Publications

2022

Asaba, M.*, Li, X.*, Yow, W. Q., & Gweon, H. (2022). Children selectively demonstrate their competence to a puppet when others depict it as an agent. Cognitive Development, 62, 101186. *Shared first authors.

Asaba, M., & Gweon, H. (2022). Young children infer and manage what others think about them. Proceedings of the National Academy of Sciences, 119(32), e2105642119.

2021

Wu, Y., & Gweon, H. (2021). Preschoolers jointly consider others’ emotional expressions and knowledge to decide when to explore. Child Development, 92,(3), 862-870.

2020

Roberts, S., Rizzo, M. (2020). The Psychology of American Racism. In press, available online. American Psychologist.

2019

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.

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.

2018

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.

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.

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

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.

Butler, L. P., Markman, E. M. (2016). Navigating pedagogy: Children’s developing capacities for learning from pedagogical interactions. Cognitive Development, 38, 27-35.

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.

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.

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

Butler, L. P., Markman, E. M. (2014). Preschoolers use pedagogical cues to guide radical reorganization of category knowledge. Cognition, 130, 116-12.

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.

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.

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.

2013

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.

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.

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.

Master, A., Markman, E.M., Dweck, C.S. (2012). Thinking in categories or along a continuum: Consequences for children's social judgements. Child Development, 83(4), 1145-1163.

Butler, L. P., Markman, E. M. (2012). Preschoolers use intentional and pedagogical cues to guide inductive inferences and exploration.. Child Development, 83(4), 1416-1428.

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, 473-478.

2011

Arnon, I., Clark, E. V. (2011). Why brush your teeth is better than teeth: Children’s word production is facilitated in familiar sentence-frames. Language Learning & Development, 7(2), 107-129.

Yow, Wei Quin , Markman, E.M. (2011). Young bilingual children’s heightened sensitivity to referential cues. Journal of Cognition and Development, 12(1), 12-31.

Yoon, J. M. D., Witthoft, N., Winawer, J., Frank, M. C., Everett, D. L., Gibson, E., Markman, E. M. (2011). Thinking for seeing: Enculturation of visual-referential expertise as demonstrated by photo-triggered perceptual reorganization of two-tone “Mooney” images.. Proceedings of the 33rd Annual Meeting of the Cognitive Science Society, 2896-2901.

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), 562-569.

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.

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, 2134-2139.

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.

2010

Butler, L. P., Markman, E. M. (2010). Pedagogical cues influence children’s inductive inference and exploratory play. Proceedings of the 32nd Annual Meeting of the Cognitive Science Society, 1417-1422.

Clark, E.V. (2010). Adult offer, word-class, and child uptake in early lexical acquisition. First Language, 30(3-4), 250-269.

2009

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.

Clark, E. V., Nikitina, T. (2009). One vs. more than one: Antecedents to plurality in early language acquisition. Linguistics, 47(1), 103-139.

2008

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

Ayduk, O., Zayas, V., Downey, G., Cole, A. B., Shoda, Y., Mischel, W. (2008). Rejection sensitivity and executive control: Joint predictors of borderline personality features. Journal of Research in Personality, 42, 151-168.

2007

Estigarribia, B., Clark, E. V. (2007). Getting and maintaining attention in talk to young children. Journal of Child Language, 34, 799-814.

Cimpian, A., Arce, H., Markman, E.M., Dweck, C.S. (2007). Subtle linguistic cues impact children's motivation. Psychological Science, 18(4), 314-317.

Tsai, J. L., Louie, J. Y., Chen, E. E., Uchida Y. (2007). Learning what feelings to desire: Socialization of ideal affect through children’s storybooks. Personality and Social Psychology Bulletin, 33(1), 17-30.

2006

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(4), 723-731.

2005

Cimpian, A. , Markman, E.M. (2005). The absence of a shape bias in children’s early word learning. Developmental Psychology, 41(6), 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(3), 233-263.

2004

Flavell, J.H. (2004). Development of knowledge about vision. In D.T. Levin (Ed.), Thinking and seeing: Visual metacognition in adults and children., 13-36.

Flavell, J.H., Hartman, B.M. (2004). Research in Review. What children know about mental experiences. Young Children, 59(2), 102-109.

Clark, E.V. (2004). How language acquisition builds on cognitive development. Trends in Cognitive Sciences, 8(10), 472-478.

2003

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(4), 745-760.

2002

Peake, P., Hebl, M., Mischel, W. (2002). Strategic attention deployment in waiting and working situations. Developmental Psychology, 38(2), 313-326.

2000

Ayduk, O., Mendoza-Denton, R., Mischel, W., Downey, G., Peake, P.K., Rodriguez, M. (2000). Regulating the interpersonal self: Strategic self-regulation for coping with rejection sensitivity. Journal of Personality and Social Psychology, 79(5), 776-792.

Flavell, J.H. (2000). Development of children’s knowledge about the mental world. International Journal of Behavioral Development, 24(1), 15-23.

1999

Feinfield, K.A., Lee, P.P., Flavell, E.R, Greene, F.L., Flavell, J.H. (1999). Young children’s understanding of intention. Cognitive Development, 14, 463-486.

Flavell, J.H. (1999). Cognitive development: Children’s knowledge about the mind. Annual Review of Psychology, 50, 21-45.

1998

Clark, E.V., Grossman, J.G. (1998). Pragmatic directions and children's word learning. Journal of Child Language, 25, 1-18.

1997

Flavell, J.H., Green, F.L., Flavell, E.R., Grossman, J.B. (1997). The development of children’s knowledge about inner speech. Child Development, 68(1), 39-47.

Lagattuta, K.H., Wellman, H.M., Flavell, J.H. (1997). Preschoolers’ understanding of the link between thinking and feeling: Cognitive cueing and emotional change. Child Development, 68(6), 1081-1104.

Clark, E. V., Svaib, T.A. (1997). Speaker perspective and reference in young children. First Language, 17, 57-74.

1995

Flavell, J.H., Green, F.L., Flavell, E.R (1995). Young children’s knowledge about thinking. Monographs of the Society for Research in Child Development, Serial No. 243, 60(1), 1-96.

Flavell, J.H., Green, F.L., Flavell, E.R (1995). The development of children’s knowledge about attentional focus. Developmental Psychology, 31(4), 706-712.

1994

Lyon, T.D., Flavell, J.H. (1994). Young children’s understanding of “remember” and “forget”. Child Development, 65(5), 1357-1371.

1993

Flavell, J.H., Green, F.L., Flavell, E.R. (1993). Children’s understanding of the stream of consciousness. Child Development, 64(2), 387-398.

Flavell, J.H. (1993). Young children’s understanding of thinking and consciousness. Current Directions in Psychological Science, 2(2), 40-43.

Flavell, J.H. (1993). The development of children’s understanding of false belief and the appearance-reality distinction. International Journal of Psychology, 28(5), 595-604.

Lyon, T.D., Flavell, J.H. (1993). Young children’s understanding of forgetting over time. Child Development, 64(3), 789-800.

1992

Flavell, J.H., Mumme, D., Green, F.L., Flavell, E.R. (1992). Young children’s understanding of different types of beliefs. Child Development, 63(4), 960-977.

O’Neill, D.K., Astington, J.W., Flavell, J.H. (1992). Young children’s understanding of the role that sensory experiences play in knowledge acquisition. Child Development, 63(2), 474-490.

Flavell, J.H., Lindberg, N.A., Green, F.L., Flavell, E.R. (1992). The development of children’s understanding of the appearance-reality distinction between how people look and what they are really like. Merrill-Palmer Quarterly, 38(4), 513-524.

Lillard, A.S., Flavell, J.H. (1992). Young children’s understanding of different mental states. Developmental Psychology, 28(4), 626-634.

1991

Flavell, J.H., Green, F.L., Herrera, C., Flavell, E.R. (1991). Young children’s knowledge about visual perception: Lines of sight are always straight. British Journal of Developmental Psychology, 9(1), 73-88.

1990

Flavell, J.H., Green, F.L., Flavell, E.R. (1990). Developmental changes in children’s knowledge about the mind. Cognitive Development, 5(1), 1-27.

Flavell, J.H., Flavell, E.R., Green, F.L., Korfmacher, J.E. (1990). Do young children think of television images as pictures or real objects?. Journal of Broadcasting and Electronic Media, 34(4), 399-417.

Shoda, Y., Mischel, W., Peake, P. K. (1990). Predicting adolescent cognitive and self-regulatory competencies from preschool delay of gratification: Identifying diagnostic conditions. Developmental Psychology, 26(6), 978-986.

Flavell, J.H., Flavell, E.R., Green, F.L., Moses, L.J. (1990). Young children’s understanding of fact beliefs versus value beliefs. Child Development, 61(4), 915-928.

Lillard, A.S., Flavell, J.H. (1990). Young children’s preference for mental state versus behavioral descriptions of human action. Child Development, 61(3), 731-741.

Moses, L.J., Flavell, J.H. (1990). Inferring false beliefs from actions and reactions. Child Development, 61(4), 929-945.

1989

Mischel, W., Shoda, Y., Rodriguez, M. L. (1989). Delay of gratification in children. Science, 244(4907), 933-938.

Flavell, J.H., Green, F.L., Flavell, E.R. (1989). Young children’s ability to differentiate appearance-reality and Level 2 perspectives in the tactile modality. Child Development, 60(1), 201-213.

Flavell, J.H., Flavell, E.R., Green, F.L. (1989). A transitional period in the development of the appearance-reality distinction. International Journal of Behavioral Development, 12(4), 509-526.

1988

Mischel, W., Shoda, Y., Peake, P. K. (1988). The nature of adolescent competencies predicted by preschool delay of gratification. Journal of Personality and Social Psychology, 54(4), 687-699.

1987

Flavell, J.H., Green, F.L., Wahl, K.E., Flavell, E.R. (1987). The effects of question classification and memory aids on young children’s performance on appearance-reality tasks. Cognitive Development, 2, 127-144.

Flavell, E.R., Flavell, J.H., Green, F.L. (1987). Young children’s knowledge about the apparent-real and pretend-real distinctions. Developmental Psychology, 23(6), 816-822.

1986

Flavell, J.H., Green, F.L., Flavell, E.R. (1986). Development of knowledge about the appearance-reality distinction. Monographs of the Society for Research in Child Development, Serial No. 212, 51(1).

Pillow, B.H., Flavell, J.H. (1986). Young children’s knowledge about visual perception: Projective size and shape. Child Development, 57(1), 125-135.

Flavell, J.H. (1986). The development of children’s knowledge about the appearance-reality distinction. American Psychologist, 41(4), 418-425.

1985

Pillow, B.H., Flavell, J.H. (1985). Intellectual realism: The role of children’s interpretations of pictures and perceptual verbs. Child Development, 56(3), 664-670.

1984

Taylor, M., Flavell, J.H. (1984). Seeing and believing: Children’s understanding of the distinction between appearance and reality. Child Development, 55(5), 1710-1720.

1983

Mischel, H.N., Mischel, W. (1983). The development of children’s knowledge of self-control strategies. Child Development, 54(3).

Flavell, J.H., Flavell, E.R., Green, F.L. (1983). Development of the appearance-reality distinction. Cognitive Psychology, 15(1), 95-120.

1982

Lepper, M.R., Sagotsky G., Dafoe, J.L., Greene D. (1982). Consequences of superfluous social constraints: effects on young children’s social interferences and subsequent intrinsic interest. Journal of Personality and Social Psychology, 42(1), 51-65.

1981

Flavell, J.H., Everett, B.A., Croft, K., Flavell, E.R. (1981). Young children’s knowledge about visual perception: Furthering evidence for the Level 1-Level 2 distinction. Developmental Psychology, 17(1), 99-103.

Flavell, J.H., Flavell, E.R., Green, F.L., Wilcox, S.A. (1981). The development of three spatial perspective-taking rules. Child Development, 52(1), 356-358.

1980

Flavell, J .H., Shipstead, S.G., Croft, K. (1980). What young children think you see when their eyes are closed. Cognition, 8(4), 369-387.

Flavell, J.H., Flavell, E.R., Green, F.L., Wilcox, S.A. (1980). Young children’s knowledge about visual perception. Effect of observer’s distance from target on perceptual clarity of target. Developmental Psychology, 16(1), 10-12.

1978

Flavell, J.H., Shipstead, S.G., Croft, K. (1978). Young children’s knowledge about visual perception: Hiding objects from others. Child Development, 49(4), 1208-1211.

1975

Lepper, M.R., Greene, D. (1975). Turning play into work: Effects of adult surveillance and extrinsic rewards on children’s intrinsic motivation. Journal of Personality and Social Psychology, 31(3), 479-486.

1974

Greene, D., Lepper, M.R. (1974). Effects of extrinsic rewards on children’s subsequent intrinsic interest. Child Development, 45(4), 1141-1145.

1973

Lepper, M.R., Greene, D., Nisbett, R.E. (1973). Undermining Children’s Intrinsic Interest with Extrinsic Reward: A test of the “Overjustification” hypothesis. Journal of Personality and Social Psychology, 28(1), 129-137.