Ellen Markman
Affiliations: | Stanford University, Palo Alto, CA |
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"Ellen Markman"Mean distance: 15.2 (cluster 47) | S | N | B | C | P |
Cross-listing: LinguisTree
Children
Sign in to add trainee| Dare Ann Baldwin | grad student | Stanford | |
| Maureen Callanan | grad student | Stanford | |
| Susan A. Gelman | grad student | Stanford | |
| Amanda L. Woodward | grad student | 1992 | Stanford |
| Vikram K. Jaswal | grad student | 2003 | Stanford |
| Mikkel B. Hansen | grad student | 2004 | Stanford |
| Maxim Abelev | grad student | 2005 | Stanford |
| Rebecca A. Williamson | grad student | 2005 | Stanford |
| Andrei Cimpian | grad student | 2002-2008 | Stanford (PsychTree) |
| Jennifer Marie Davie Yoon | grad student | 2010-2012 | Stanford |
| Kara Weisman | grad student | 2013-2018 | Stanford (PsychTree) |
| Lin Bian | post-doc | 2017-2019 | (PsychTree) |
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Publications
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| Guo C, Dweck CS, Markman EM. (2021) Gender Categories as Dual-Character Concepts? Cognitive Science. 45: e12954 |
| Powell D, Bian L, Markman EM. (2020) When intents to educate can misinform: Inadvertent paltering through violations of communicative norms. Plos One. 15: e0230360 |
| Bian L, Markman EM. (2020) What should we eat for breakfast? American and Chinese children’s prescriptive judgments about breakfast foods Cognitive Development. 54: 100873 |
| Bian L, Markman EM. (2019) Why do we eat cereal but not lamb chops at breakfast? Investigating Americans' beliefs about breakfast foods. Appetite. 144: 104458 |
| Weisman K, Dweck CS, Markman EM. (2017) Rethinking people's conceptions of mental life. Proceedings of the National Academy of Sciences of the United States of America. 114: 11374-11379 |
| Weisman K, Markman EM. (2017) Theory-based explanation as intervention. Psychonomic Bulletin & Review |
| Master A, Markman EM, Dweck CS. (2012) Thinking in categories or along a continuum: consequences for children's social judgments. Child Development. 83: 1145-63 |
| Cimpian A, Meltzer TJ, Markman EM. (2011) Preschoolers' use of morphosyntactic cues to identify generic sentences: indefinite singular noun phrases, tense, and aspect. Child Development. 82: 1561-78 |
| Cimpian A, Markman EM. (2011) The generic/nongeneric distinction influences how children interpret new information about social others. Child Development. 82: 471-92 |
| Cimpian A, Markman EM. (2009) Information learned from generic language becomes central to children's biological concepts: evidence from their open-ended explanations. Cognition. 113: 14-25 |