Andrew Meltzoff, Ph.D.

Professor Co-director, UW Institute for Learning and Brain Sciences

Degree From: Oxford University
Interests: Social and Cognitive Development in Infants and Young Children; Memory, Intentionality.

Contact

Office CHDD - 359
Phone (206) 685-2045
Fax (206) 685-3157
E-mail meltzoff@uw.edu
Website http://ilabs.washington.edu/meltzoff/

Advising

Do I accept and train new psychology graduate students in general?
Yes
Developmental

Research

I explore the development of infants' understanding of other people, that is, precursors to "theory of mind." Emphasis is on the development of intention and self-other correspondences. Specific research includes imitation, memory, and social-cognitive development.

Research Publications

  • Meltzoff, A. N. (2007). _Like me_: a foundation for social cognition. Developmental Science, 10, 126-134
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  • Gopnik, A., Meltzoff, A. N., & Kuhl, P. K. (1999). The scientist in the crib: Minds, brains, and how children learn. New York: William Morrow.
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  • Meltzoff, A. N. (1995). Understanding the intentions of others: Re-enactment of intended acts by 18-month-old children. Developmental Psychology, 31, 838-850.
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    In the News

  • Infants more likely to view an object when another person looks with open, not closed, eyes
  • Peering into the amazing mind behind those baby blue eyes
  • A UW couple leads our new thinking about babies' amazing minds (219KB .pdf)
  • HOW DO BABIES learn to talk? (.pdf 304KB)
  • If babies follow gaze early, language learning improved
  • Congratulations to faculty who are included in the UW Alumni Association's Columns magazine's listing of the "100 top books by 100 UW authors." David Barash, John Gottman, Patricia Kuhl
  • Toddlers engage in 'emotional eavesdropping' to guide their behavior
  • Institute for Learning and Brain Sciences was featured in the recent University Week with Andrew Meltzoff and Rechele Brooks quoted in the article.
  • Andrew Meltzoff named Fellow of the American Academy of Arts & Sciences
  • New 'science of learning' could reinvent teaching techniques
  • From baby scientists to a science of social learning

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