Our research investigates various aspects of cognitive, language, and social development in children. Current studies are examining children's ability to reason about similarities between their own and others' preferences. We are also looking at the extent to which social information influences the development of preferences in infancy.  Our newest line of research looks at how children are starting to think about social exclusion.

Selected Publications

Hwang, H.G., Marrus, N., Irvin, K., & Markson, L. (2017). Three-year-old children detect third-party social exclusion. Journalf of Cognition & Development, 18(5), 515-529. doi: 10.1080/15248372.2017.1368517 [pdf]

Treiman, R., Hompluem, L., Gordon, J., Decker, K., & Markson, L. (2016). Young Children's Knowledge of the Symbolic Nature of Writing. Child Development, 87, 583–592. doi:10.1111/ cdev.12478 [pdf]

Hennefield, L., & Markson, L. (2016). If you don't want it, neither do I: Social influences on children's choices. Journal of Experimental Child Psychology, 141, 283-292. [pdf]

Lucas, C., Griffiths, T., Xu, F., Fawcett, C.A., Gopnik, A., Kushnir, T., Hu, J., & Markson, L. (2014). The child as econometrician: A rational model of preference understanding in children. PLoS ONE, 9, 1-9. [pdf]

Diesendruck, G., & Markson, L. (2011). Children’s assumption of the conventionality of culture. Child Development Perspectives, 5, 189-195. [pdf]

Martinez-Sussman, C., Akhtar, N., Diesendruck, G., & Markson, L. (2011). Orienting to third-party conversations. Journal of Child Language38, 273-296.  [pdf]

Wohlgelernter, S., Diesendruck, G., & Markson, L. (2010). What is a conventional object function?: The effects of intentionality and consistency. Journal of Cognition and Development, 11, 269-292. [pdf]

Diesendruck, G., Carmel, N., & Markson, L. (2010). Children’s sensitivity to the conventionality of sources. Child Development, 81, 652-668.  [pdf]

Fawcett, C.A., & Markson, L. (2010). Children reason about shared preferences. Developmental Psychology, 46, 299-309. [pdf]

Fawcett, C.A., & Markson, L. (2010). Similarity predicts liking in three-year-old children. Journal of Experimental Child Psychology, 1005, 345-358. [pdf]

Shutts, K., Markson, L., & Spelke, E.S. (2009). The developmental origins of animal and artifact concepts. In B. Hood and L. Santos (Eds.), Origins of object knowledge. Oxford University Press.

Markson, L., Diesendruck, G., & Bloom, P. (2008). The shape of thought.  Developmental Science, 11, 204-208. [pdf]

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. [pdf]

Markson, L., & Diesendruck, G. (2005). Causal curiosity and the conventionality of culture. Behavioral and Brain Sciences28. [pdf]

Diesendruck, G., Markson, L., Akhtar, N., & Reudor, A. (2004). Two-year-olds’ sensitivity to speakers’ intent: An alternative account of Samuelson and Smith. Developmental Science, 7, 33-41. [pdf]

Diesendruck, G., Markson, L., & Bloom, P. (2003). Children’s reliance on creator’s intent in extending names for artifacts. Psychological Science14, 164-168. [pdf]

Bloom, P., & Markson, L. (2001).  Are there principles that apply only to the acquisition of words? A reply to Waxman & Booth. Cognition78, 89-90. [pdf]

Diesendruck, G., & Markson, L. (2001). Children’s avoidance of lexical overlap: A pragmatic account. Developmental Psychology37, 630-641. [pdf]

Markson, L., & Bloom, P. (2001). Word learning in children. In M. Tomasello and E. Bates (Eds.), Language development: The essential readings. Blackwell Publishers.

Bloom, P., & Markson, L. (1998).  Intention and analogy in children's naming of pictorial representations.  Psychological Science9, 200-205. [pdf]

Bloom, P., & Markson, L. (1998).  Capacities underlying word learning. Trends in Cognitive Sciences2, 67-73. [pdf]

Thompson, L., & Markson, L. (1998). Developmental changes in the discriminability of object relations. Journal of Experimental Child Psychology, 70, 1-25.

Thompson, L.A., Driscoll, D., & Markson, L. (1998).  Memory for visual-spoken language in children and adults. Journal of Nonverbal Behavior22, 167-188.

Markson, L., & Bloom, P. (1997).  Evidence against a dedicated system for word learning in children. Nature, 285, 813-815. [pdf]