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

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

Yow, Wei Quin & Markman, E. M. (in press). Bilingual children’s use of paralinguistic cues to determine emotion in speech. Bilingualism: Language and Cognition.

Cimpian, A. & Markman, E. M. (in press). Information conveyed in generic sentences becomes central to children’s biological concepts: Evidence from their open-ended explanations. Cognition.

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

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

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

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

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

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. pdf

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

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. pdf

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. pdf

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