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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.


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.


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