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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, 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, 38-66.
Dweck, C.S., Markman, E.M., Master, A. (2012). Thinking in categories or along a continuum: Consequences for children's social judgements. Child Development, 1145-1163.


Markman, E. M., Yow, Wei Quin (2011). Bilingualism and Children’s Use of Paralinguistic cues to Interpret Emotion in Speech. Bilingualism: Language and Cognition, 562-569.
Markman, E.M., Yow, Wei Quin (2011). Young bilingual children’s heightened sensitivity to referential cues. Journal of Cognition and Development, 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, 14-25.


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


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


Markman, E.M., Williamson, R. A. (2006). Precision of imitation as a function of preschoolers’ understanding of the goal of the demonstration. Developmental Psychology, 723-731.
Abelev, M., Markman, E.M. (2006). Young children’s understanding of multiple object identity: Appearance, pretense, and function. Developmental Science, 591-597.


Hansen, M. B. , Markman, E.M. (2005). Appearance questions can be misleading: a discourse-based account of the appearance-reality problem. Cognitive Psychology, 233-263.
Cimpian, A. , Markman, E.M. (2005). The absence of a shape bias in children’s early word learning. Developmental Psychology, 41, 1003-1019., 1003-1019.


Jaswal, V. K, Markman, E.M. (2003). The relative strength of indirect and direct word learning. Developmental Psychology, 745-760.
Hansen, M. B., Markman, E.M., Wasow, J. L. (2003). Use of the mutual exclusivity assumption by young word learners. Cognitive Psychology, 241-275.


Markman, E. M. (1991). Categorization and Naming in Children: Problems of Induction. .

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