Meredith A. Meyer, Ph.D.

University of Oregon, Eugene, OR, United States 
language development, cognitive development, intentionality, action processing
"Meredith Meyer"


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Dare Ann Baldwin grad student 2009 University of Oregon
 (Gesture as a cue to distinguish generic vs. particular reference: Parental production and child comprehension.)
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Meyer M, Roberts SO, Jayaratne TE, et al. (2020) Children's beliefs about causes of human characteristics: Genes, environment, or choice? Journal of Experimental Psychology. General
Hard BM, Meyer M, Baldwin D. (2018) Attention reorganizes as structure is detected in dynamic action. Memory & Cognition
Meyer M, Gelman SA. (2016) Gender Essentialism in Children and Parents: Implications for the Development of Gender Stereotyping and Gender-Typed Preferences Sex Roles. 75: 409-421
Koenig MA, Cole CA, Meyer M, et al. (2015) Reasoning about knowledge: Children's evaluations of generality and verifiability. Cognitive Psychology. 83: 22-39
Meyer M, Gelman SA. (2015) Generic Reference is Less Marked Than Specific Reference in Children’s Gestures Journal of Nonverbal Behavior
Gelman SA, Meyer M. (2014) The inherence heuristic: a basis for psychological essentialism? The Behavioral and Brain Sciences. 37: 490
Meyer M, Gelman SA, Stilwell SM. (2014) Frequency and Informativeness of Gestural Cues Accompanying Generic and Particular Reference Language Learning and Development
Meyer M, Baldwin DA. (2013) Pointing As a Socio-Pragmatic Cue to Particular vs. Generic Reference Language Learning and Development. 9: 245-265
Gelman SA, Meyer M. (2011) Child categorization. Wiley Interdisciplinary Reviews. Cognitive Science. 2: 95-105
Meyer M, Baldwin D. (2011) Statistical learning of action: The role of conditional probability Learning and Behavior. 39: 383-398
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