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Publications

2019

Asaba, M., Ong, D. C., Gweon, H. (2019). Integrating expectations and outcomes: Preschoolers’ developing ability to reason about others’ emotions. Developmental Psychology, 55(8), 1680–1693.
Haimovitz, K., Dweck, C. S., Walton, G. M. (2019). Preschoolers find ways to resist temptation after learning that willpower can be energizing. Developmental Science, e12905.

2018

Gweon, H., Shafto, P., Schulz, L. E. (2018). Development of children's sensitivity to over-informativeness in learning and teaching. Developmental Psychology, 54(11), 2113-2125.
Gweon, H., Asaba, M. (2018). Order Matters: Children’s Evaluation of Underinformative Teachers Depends on Context. Child Development, 89(3), e278-e292.
Horowitz, A., Schneider, R., Frank, M. C. (2018). The Trouble With Quantifiers: Exploring Children’s Deficits in Scalar Implicature. Child Development, 89(6), e572-e593.

2017

Casillas, M., Frank, M. C. (2017). The development of children’s ability to track and predict turn structure in conversation. Journal of Memory and Language, 92, 234-253.

2016

Chestnut, E. K., Markman, E. M. (2016). Are Horses Like Zebras, or Vice Versa? Children’s Sensitivity to the Asymmetries of Directional Comparisons. Child Development, 87(2), 568–582.
Yow, W. Q., Markman, E. M. (2016). Children Increase Their Sensitivity to a Speaker’s Nonlinguistic Cues Following a Communicative Breakdown. Child Development, 87(2), 385–394.
Horowitz, A. C., Frank, M. C. (2016). Children’s Pragmatic Inferences as a Route for Learning About the World. Child Development, 87(3), 807-819.
Butler, L. P., Markman, E. M. (2016). Navigating pedagogy: Children’s developing capacities for learning from pedagogical interactions. Cognitive Development, 38, 27-35.

2015

Yow, W. Q. , Markman, E. M. (2015). A bilingual advantage in how children integrate multiple cues to understand a speaker’s referential intent. Bilingualism: Language and Cognition, 18(3), 391–399.

2014

Bryan, C. J., Master, A., Walton, G. M. (2014). "Helping" vs. "being a helper": Invoking the self to increase helping in young children. Child Development, 85(5), 1836-1842.
Horowitz, A., Frank, M. C. (2014). Preschoolers infer contrast from adjectives if they can access lexical alternatives. Proceedings of the 36th Annual Meeting of the Cognitive Science Society, 625-630.
Butler, L. P., Markman, E. M. (2014). Preschoolers use pedagogical cues to guide radical reorganization of category knowledge. Cognition, 130, 116-12.
Barragan, R. C., Dweck, C. S. (2014). Rethinking natural altruism: Simple reciprocal interactions trigger children’s benevolence. Proceedings of the National Academy of Sciences of the United States of America, 111(48), 17071-17074.
Lewis, M., Sugarman, E., Frank, M. C. (2014). The structure of the lexicon reflects principles of communication. Proceedings of the 36th Annual Meeting of the Cognitive Science Society, 845-850.

2013

Master, A., Walton, G. M. (2013). Minimal groups increase young children’s motivation and learning on group-relevant tasks. Child Development, 84(2), 737-751.
Butler, L. P., Markman, E. M. (2013). Preschoolers’ ability to navigate communicative interactions in guiding their inductive inferences. Proceedings of the 35th Annual Meeting of the Cognitive Science Society, 263-268.

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