Professor Ellen Markman
Lewis M. Terman Professor of Psychology
Cognitive and language development, especially, early lexical acquisition, conceptual organization, categorization, and inductive reasoning in children and infants.
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