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Psychology

D-Index
59
Citations
18725
World Ranking
3649
National Ranking
2049

Overview

Ellen M. Markman is affiliated with Stanford University in the United States. Their research spans various domains within the social sciences, with a notable focus on how social and cognitive processes intersect in human development and communication.

The scientist's recent publications reflect studies conducted across several topics and disciplines. These publications include:

  • "Just as good": Learning gender stereotypes from attempts to counteract them. (2020, Developmental Psychology)
  • What should we eat for breakfast? American and Chinese children's prescriptive judgments about breakfast foods. (2020, Cognitive Development)
  • Modeling and leveraging intuitive theories to improve vaccine attitudes. (2023, Journal of Experimental Psychology General)
  • When intents to educate can misinform: Inadvertent paltering through violations of communicative norms. (2020, PLoS ONE)
  • Gender Categories as Dual-Character Concepts? (2021, Cognitive Science)

The primary fields of study for Ellen M. Markman are within the social sciences. Subfields of their work include:

  • Sociology and Political Science
  • Gender Studies
  • Developmental and Educational Psychology
  • Education
  • Cognitive Neuroscience

The main topics addressed in their research cover diverse areas, incorporating psychological and sociocultural themes such as:

  • Misinformation and Its Impacts
  • Social and Intergroup Psychology
  • Psychology of Moral and Emotional Judgment
  • Gender Roles and Identity Studies
  • Gender Diversity and Inequality
  • Culinary Culture and Tourism
  • Child and Animal Learning Development

Frequent publication venues for their work include:

  • Developmental Psychology
  • Cognitive Development
  • Child Development Perspectives
  • Journal of Experimental Psychology General
  • PLoS ONE

Ellen M. Markman has collaborated with several researchers multiple times. Frequent co-authors include:

  • Lin Bian
  • Marianna Y. Zhang
  • Julie Sullivan
  • Derek Powell
  • Eleanor K. Chestnut

The scope of Ellen M. Markman's work integrates cognitive and social psychological perspectives, focusing on how people acquire, process, and transmit socially relevant knowledge, including attitudes toward gender, education, and misinformation. Their research contributes to understanding developmental and social mechanisms in both individual and cultural contexts.

Best Publications

  • Categories and induction in young children

    Susan A. Gelman;Ellen M. Markman

  • Children's use of mutual exclusivity to constrain the meanings of words ☆

    Ellen M Markman;Gwyn F Wachtel

  • Categorization and Naming in Children: Problems of Induction

    Ellen M. Markman

  • Children's sensitivity to constraints on word meaning: taxonomic versus thematic relations

    Ellen M. Markman;Jean E. Hutchinson

  • Constraints Children Place on Word Meanings

    Ellen M. Markman

  • Young children's inductions from natural kinds: the role of categories and appearances.

    Susan A. Gelman;Ellen M. Markman

  • Realizing that you don't understand: elementary school children's awareness of inconsistencies.

    Ellen M. Markman

  • When it is better to receive than to give: Syntactic and conceptual constraints on vocabulary growth

    Cynthia Fisher;D.Geoffrey Hall;Susan Rakowitz;Lila Gleitman

  • Subtle Linguistic Cues Affect Children's Motivation

    Andrei Cimpian;Holly Marie C. Arce;Ellen M. Markman;Carol S. Dweck

  • Realizing That You Don't Understand: A Preliminary Investigation.

    Ellen M. Markman

  • Infants' Reliance on a Social Criterion for Establishing Word‐Object Relations

    Dare A. Baldwin;Ellen M. Markman;Brigitte Bill;Renee N. Desjardins

  • Rapid Word Learning in 13- and 18-Month-Olds.

    Amanda L. Woodward;Ellen M. Markman;Colleen M. Fitzsimmons

  • Word Learning in Children: An Examination of Fast Mapping.

    Tracy H. Heibeck;Ellen M. Markman

  • Categorization and Naming in Children

    Unknown

  • Use of the mutual exclusivity assumption by young word learners.

    Ellen M Markman;Judith L Wasow;Mikkel B Hansen

  • Establishing word-object relations: a first step.

    Dare A. Baldwin;Ellen M. Markman

  • Infants' Ability to Draw Inferences about Nonobvious Object Properties: Evidence from Exploratory Play.

    Dare A. Baldwin;Ellen M. Markman;Riikka L. Melartin

  • Early Word Learning

    Ellen M. Markman

  • Perspectives on language and thought: The whole-object, taxonomic, and mutual exclusivity assumptions as initial constraints on word meanings

    Ellen M. Markman

  • Constraints on word learning: Speculations about their nature, origins, and domain specificity.

    Ellen M. Markman

  • The essential Piaget

    Ellen Markman

Frequent Co-Authors

Carol S. Dweck
Carol S. Dweck Stanford University
Andrei Cimpian
Andrei Cimpian New York University
Dare A. Baldwin
Dare A. Baldwin University of Oregon
Susan A. Gelman
Susan A. Gelman University of Michigan–Ann Arbor
Susan Carey
Susan Carey Harvard University
Terry Kit-fong Au
Terry Kit-fong Au University of Hong Kong
Amanda L. Woodward
Amanda L. Woodward University of Chicago
Eleanor J. Gibson
Eleanor J. Gibson Cornell University
Elizabeth S. Spelke
Elizabeth S. Spelke Harvard University
Michael C. Frank
Michael C. Frank Stanford University

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