Ellen Markman

Affiliations: 
Stanford University, Palo Alto, CA 
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"Ellen Markman"
Mean distance: 15.2 (cluster 47)
 
SNBCP
Cross-listing: LinguisTree

Parents

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Rochel Gelman grad student 1973 Penn

Children

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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
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