Professor Ellen Markman

Lewis M. Terman Professor of Psychology

Research Summary

Cognitive and language development, especially, early lexical acquisition, conceptual organization, categorization, and inductive reasoning in children and infants.

Select Publications

Gripshover, S. J. & Markman, E. M. (2013). Teaching young children a theory of nutrition: Conceptual change and the potential for increased vegetable consumption. Psychological Science, 24(8), 1541-1553.

Butler, L. P. & Markman, E. M. (2012). Finding the cause: Verbal framing helps children extract causal evidence embedded in a complex scene. Journal of Cognition and Development. 13(1): 38-66.

Master, A., Markman, E. M., & Dweck, C. S. (2012). Thinking in categories or along a continuum: Consequences for children’s social judgments. Child Development, 83, 1145-1163.

Cimpian, A., & Markman, E. M. (2011). The generic/nongeneric distinction influences how children interpret new information about social others. Child Development, 82(2), 471–492.

Cimpian, A., Meltzer, T. J., & Markman, E. M. (2011). Preschoolers’ use of morphosyntactic cues to identify generic sentences: Indefinite singular noun phrases, tense, and aspect. Child Development, 82(5), 1561–1578.

Yow, Wei Quin & Markman, E. M. (2011) Bilingualism and Children’s Use of Paralinguistic cues to Interpret Emotion in Speech. Bilingualism: Language and Cognition 14(4), 2011, 562-569.

Yow, Wei Quin & Markman, E. M. (2011). Young bilingual children’s heightened sensitivity to referential cues. Journal of Cognition and Development, 6, 12-31.

Cimpian, A. & Markman, E. M. (2009). Information learned from generic language becomes central to children’s biological concepts: Evidence from their open-ended explanations. Cognition 113, 14-25.

Cimpian, A., & Markman, E. M. (2008). Preschool children’s use of cues to generic meaning. Cognition, 107, 19-53.

Cimpian, A., Arce, H., Markman, E.M., & Dweck, C.S. (2007). Subtle linguistic cues impact children’s motivation. Psychological Science, 18, 314-317.

Abelev, M. & Markman, E. M. (2006). Young children’s understanding of multiple object identity: Appearance, pretense, and function. Developmental Science, 9, 591-597.

Williamson, R. A. & Markman, E. M. (2006). Precision of imitation as a function of preschoolers’ understanding of the goal of the demonstration. Developmental Psychology, 42, 723-731.

Cimpian, A. & Markman, E. M. (2005). The absence of a shape bias in children’s early word learning. Developmental Psychology, 41, 1003-1019.

Hansen, M. B. & Markman, E. M. (2005). Appearance questions can be misleading: a discourse-based account of the appearance-reality problem. Cognitive Psychology, 50, 233-263.

Markman, E. M, Wasow, J. L., & Hansen, M. B. (2003). Use of the mutual exclusivity assumption by young word learners. Cognitive Psychology, 47, 241-275.

Jaswal, V. K, & Markman, E. M. (2003). The relative strength of indirect and direct word learning. Developmental Psychology, 39, 745-760.

Markman, Ellen M. (1991) Categorization and Naming in Children: Problems of Induction. The MIT Press.