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Publications

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.

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, 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, 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.
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., Walton, G. M. (2013). The opportunity to collaborate increases preschoolers’ motivation for challenging tasks. Journal of Experimental Child Psychology, 116, 953-961.

2012

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.
Horowitz, A., Frank, M. C. (2012). Learning from speaker word choice by assuming adjectives are informative. Proceedings of the 34th Annual Meeting of the Cognitive Science Society.
Butler, L. P., Markman, E. M. (2012). Preschoolers use intentional and pedagogical cues to guide inductive inferences and exploration.. Child Development, 83, 1416-1428.
Dweck, C.S., Markman, E.M., Master, A. (2012). Thinking in categories or along a continuum: Consequences for children's social judgements. Child Development, 83, 1145-1163.

2011

Stiller, A., Goodman, N. D., Frank, M. C. (2011). Ad-hoc scalar implicatures in adults and children. Proceedings of the 33rd Annual Meeting of the Cognitive Science Society.
Markman, E. M., Yow, Wei Quin (2011). Bilingualism and Children’s Use of Paralinguistic cues to Interpret Emotion in Speech. Bilingualism: Language and Cognition, 14(4), 562-569.
Cimpian, A., Markman, E. M., Meltzer, T. J. (2011). Preschoolers’ use of morphosyntactic cues to identify generic sentences: Indefinite singular noun phrases, tense, and aspect. Child Development, 82(5), 1561-1578.

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