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D-Index & Metrics

Psychology

D-Index
31
Citations
7652
World Ranking
11065
National Ranking
5775

Overview

Marjorie Taylor is affiliated with the University of Oregon in the United States. Their research spans multiple fields, with a primary focus on psychology, complemented by contributions in arts and humanities as well as neuroscience.

The main fields of study for Taylor's work include:

  • Psychology
  • Arts and Humanities
  • Neuroscience

Within these fields, they have delved into several subfields, including:

  • Developmental and Educational Psychology
  • Literature and Literary Theory
  • Cognitive Neuroscience
  • Social Psychology
  • Experimental and Cognitive Psychology

Their research topics cover a variety of areas related to learning, memory, culture, and creativity. The main topics addressed are:

  • Child and Animal Learning Development
  • Identity, Memory, and Therapy
  • Memory and Neural Mechanisms
  • Media Influence and Health
  • Cultural Differences and Values
  • Folklore, Mythology, and Literature Studies
  • Creativity in Education and Neuroscience

Marjorie Taylor has published research papers and books, including work featured in notable journals and academic publishers. Their most recent paper is titled Imaginary Companions in Childhood: What Can Prospective Longitudinal Research Tell Us About Their Fate by Adolescence?, published in 2020 in The Journal of Creative Behavior. This journal is also a frequent venue for their publications.

Notable co-authors who have collaborated with Taylor include:

  • Naomi R. Aguiar
  • Helena M. McAnally
  • Bridget Forsyth
  • Elaine Reese

In addition to journal articles, Taylor has academic book publications. One such book is Imaginary Friends and the People Who Create Them, published by Oxford University Press in 2024.

Best Publications

  • Object categories and expertise: Is the basic level in the eye of the beholder?

    James W Tanaka;Marjorie Taylor

  • Category labels and social reality: Do we view social categories as natural kinds?

    Myron Rothbart;Marjorie Taylor

  • Imaginary Companions and the Children Who Create Them

    Marjorie Taylor

  • The relation between individual differences in fantasy and theory of mind

    Marjorie Taylor;Stephanie M. Carlson

  • Children's understanding of knowledge acquisition: the tendency for children to report that they have always known what they have just learned.

    Marjorie Taylor;Bonnie M. Esbensen;Robert T. Bennett

  • How two-year-old children interpret proper and common names for unfamiliar objects.

    Susan A. Gelman;Marjorie Taylor

  • Conceptual perspective taking: children's ability to distinguish what they know from what they see.

    Marjorie Taylor

  • The characteristics and correlates of fantasy in school-age children: imaginary companions, impersonation, and social understanding.

    Marjorie Taylor;Stephanie M. Carlson;Bayta L. Maring;Lynn Gerow

  • A developmental investigation of children's imaginary companions.

    Marjorie Taylor;Bridget S. Cartwright;Stephanie M. Carlson

  • Neural correlates of theory-of-mind reasoning: an event-related potential study.

    Mark A. Sabbagh;Marjorie Taylor

  • Perspective taking and theory of mind: do children predict interpretive diversity as a function of differences in observers' knowledge?

    Marjorie Taylor;Bridget S. Cartwright;Thomas Bowden

  • Adjectives and Nouns: Children's Strategies for Learning New Words.

    Marjorie Taylor;Susan A. Gelman

  • The illusion of independent agency: Do adult fiction writers experience their characters as having minds of their own?

    Marjorie Taylor;Sara D. Hodges;Adèle Kohányi

  • Children's ability to distinguish fantasy events from real-life events

    Adrienne Samuels;Marjorie Taylor

  • Learning from Fantasy and Real Characters in Preschool and Kindergarten.

    Rebekah A. Richert;Alison B. Shawber;Ruth E. Hoffman;Marjorie Taylor

  • The Oxford handbook of the development of imagination

    Marjorie Taylor

  • Imaginary Companions and Impersonated Characters: Sex Differences in Children's Fantasy Play

    Stephanie M. Carlson;Marjorie Taylor

  • Incorporating new words into the lexicon: preliminary evidence for language hierarchies in two-year-old children.

    Marjorie Taylor;Susan A. Gelman

  • The Development of Children’s Ability to Fill the Gaps in Their Knowledge by Consulting Experts

    Naomi R. Aguiar;Caryn J. Stoess;Marjorie Taylor

  • Children's behavioral understanding of knowledge acquisition

    Bonnie M. Esbensen;Marjorie Taylor;Caryn Stoess

Frequent Co-Authors

Stephanie M. Carlson
Stephanie M. Carlson University of Minnesota
Susan A. Gelman
Susan A. Gelman University of Michigan–Ann Arbor
Mark A. Sabbagh
Mark A. Sabbagh Queen's University
Pascal Boyer
Pascal Boyer Washington University in St. Louis
Philip A. Fisher
Philip A. Fisher Stanford University
Thomas J. Dishion
Thomas J. Dishion Arizona State University
David L. Hamilton
David L. Hamilton University of California, Santa Barbara
Elaine Reese
Elaine Reese University of Otago
Michael J. Chandler
Michael J. Chandler University of British Columbia
Paul L. Harris
Paul L. Harris Harvard University

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