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


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., 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.
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.


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.
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.
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.
Markman, E.M., Yow, Wei Quin (2011). Young bilingual children’s heightened sensitivity to referential cues. Journal of Cognition and Development, 6, 12-31.


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


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.


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