., Saby, J. N., & Meltzoff, A. N. (2013). Imitation and the developing social brain: Infants’ somatotopic EEG patterns for acts of self and other. International Journal of Psychological Research, 6, 22-29. Click here to receive a reprint

Marshall, P. J., Meltzoff, A. N., & Saby, J. N. (2013). Infant brain responses to object weight: Exploring goal-directed actions and self-experience. Infancy, 1-19. Click here to receive a reprint

Saby, J. N., Marshall, P. J., & Meltzoff, A. N. (2012). Neural correlates of being imitated: An EEG study in preverbal infants. Social Neuroscience, 7, 650-661. Click here to receive a reprint

Marshall, P. J., Young, T., & Meltzoff, A. N. (2011). Neural correlates of action observation and execution in 14-month-old infants: An event-related EEG desynchronization study. Developmental Science, 14, 474-480. Click here to receive a reprint

Marshall, P. J., & Meltzoff. A. N. (2011). Neural mirroring systems: Exploring the EEG mu rhythm in human infancy. Developmental Cognitive Neuroscience, 1, 110-123. Click here to receive a reprint

Lamm, C., Meltzoff. A. N., & Decety, J. (2009). How do we empathize with someone who is not like us? A functional magnetic resonance imaging study. Journal of Cognitive Neuroscience, 22, 362-376. Click here to receive a reprint

Lamm, C., Nusbaum, H. C., Meltzoff. A. N., & Decety, J. (2007). What are you feeling? Using functional magnetic resonance imaging to assess the modulation of sensory and affective responses during empathy for pain. PLoS ONE, 2(12): e1292. Click here to receive a reprint

Cheng Y., Meltzoff, A. N., & Decety, J. (2007). Motivation modulates the activity of the human mirror-neuron system. Cerebral Cortex, 17, 1979-1986. Click here to receive a reprint

Jackson, P. L., Meltzoff, A. N., & Decety, J. (2006). Neural circuits involved in imitation and perspective-taking. NeuroImage, 31, 429-439. Click here to receive a reprint

Carver, L. J., Meltzoff, A. N., & Dawson, G. (2006). Event-related potential (ERP) indices of infants' recognition of familiar and unfamiliar objects in two and three dimensions. Developmental Science, 9, 51-62. Click here to receive a reprint

Jackson, P. L., Brunet, E., Meltzoff, A. N., & Decety, J. (2006). Empathy examined through the neural mechanisms involved in imagining how I feel versus how you feel pain. Neuropsychologia, 44, 752-761. Click here to receive a reprint

Jackson, P. L., Meltzoff, A. N., & Decety, J. (2005). How do we perceive the pain of others? A window into the neural processes involved in empathy. NeuroImage, 24, 771-779. Click here to receive a reprint

Chaminade, T., Meltzoff, A. N., & Decety, J. (2005). An fMRI study of imitation: Action representation and body schema. Neuropsychologia, 43, 115-127. Click here to receive a reprint

Aylward, E. H., Park, J. E., Field, K. M., Parsons, A. C., Richards, T. L., Cramer, S. C., & Meltzoff, A. N. (2005). Brain activation during face perception: Evidence of a developmental change. Journal of Cognitive Neuroscience, 17, 308-319. Click here to receive a reprint

Decety, J., Jackson, P. L., Sommerville, J., Chaminade, T., & Meltzoff, A. N. (2004). The neural bases of cooperation and competition: an fMRI investigation. NeuroImage, 23, 744-751. Click here to receive a reprint

Meltzoff, A. N., & Decety, J. (2003). What imitation tells us about social cognition: A rapprochement between developmental psychology and cognitive neuroscience. Philosophical Transactions of the Royal Society: Biological Sciences, 358, 491-500. Click here to receive a reprint

Blakemore, S-J., Boyer, P., Pachot-Clouard, M., Meltzoff, A. N., Segebarth, C., & Decety, J. (2003). The detection of contingency and animacy from simple animations in the human brain. Cerebral Cortex, 13, 837-844. Click here to receive a reprint

Carver, L., Dawson, G., Panagiotides, H., Meltzoff, A. N., McPartland, J., Gray, J., & Munson, J. (2003). Age-related differences in neural correlates of face recognition during the toddler and preschool years. Developmental Psychobiology, 42,148-159. Click here to receive a reprint

Decety, J., Chaminade, T., Grèzes, J., & Meltzoff, A. N. (2002). A PET exploration of the neural mechanisms involved in reciprocal imitation. NeuroImage, 15, 265-272. Click here to receive a reprint

Chaminade, T., Meltzoff, A. N., & Decety, J. (2002). Does the end justify the means? A PET exploration of the mechanisms involved in human imitation. NeuroImage, 15, 318-328. Click here to receive a reprint

Blakemore, S-J., Fonlupt, P., Pachot-Clouard, M., Darmon, C., Boyer, P., Meltzoff, A. N., Segebarth, C., & Decety, J. (2001). How the brain perceives causality: An event-related fMRI study. NeuroReport, 12, 3741-3746. Click here to receive a reprint

 

Joint Attention

Brooks, R., & Meltzoff, A. N. (2013). Gaze following: A mechanism for building social connections between infants and adults. In M. Mikulincer & P. R. Shaver (Eds.), Mechanisms of social connection: From brain to group (pp. 167-183).  Washington, DC: American Psychological AssociationClick here to receive a reprint
 

Moll, H., Meltzoff, A. N., Merzsch, K., & Tomasello, M. (2013). Taking versus confronting perspectives in preschool children. Developmental Psychology, 49, 646-654. Click here to receive a reprint

Moll, H., & Meltzoff, A. N. (2011). How does it look? Level 2 perspective-taking at 36 months of age. Child Development, 82, 661-673. Click here to receive a reprint

Meltzoff, A. N., Brooks, R., Shon, A. P., & Rao, R. P. N. (2010). "Social'' robots are psychological agents for infants: A test of gaze following. Neural Networks, 23, 966-972. Click here to receive a reprint

Brooks, R., & Meltzoff, A. N. (2008). Infant gaze following and pointing predict accelerated vocabulary growth through two years of age: A longitudinal, growth curve modeling study. Journal of Child Language, 35, 207-220. Click here to receive a reprint

Meltzoff, A. N., & Brooks, R. (2007). Eyes wide shut: The importance of eyes in infant gaze following and understanding other minds. In R. Flom, K. Lee, & D. Muir (Eds.), Gaze following: Its development and significance (pp. 217-241). Mahwah, NJ: Erlbaum. Click here to receive a reprint

Brooks, R., & Meltzoff, A. N. (2005). The development of gaze following and its relation to language. Developmental Science, 8, 535-543. Click here to receive a reprint

Brooks, R., & Meltzoff, A. N. (2002). The importance of eyes: How infants interpret adult looking behavior. Developmental Psychology, 38, 958-966. Click here to receive a reprint

 

Stereotypes & Identity Studies: Bridging Social & Developmental Psychology

Baron, A. S., Schmader, T., Cvencek, D., & Meltzoff, A. N. (2014). The gendered self-concept: How implicit gender stereotypes and attitudes shape self-definition. In P. J. Leman & H. R. Tenenbaum (Eds.), Gender and Development (pp. 109-132). Click here for a reprint

Cvencek, D., Kapur, M., & Meltzoff, A. N. (2013). Cognitive consistency and math-gender stereotypes in Singaporean children. Journal of Experimental Child Psychology (vol. 117, pp. 73-91). Click here to receive a reprint
 

Cheryan, S., Meltzoff, A. N., & Kim, S. (2011). Classrooms matter: The design of virtual classrooms influences gender disparities in computer science classes. Computers & Education, 57, 1825-1835. Click here to receive a reprint

Cvencek, D., Meltzoff, A. N., & Greenwald, A.G. (2011). Math–gender stereotypes in elementary school children. Child Development, 82, 766-779. Click here to receive a reprint

Cvencek, D., Greenwald, A. G., & Meltzoff, A. N. (2011). Measuring implicit attitudes of 4-year-olds: The preschool implicit association test. Journal of Experimental Child Psychology, 109, 187-200. Click here to receive a reprint

 

Interdisciplinary Cognitive Science and Robotics

Bernstein, D. M., Erdfelder, E., Meltzoff, A. N., Peria, W., & Loftus, G. R. (2011). Hindsight bias from 3 to 95 years of age. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 378-391. Click here to receive a reprint

Meltzoff, A. N., Brooks, R., Shon, A. P., & Rao, R. P. N. (2010). "Social'' robots are psychological agents for infants: A test of gaze following. Neural Networks, 23, 966-972. Click here to receive a reprint

Kaipa, K. N., Bongard, J. C., & Meltzoff, A. N. (2010). Self discovery enables robot social cognition: Are you my teacher? Neural Networks, 23, 1113-1124. Click here to receive a reprint

Amsterlaw, J., Lagattuta, K. H., & Meltzoff, A. N. (2009). Young children’s reasoning about the effects of emotional and physiological states on academic performance. Child Development, 80, 115-133. Click here to receive a reprint

Demiris, Y., & Meltzoff, A. N. (2008). The robot in the crib: A developmental analysis of imitation skills in infants and robots. Infant and Child Development, 17, 43-53. Click here to receive a reprint

Rao, R. P. N., Shon, A. P., & Meltzoff, A. N. (2007). A Bayesian model of imitation in infants and robots. In C. L. Nehaniv & K. Dautenhahn (Eds.), Imitation and social learning in robots, humans, and animals: Behavioural, social and communicative dimensions (pp. 217-247). New York: Cambridge University Press. Click here to receive a reprint

Shon. A. P., Storz, J. J., Meltzoff, A. N., & Rao, R. P. N. (2007) A cognitive model of imitative development in humans and machines. International Journal of Humanoid Robots. 4, 387-406. Click here to receive a reprint

Bernstein, D. M., Atance, C., Meltzoff, A. N., & Loftus, G. R. (2007). Hindsight bias and developing theories of mind. Child Development, 78, 1374-1394. Click here to receive a reprint

Buchsbaum, D., Blumberg, B., Breazeal, C., & Meltzoff, A. N. (2005). A simulation-theory inspired social learning system for interactive characters. Paper presented at the 14th IEEE International Workshop on Robot and Human Interactive Communication (RO-MAN 2005), Nashville, TN. Click here to receive a reprint

Bernstein, D. M., Loftus, G. R., & Meltzoff, A. N. (2005). Object identification in preschool children and adults. Developmental Science, 8, 151-161. Click here to receive a reprint

Bernstein, D. M., Atance, C., Loftus, G., & Meltzoff, A. N. (2004). We saw it all along: Visual hindsight bias in children and adults. Psychological Science, 15, 264-267. Click here to receive a reprint

 

Causal Perception and Reasoning

Waismeyer, A., Meltzoff, A. N., & Gopnik, A. (2014). Causal learning from probabilistic events in 24-month olds: an action measure. Developmental Science (pp. 1-8). Click here to recieve a reprint

Meltzoff, A. N., Waismeyer, A., & Gopnik, A. (2012). Learning about causes from people: Observational causal learning in 24-month-old infants. Developmental Psychology, 48, 1215-1228. Click here to receive a reprint

Bonawitz, E. B., Ferranti, D., Saxe, R., Gopnik, A., Meltzoff, A .N., Woodward, J., & Schulz, L. E. (2010). Just do it? Investigating the gap between prediction and action in toddlers' causal inferences. Cognition, 115, 104-117. Click here to receive a reprint

Sobel, D. M., Yoachim, C. M., Gopnik, A. Meltzoff, A. N., & Blumenthal, E. J. (2007). The blicket within: Preschoolers' inferences about insides and causes. Journal of Cognition and Development, 8, 159-182. Click here to receive a reprint

Meltzoff, A. N. (2007). Infants’ causal learning: Intervention, observation, imitation. In A. Gopnik & L. Schulz (Eds.), Causal learning: Psychology, philosophy, and computation (pp. 37-47). Oxford: Oxford University Press. Click here to receive a reprint

Meltzoff, A. N. (2007). The ‘like me’ framework for recognizing and becoming an intentional agent. Acta Psychologica, 124, 26-43. Click here to receive a reprint

Blakemore, S-J., Fonlupt, P., Pachot-Clouard, M., Darmon, C., Boyer, P., Meltzoff, A. N., Segebarth, C., & Decety, J. (2001). How the brain perceives causality: An event-related fMRI study. NeuroReport, 12, 3741-3746. Click here to receive a reprint

 

Cross-Modal Perception

Green, K. P., Kuhl, P. K., Meltzoff, A. N., & Stevens, E. B. (1991). Integrating speech information across talkers, gender, and sensory modality: Female faces. Perception and Psychophysics, 50 (6), 524-536. Click here to receive a reprint

Kuhl, P. K., Williams, K. A., & Meltzoff, A. N. (1991). Cross-modal speech perception in adults and infants using nonspeech auditory stimuli. Journal of Experimental Psychology: Human Perception and Performance, 17, 829-840. Click here to receive a reprint

Kuhl, P. K., & Meltzoff, A. N. (1984). The intermodal representation of speech in infants. Infant Behavior and Development, 7, 361-381. Click here to receive a reprint

Kuhl, P. K., & Meltzoff, A. N. (1982). The bimodal perception of speech in infancy. Science, 218, 1138-1141. Click here to receive a reprint

Meltzoff, A. N., & Borton, R. W. (1979). Intermodal matching by human neonates. Nature, 282, 403-404. Click here to receive a reprint

 

Bilingualism and Origins of Language

Carlson S. M. & Meltzoff A. N. (2008). Bilingual experience and executive functioning in young children. Developmental Science, 11, 282–298. Click here to receive a reprint

Brooks, R., & Meltzoff, A. N. (2008). Infant gaze following and pointing predict accelerated vocabulary growth through two years of age: A longitudinal, growth curve modeling study. Journal of Child Language, 35, 207-220. Click here to receive a reprint

Heimann, M., Strid, K., Smith, L., Tjus, T., Ulvund, S. E., & Meltzoff, A. N. (2006). Exploring the relation between memory, gestural communication, and the emergence of language in infancy: A longitudinal study. Infant and Child Development, 15, 233-249. Click here to receive a reprint

Brooks, R., & Meltzoff, A. N. (2005). The development of gaze following and its relation to language. Developmental Science, 8, 535-543. Click here to receive a reprint

Kuhl, P. K., & Meltzoff, A. N. (1997). Evolution, nativism, and learning in the development of language and speech. In M. Gopnik (Ed.), The inheritance and innateness of grammars (pp. 7-44). New York: Oxford University Press. Click here to receive a reprint

Gopnik, A., & Meltzoff, A. N. (1992). Categorization and naming: Basic-level sorting in eighteen-month-olds and its relation to language. Child Development, 63, 1091-1103. Click here to receive a reprint

Gopnik, A., & Meltzoff, A. N. (1987). The development of categorization in the second year and its relation to other cognitive and linguistic developments. Child Development, 58, 1523-1531. Click here to receive a reprint

Gopnik, A., & Meltzoff, A. N. (1986). Relations between semantic and cognitive development in the one-word stage: The specificity hypothesis. Child Development, 57, 1040-1053. Click here to receive a reprint

 

Connections to Philosophy of Mind

Meltzoff, A. N. (2013). Origins of social cognition: Bidirectional self-other mapping and the “Like-Me” hypothesis. In M. Banaji & S. Gelman (Eds.), Navigating the social world: What infants, children, and other species can teach us (pp. 139-144). New York, NY: Oxford University Press. Click here to receive a reprint

Russell, J., Cheke, L. G., Clayton, N. S., & Meltzoff, A. N. (2011). What can What–When–Where (WWW) binding tasks tell us about young children’s episodic foresight? Theory and two experiments. Cognitive Development, 26, 356-370. Click here to receive a reprint

Moore, M. K., & Meltzoff, A. N. (2009). Numerical identity and the development of object permanence. In S. P. Johnson (Ed.), Neoconstructivism: The new science of cognitive development (pp. 61-83). New York: Oxford University Press. Click here to receive a reprint

Meltzoff, A. N., & Brooks, R. (2007). Intersubjectivity before language: Three windows on preverbal sharing. In S. Bråten (Ed.), On being moved: From mirror neurons to empathy (pp. 149-174). Philadelphia, PA: John Benjamins. Click here to receive a reprint

Gallagher, S., & Meltzoff, A. N. (1996). The earliest sense of self and others: Merleau-Ponty and recent developmental studies. Philosophical Psychology, 9, 211-233. Click here to receive a reprint

Meltzoff, A. N., & Moore, M. K. (1995). Infants' understanding of people and things: from body imitation to folk psychology. In J.L. Bermudez, A. Marcel, & N. Eilan (Eds.), The Body and Self (pp. 43-69), MIT Press: Bradford. Click here to receive a reprint

Meltzoff, A. N. (1993). Molyneux's babies: Cross-modal perception, imitation, and the mind of the preverbal infant. In N. Eilan, R. McCarthy, & B. Brewer (Eds.), Spatial representation: Problems in philosophy and psychology (pp. 219-235). Cambridge, MA: Blackwell. Click here to receive a reprint

 

Atypical Populations and Autism

Munson, J., Faja, S., Meltzoff, A. N., Abbott, R., & Dawson, G. (2008). Neurocognitive predictors of social and communicative developmental trajectories in preschoolers with autism spectrum disorders. Journal of the International Neuropsychological Society, 956-966. Click here to receive a reprint

Toth, K., Dawson, G., Meltzoff, A. N., Greenson, J., & Fein, D. (2007). Early social, imitation, play, and language abilities of young non-Autistic siblings of children with Autism. J Autism Dev Disord 37,145–157. Click here to receive a reprint

Toth, K., Munson J., Meltzoff, A. N., & Dawson, G. (2006). Early predictors of communication development in young children with Autism Spectrum Disorder: Joint attention, imitation, and toy play. J Autism Dev Disord 36, 993–1005. Click here to receive a reprint

Dawson, G., Carver, L., Meltzoff, A. N., Panagiotides, H., McPartland, J., & Webb, S. J. (2002). Neural correlates of face and object recognition in young children with autism spectrum disorder, developmental delay, and typical development. Child Development, 73, 700-717. Click here to receive a reprint

Dawson, G., Osterling, J., Meltzoff, A. N., & Kuhl, P. K. (2000).  Case study of the development of an infant with autism from birth to 2 years of age. Journal of Applied Developmental Psychology, 21, 299-313. Click here to receive a reprint

Dawson, G., Meltzoff, A. N., Osterling, J., & Rinaldi, J. (1998). Neuropsychological correlates of early symptoms of autism. Child Development, 69, 1276-1285. Click here to receive a reprint

Dawson, G., Meltzoff, A. N., Osterling, J., Rinaldi, J., & Brown, E. (1998). Children with autism fail to orient to naturally occurring social stimuli. Journal of Autism and Developmental Disorders, 28, 479-485. Click here to receive a reprint

Rast, M., & Meltzoff, A. N. (1995). Memory and representation in young children with Down syndrome: Exploring deferred imitation and object permanence. Development and Psychopathology, 7, 393-407. Click here to receive a reprint

 

Applied Developmental Psychology

Zalewski, M., Lengua, L., Fisher, P. A., Trancik, A., Bush, N., & Meltzoff, A. N., (2013). Poverty and single parenting: Relations with preschoolers’ cortisol and effortful control. Infant and Child Development, 21, 537-554. Click here to receive a reprint

Zack, E., Gerhardstein, P., Meltzoff, A.N., & Barr, R. (2013). 15-month-olds’ transfer of learning between touch screen and real world displays: Language cues and cognitive loads. Scandinavian Journal of Psychology, 54, 20-25. Click here to receive a reprint

Wilson, A. C., Lengua, L. J., Meltzoff, A. N., & Smith, K. A. (2010). Parenting and temperament prior to September 11, 2001, and parenting specific to 9/11 as predictors of children’s posttraumatic stress symptoms following 9/11. Journal of Clinical Child & Adolescent Psychology, 39, 445-459. Click here to receive a reprint

Zack, E., Barr, R., Gerhardstein, P., Dickerson, K., & Meltzoff, A. N. (2009). Infant imitation from television using novel touch screen technology. British Journal of Developmental Psychology, 27, 13-26. Click here to receive a reprint

Amsterlaw, J., Lagattuta, K. H., & Meltzoff, A. N. (2009). Young children’s reasoning about the effects of emotional and physiological states on academic performance. Child Development, 80, 115-133. Click here to receive a reprint

Meltzoff, A. N. (2009). Roots of social cognition: The 'Like-Me' framework. In D. Cicchetti & M. R. Gunnar (Eds.), Minnesota symposia on child psychology: Meeting the challenge of translational research in child psychology (Vol. 35, pp. 29-58). Hoboken, NJ: Wiley. Click here to receive a reprint

Lengua, L. J., Long, A. C., & Meltzoff, A. N. (2006). Pre-attack stress-load, appraisals, and coping in children's responses to the 9/11 terrorist attacks. Journal of Child Psychology and Psychiatry, 47, 1219-1227. Click here to receive a reprint

Strid, K., Tjus, T., Smith, L., Meltzoff, A. N., & Heimann, M. (2006). Infant recall memory and communication predicts later cognitive development. Infant Behavior & Development, 29, 545-553. Click here to receive a reprint

Huebner, C. E., & Meltzoff, A. N. (2005). Intervention to change parent-child reading style: A comparison of instructional methods. Applied Developmental Psychology, 26, 296-313. Click here to receive a reprint

Lengua, L. J., Long, A. C., Smith, K. I., & Meltzoff, A. N. (2005). Pre-attack symptomatology and temperament as predictors of children’s responses to the September 11 terrorist attacks. Journal of Child Psychology and Psychiatry 46:6, (pp 631–645). Click here to receive a reprint

Meltzoff, A. N. (1999). Born to learn: What infants learn from watching us. In N. A. Fox, L. A. Leavitt & J. G. Warhol (Eds.), The role of early experience in infant development (pp. 145-164). Skillman, NJ: Pediatric Institute Publication. Click here to receive a reprint

Hanna, E., & Meltzoff, A. N. (1993). Peer imitation by toddlers in laboratory, home, and day-care contexts: Implications for social learning and memory. Developmental Psychology, 29, 701-710. Click here to receive a reprint

Meltzoff, A. N. (1988). Imitation of televised models by infants. Child Development, 59, 1221-1229. Click here to receive a reprint

 

About the Lab

Dr. Meltzoff’s Infant and Child Studies Lab conducts interdisciplinary research on developmental science ranging from newborns (42-minutes old) through elementary-school children and teenagers. His lab explores how infants learn from people and about people – the development of social cognition. One line of work in the lab investigates powerful social learning mechanisms, such as imitative learning, before language. This has led to a wide range of collaborative studies involving the development of theory of mind, investigations of the development of neural mirroring systems, and the mechanisms of human empathy. In other work, Meltzoff’s lab is building interdisciplinary bridges between developmental science and social psychology. This line of research explores children’s identity formation, including work on math-gender stereotypes in elementary-school children, and issues about psychology and education. Below is more information about the researchers, postdoctoral fellows, and research staff working with Dr. Meltzoff at the Institute, as well as information about former group members who are now running their own labs.

Faculty, Posdoctoral Fellows and Students

Rechele Brooks, Research Assistant Professor, Infant Studies Lab
Dr. Brooks is a Research Assistant Professor in the Department of Psychiatry and Behavioral Sciences and has her laboratory studying infant joint visual attention at I-LABS. She received her BA from Pomona College and her Ph.D. from Boston University. Her main line of research centers on joint visual attention, including eye gaze, joint engagement, and pointing. She has been examining the development of these important social cues in infancy and the attributions infants make about others’ perceptions and goals. She is also interested in how early social cognition contributes to the understanding of language and theory of mind in children with typical and atypical development.

Dario Cvencek, Ph.D.
Dr. Cvencek is a postdoctoral fellow working with Dr. Andrew Meltzoff. Before coming to the Institute, he earned a Ph.D. in cognitive psychology at the University of Washington, working with Tony Greenwald. Dr. Cvencek’s research interests focus on the development of academic gender stereotypes towards math and reading in elementary school children. Dr. Cvencek investigates the role of social learning in the development of stereotypes, for example math–gender stereotypes. He also considers how this learning of stereotypes in children may be facilitated by a tendency of the human mind to keep one's cognitions consistent with one another.

Allison Master, Ph.D.
Dr. Master is a postdoctoral fellow working with Dr. Andrew Meltzoff and Dr. Sapna Cheryan. Before coming to the Institute, she earned a Ph.D. in developmental psychology at Stanford University, working with Dr. Carol Dweck, and a bachelor’s degree in psychology at Yale University. Her research interests include social-psychological processes that form the foundation of motivation, identity, and achievement from early childhood through adulthood, as well as how cues to personal identity or group membership may affect stereotyping and other social judgments and behaviors. Currently she is investigating how stereotypes may affect adolescents’ interest in STEM fields.

Leoandra Onnie Rogers, Ph.D.
Dr. Rogers is a postdoctoral fellow working with Dr. Andrew Meltzoff. Prior to coming to the Institute, she earned a Ph.D. in developmental psychology from New York University with Dr. Niobe Way, and her bachelor's degree in psychology and education from UCLA. Dr. Rogers' research focuses on identity development among urban youth. Her work examines how cultural norms, expectations, and stereotypes influence how youth see themselves, particularly in the context of schooling and education. Currently, Dr. Rogers is investigating young children's self-perceptions and early understandings of stereotypes.

Tal-Chen Rabinowitch
Tal-Chen is a postdoctoral fellow working with Dr. Andrew Meltzoff. Her research at I-LABS examines the connections between music, synchrony and emotional and social interaction in toddlers and young children. She obtained her Ph.D at the Centre for Music and Science, University of Cambridge, where she investigated the relationship between music and empathy, demonstrating that regular participation of school children in musical group interaction sessions can potentially increase their capacity for emotional empathy. She next did some work on twin children, exploring the reciprocal effects of synchronous rhythmic interaction and perceived similarity. Tal-Chen is also a flautist and has played in various orchestras and ensembles in Israel and in the UK. Tal-Chen’s work is funded by a Fulbright Postdoctoral Fellowship and a GRAMMY Foundation Grant.

Anna Waismeyer, Ph.D.
Dr. Waismeyer is a postdoctoral fellow working with Dr. Andrew Meltzoff. Before coming to the Institute, she earned a Ph.D. in comparative and developmental psychology at the University of California at Berkeley with Dr. Lucia Jacobs and Dr. Alison Gopnik. Dr. Waismeyer's research interests focus on how toddlers and young children make inferences about objects and events. Her research explores the development of children's inferential learning strategies both in spatial and in causal tasks and how children's developing social understanding may play a role as an aid to learning within non-pedagogical situations. In her current work, she is examining toddlers' abilities to learn about causal relationships from observation of both deterministic and probabilistic covariations.

Elizabeth Zack, Ph.D.
Dr. Zack is a postdoctoral fellow working with Dr. Andrew Meltzoff. Before coming to the Institute, she earned a Ph.D. in developmental psychology at Georgetown University, working with Rachel Barr. Dr. Zack’s research interests focus on infant imitation from 2-dimensional sources such as television, books, and computers. She investigates infants’ ability to transfer actions from 2D images to 3-dimensional objects in the real world. She is also interested in the role social information plays in transfer of learning between 2D and 3D during infancy.

Research Staff

Calle Fisher
Ms. Fisher earned her bachelor’s degree in psychology at the University of Oregon. Since 1979, she has administered developmental tests and conducted internet research in Dr. Andrew N. Meltzoff's lab. Her area of expertise is as a behavioral coder as well as a person who tests children in experimental settings.

Linden Hale
Linden Hale graduated from the University of Washington in 2012 with a bachelor’s degree in Psychology. As a lab manager and a research assistant for Dr. Rechele Brooks in the Joint Visual Attention Lab, Linden assists in the investigation of infants’ social cognitive development. In the future, Linden plans to pursue a doctorate in developmental psychology, with an emphasis on infant social-emotional cognitive development.

Craig Harris
Mr. Harris has a masters in Early Childhood Special Education from the University of Washington. He oversees research in Dr. Andrew N. Meltzoff's lab studying early development, including studies on imitation, intention, and memory. Harris also has special expertise in statistical analyses having completed workshops and classes in biostatistics and with Jim Sackett.

Dawn Hathaway
Ms. Hathaway received her bachelor of arts degree in English from Seattle University and previously worked at the Fred Hutchinson Cancer Research Center. She handles recruitment and scheduling of research subjects and other administrative duties.

Craig Maddox
Mr. Maddox is a utility player in Dr. Andrew Meltzoff's lab, bringing his undergraduate training in Education, Mathematics and Physics from Western Michigan University to bear as a Research Study Assistant. Craig is the primary tester of participants in a variety of cognitive science studies, gathering, recording, and organizing experimental data. Much of this research, including the investigation of math-gender stereotypes, is closely related to his teaching background and personal interests.

Joy Mendoza
Ms. Mendoza graduated from the University of Washington in 2012, with a bachelor's degree in Psychology and a minor in Global Health. As a research assistant for Dr. Anna Waismeyer in Dr. Andrew N. Meltzoff's lab, Joy aids in the investigation of children's development of inferential learning strategies in causal tasks and assists with gathering, coding, and organizing experimental data.

Former Lab Members

Christina Atance, Ph.D., Associate Professor, School of Psychology, University of Ottawa, Ottawa, Canada.
Daniel Bernstein, Ph.D., Assistant Professor, Department of Psychology, Kwantlen Polytechnic University, Surrey British Columbia, Canada.
Jean Decety, Ph.D., Irving B. Harris Professor, Department of Psychology, University of Chicago, Chicago Illinois.
David Liu, Ph.D., Assistant Professor, Department of Psychology, University of California, San Diego, San Diego California.
Henrike Moll, Ph.D., Assistant Professor, Department of Psychology, University of Southern California, Los Angeles California.
Rebecca Williamson, Ph.D., Assistant Professor, Department of Psychology, Georgia State University, Atlanta Georgia.
Jennifer Amsterlaw, Ph.D., User Researcher, Blink Interactive, Seattle Washington.

 

 

Contact

Phone Number: 
(206) 685-2045