2424 Erwin Rd., Suite 501, Durham, NC 27705
DUMC 2737, Durham, NC 27710
Dr. Tenenbaum is a psychologist and researcher who specializes in language acquisition and cognitive development. Her research and clinical interests focus on communication between children and their caregivers in the context of atypical development.
Dr. Tenenbaum uses eye tracking and other behavioral measures to study typical and atypical trajectories of social attention and language learning. Her work has focused on relations between social attention and word learning, communicative capacity in minimally verbal children with autism, and audio-visual synchrony processing in children with autism. Dr. Tenenbaum has also worked on questions of infant mental health and perinatal depression as it relates to language and cognitive development.
Dr. Tenenbaum completed her PhD in Psychology at Brown University in the Department of Cognitive, Linguistic, and Psychological Sciences. She then respecialized in Clinical Psychology at Suffolk University and completed her internship and postdoctoral training at the Warren Alpert Medical School at Brown University.
Dr. Tenenbaum joined the Duke Center for Autism and Brain Development in September of 2018.
A Six-Minute Measure of Vocalizations in Toddlers with Autism Spectrum Disorder.
Perception of Cry Characteristics in 1-Month-Old Infants Later Diagnosed with Autism Spectrum DisorderRead Full Text
Sensitivity to audio-visual synchrony and its relation to language abilities in children with and without ASDRead Full Text
Maternal and infant affect at 4 months predicts performance and verbal IQ at 4 and 7 years in a diverse populationRead Full Text
Attempting to “Increase Intake from the Input”: Attention and Word Learning in Children with AutismRead Full Text
Attention to the mouth and gaze following in infancy predict language developmentRead Full Text
Bottom-Up Attention Orienting in Young Children with AutismRead Full Text
Increased Focus on the Mouth Among Infants in the First Year of Life: A Longitudinal Eye-Tracking StudyRead Full Text
Racing to segment? Top-down versus bottom-up in infant word recognitionRead Full Text
Attention and word learning in autistic, language delayed and typically developing childrenRead Full Text
Infants’ early visual attention and social engagement as developmental precursors to joint attention.Read Full Text