Powell, D., Weisman, K., & Markman, E. M. (2022). Modeling and leveraging intuitive theories to improve vaccine attitudes. Preprint link: [link]
Chestnut, E. K., Zhang, M. Y., & Markman, E. M. (2021). “Just as good”: Learning gender stereotypes from attempts to counteract them. Developmental Psychology, 57(1), 114–125. [link]
Guo, C., Dweck, C. S., & Markman, E. M. (2021). Gender categories as dual-character concepts? Cognitive Science, 45, e12954. [link]
Powell, D., Bian, L. & Markman, E. M. (2020). When intents to educate can misinform: Inadvertent paltering through violations of communicative norms. PLoS One, 15(5): e0230360. [link]
Bian, L., & Markman, E. M. (2020). What should we eat for breakfast? American and Chinese children’s prescriptive judgments about breakfast foods. Cognitive Development, 54, 100873. [link]
Bian, L., & Markman, E. M. (2020). Why do we eat cereal but not lamb chops at breakfast? Investigating Americans’ beliefs about breakfast foods. Appetite, 144, 104458. [link]
Powell, D., Keil, M., Brenner, D., Lim, L., & Markman, E. M. (2018). Misleading health consumers
through violations of communicative norms: A case-study of online diabetes education. Psychological Science, 29(7), 1104–1112. [link]
Weisman, K., Dweck, C.S., & Markman, E. M. (2017). Rethinking people's conceptions of mental life. Proceedings of the National Academy of Sciences (PNAS), 114(43), 11374-11379. [link]
Weisman, K., & Markman, E. M. (2017). Theory-based explanation as intervention. Psychonomic Bulletin and Review, 24(5), 1555-1562. [pdf]
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. [pdf]
Butler, L. P., & Markman, E. M. (2016). Navigating pedagogy: Children’s developing capacities for learning from pedagogical interactions. Cognitive Development, 38, 27-35. [pdf]
Yow, W. Q., & Markman, E. M. (2016). Children Increase Their Sensitivity to a Speaker’s Nonlinguistic Cues Following a Communicative Breakdow Child Development, 87(2), 385-394. [pdf]
Butler, L. P., & Markman, E. M. (2014). Preschoolers use pedagogical cues to guide radical reorganization of category knowledge. Cognition, 130, 116-127. [pdf]
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. [pdf]
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. [pdf]
Butler, L. P., & Markman, E. M. (2012). Preschoolers use intentional and pedagogical cues to guide inductive inferences and explanation. Child Development, 83(4): 1416-1428. [pdf]
Master, A., Markman, E. M., & Dweck, C. S. (2012). Thinking in categories or along a continuum: Consequences for children’s social judgments. Child Development, 83, 1145-1163. [pdf]
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. [pdf]
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. [pdf]
Yow, W. Q., & 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. [pdf]
Yow, W. Q., & Markman, E. M. (2011). Young bilingual children’s heightened sensitivity to referential cues. Journal of Cognition and Development, 6, 12-31. [pdf]
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. [pdf]
Cimpian, A., & Markman, E. M. (2008). Preschool children’s use of cues to generic meaning. Cognition, 107, 19-53. [pdf]
Jaswal, V. K., & Markman, E. M. (2007). Looks aren't everything: 24-month-olds' willingness to accept unexpected labels. Journal of Cognition and Development, 8, 93-111. [pdf]
Abelev, M., & Markman, E. M. (2006). Young children’s understanding of multiple object identity: Appearance, pretense, and function. Developmental Science, 9, 591-597. [pdf]
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, 723-731. [pdf]
Cimpian, A., & Markman, E. M. (2005). The absence of a shape bias in children’s early word learning. Developmental Psychology, 41, 1003-1019. [pdf]
Hansen, M. B., & Markman, E. M. (2005). Appearance questions can be misleading: a discourse-based account of the appearance-reality problem. Cognitive Psychology, 50, 233-263. [pdf]
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. [pdf]
Jaswal, V. K., & Markman, E. M. (2003). The relative strengths of indirect and direct word learning. Developmental Psychology, 39, 745-760. [pdf]
Jaswal, V. K., & Markman, E. M. (2001). Learning proper and common names in inferential versus ostensive contexts. Child Development, 72, 768-786. [pdf]
Markman, E. M. (1991). Categorization and Naming in Children: Problems of Induction. The MIT Press. [link]