Professor Ellen Markman

Lewis M. Terman Professor of Psychology
https://web.stanford.edu/dept/psychology/cgi-bin/drupalm/emarkman


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.