Courses Taught:
Development of Social Cognition, Developmental Psychology
Research Interests:
Professor Markson studies word learning and conceptual development in infants and children, and the nature of the mechanisms underlying these capacities. Her research spans the fields of cognitive, language, and social-cognitive development. Current projects explore the role of intentional understanding in word learning, the development of preferences in infancy and children’s reasoning about preferences, and children’s notions of conventionality.
Selected Publications:
Markson, L., Diesendruck, G., & Bloom, P. (2008). The shape of thought. Developmental Science, 11, 204-208.
Markson, L. (2006). Core mechanisms of word learning. In Y. Munakata and M. Johnson (Eds.), Attention and Performance XXI: Processes of Change in Brain and Cognitive Development. Oxford University Press.
Markson, L., & Spelke, E.S. (2006). Infants’ rapid learning about self-propelled objects. Infancy, 9, 45-71.
Diesendruck, G., & Markson, L. (2001). Children’s avoidance of lexical overlap: A pragmatic account. Developmental Psychology, 37, 630-641.
Markson, L., & Bloom, P. (1997). Evidence against a dedicated system for word learning in children. Nature, 285, 813-815. |
