Building 420, Room 282
Ellen M. Markman is the Lewis M. Terman Professor at Stanford. She was elected to the American Academy of Arts and Sciences in 2003 and to the National Academy of Sciences in 2011. She is a recipient of the American Psychological Association’s Division 7 Outstanding Mentoring Award and the American Psychological Society’s William James Lifetime Achievement Award for Basic Research.
Ellen’s research interests include the relationship between language and thought; early word learning; categorization and induction; theory of mind and pragmatics; implicit theories and conceptual change.
Ellen is especially interested in working with new students on how theory-based explanations can be effective interventions in health domains. Please see the Gripshover and Markman paper as an example of this approach.
Building 420, Room 290
I'm a fourth-year graduate student interested in how children learn representations of social categories, and the role that language plays in that process. Social categories such as gender and race structure so much of our human experience in the world, yet we aren't born knowing what they are. How do we learn what social categories are meaningful in our social context? How do we learn what it means to be a member of a particular social category, and what norms and expectations to accordingly deploy? And in learning about social categories, what sources of information do children draw on, particularly in the way we talk and use language?
Previously, I studied psychology and philosophy at the University of Chicago, where I worked with Daniel Casasanto in the Experience & Cognition Lab on the role of bodily experience in understanding language. During various summers, I also worked with Susan Carey at the Harvard Laboratory for Developmental Studies on language and the development of category representations, and with Frank Keil at the Yale Cognition and Development Lab on biases in causal reasoning and decision-making. I'm originally from New York, and will begrudingly admit the Bay Area has nicer weather.
Building 420, Room 294
I'm a third-year graduate student co-advised by Ellen Markman and Carol Dweck. Broadly, I'm interested in how subtle cues in the environment (particularly those embedded in language) influence our representations of ourselves and others. For instance, how and why do particular phrasings of feedback (e.g., whether we're told "You're a hard worker!" vs. "You work hard!") influence the messages we extract from it? And how do these messages, in turn, influence the ways in which we act on the world (and interact with others)? I'm also interested in investigating how various framings of preventative health messages lend themselves to different pragmatic inferences and how this influences people's health-related decision-making.
Prior to starting my graduate studies at Stanford, I worked as a lab manager for the Developmental Investigations of Behavior and Strategy (DIBS) Lab at the University of Chicago, where I worked with Alex Shaw on studies exploring children's developing understanding of reputational and intrinsic motives. In ongoing work, we are investigating whether children use others' decision time to make inferences about their preferences. I earned a BA in Psychology from Reed College, where I worked with Jennifer Corpus on research examining how subtle linguistic cues embedded in praise influence third parties' reactions to others' success and failure. During my undergraduate studies, I spent a summer as a research assistant in the Yale Cognition and Development Lab under the supervision of Richard Ahl and Frank Keil.
Honors thesis student (2021 PsychSummer Summer Intern)
I'm a junior from Diamond Bar, CA, studying psychology and potentially minoring in education. So far at Stanford, I've most enjoyed learning about developmental psychology, and am especially interested in learning more about how children develop conceptions of social categories. I'm also interested in how developmental psychology research can be used to create the most effective educational environments. I'm so excited to get to work in the Markman Lab and am looking forward to gaining more research skills and experience!
I'm currently a rising junior from Texas studying Symbolic Systems with a focus in Cognitive Science. I love working with kids, and I am particularly interested in how children learn, especially in relation to language and language acquisition. I am fascinated by how young learners pick up an understanding of the environment around them so quickly and how the language used by people around them affects these children's perceptions. I'm thrilled to be working in the Markman Lab and am so excited to learn from everyone around me!
I'm a rising fourth-year undergraduate student attending the University of California, Berkeley. I am double majoring in Psychology and Theater & Performance studies, and have thus far gained research experience through my university's Self, Identity, & Relationships Lab. Though my previous research endeavors highlight social psychology concepts, my passions have always lain with developmental psychology. I am particularly interested in how children's conceptual schemas influence social categories, specifically those informing tangible outcomes of societal constructs. I am overjoyed to delve into these ideas this summer and to learn from all of the mentors, faculty members, and fellow researchers in the Markman Lab!