My students and I currently have several active lines of research:
Children's understanding of privileged information
Monolingual and bilingual children's preferences for speakers (accented vs. unaccented, monolingual vs. bilingual)
Children's understanding of ownership.
PSYC 3093: Developmental Psychology
PSYC 4283: Advanced Seminar
PSYC 5013: Advanced Developmental Psychology
Ph.D., University of Minnesota, 1986
Scofield, J., & Behrend, D. (2007). Two-year-olds Differentially Disambiguate Novel Words and Facts. Journal of Child Language, 34, 875-889.
Scofield, J., Williams, A., & Behrend, D. (2007). Word learning in the absence of a speaker. First Language, 27, 297-311.
Scofield, J., & Behrend, D. A. (2008). Learning words from reliable and unreliable speakers. Cognitive Development,23, 278-290.
Scofield, J., & Behrend, D.A. (2011). Clarifying the role of joint attention in early word learning. First Language, 31, 326-341.
Behrend, D.A., & Girgis, H. (2015). On a need-to-know basis: Young children's distinction between conventional and privileged information. Manuscript under review.
Byers-Heinlein, K., Behrend, D. A., Said, L. M., Girgis, H., & Poulin-Dubois, D. (2015). Monolingual and Bilingual children's preferences for monolingual versus bilingual speakers. Manuscript under review.