Hwang, H.G. & Markson, L. (2023). Black and White children’s race-based information endorsement and teacher preference: Effects of school and neighborhood racial demographics. Developmental Psychology, .
Lu, M., Hennefield, L, Tillman, R., & Markson, L. (2022). Optimistic children engage in more constructive risk-taking behaviors. International Journal of Behavioral Development.
Marrus, N., Botteron, K., Hawks, Z., Pruett Jr., J.R., Elison, J., Jackson, J., Markson, L., Eggebrecht, A., Zwaigenbaum, L., Dager, S., Estes, A., Hazlett, H., Schultz, R., Piven, J., & Constantino, J.N. for the IBIS Network. (2022). Social motivation in infancy is associated with familial recurrence of ASD. Development and Psychopathology.
Luo, Y., Pattanakul, D., Weng, Q., & Markson, L. (2022). Infants’ selective imitation of a transitive and intransitive agent. Journal of Experimental Child Psychology, 224.
Hennefield, L., & Markson, L. (2022). The development of optimistic expectations in young children. Cognitive Development, 63. https://doi.org/10.1016/j.cogdev.2022.101201
Hawks, Z., Todorov, A., Marrus, N., Nishino, T., Talovic, M., Nebel, M., Girault, J. , Davis, S., Marek, S., Seitzman, B., Eggebrecht, A., Elison, J., Dager, S., Mosconi, M., Tychsen, L., Snyder, A.Z., Botteron, K., Estes, A., Evans, A., Gerig, G., Hazlett, H., McKinstry, R., Pandey, J., Schultz, R., Styner, M., Wolff, J., Zwaigenbaum, L., Markson, L., Petersen, S.E., Constantino, J.N., White, D.A., Piven, J., & Pruett Jr., J.R. for the IBIS Network. (2021). A prospective examination of infant cerebellar functional connectivity in relation to autism behavior development. Biological Psychiatry: Global Open Science.
Grammer, A.C., Balantekin, K.N. , Barch, D.M., Markson, L., & Wilfley, D.E. (2021). Parent-child influences on child eating self-regulation and weight in early childhood: A systematic review. Appetite.
Hennefield, L., Talpey, L., & Markson, L. (2021). When positive outcomes and reality collide: Children prefer optimists as social partners. Cognitive Development, 59. https://doi.org/10.1016/j.cogdev.2021.101070
Markson, L., & Luo, Y. (2020). Trust in early childhood. Advances in Child Development and Behavior, 58, 137-162. https://doi.org/10.1016/bs.acdb.2020.01.005
Hwang, H.G., & Markson, L. (2020). Development of social exclusion detection in early childhood: Awareness of social exclusion does not always align with social preferences. Journal of Cognition & Development, 21,166-190. https://doi.org/10.1080/15248372.2019.1706521
Hwang, H.G., Suh, J., Balbona, J., Sodhi, S., & Markson, L. (2020). The crude ostracism detection system: pupils react to minimal cues of exclusion. Journal of Social and Personal Relationships, 37, 1225-1244. https://doi.org/10.1177/0265407519891242
Zheng, Y., Zacks, J., & Markson, L. (2020). The development of event perception and memory. Cognitive Development, 54. https://doi.org/10.1016/j.cogdev.2020.100848
Hwang, H.G. & Markson, L (2018). Locals don’t have accents: Children weigh phonological proficiency over syntactic or semantic proficiency when categorizing individuals. Journal of Child Language, 45(4), 1018 – 1034. doi: 10.1017/S0305000917000587 [pdf]
Hwang, H.G., Marrus, N., Irvin, K., & Markson, L. (2017). Three-year-old children detect third-party social exclusion. Journal 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 Language, 38, 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 Sciences, 28.
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 Science, 14, 164-168. [pdf]
Bloom, P., & Markson, L. (2001). Are there principles that apply only to the acquisition of words? A reply to Waxman & Booth. Cognition, 78, 89-90. [pdf]
Diesendruck, G., & Markson, L. (2001). Children’s avoidance of lexical overlap: A pragmatic account. Developmental Psychology, 37, 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 Science, 9, 200-205. [pdf]
Bloom, P., & Markson, L. (1998). Capacities underlying word learning. Trends in Cognitive Sciences, 2, 67-73. [pdf]
Thompson, L., & Markson, L. (1998). Developmental changes in the discriminability of object relations. Journal of Experimental Child Psychology, 70, 1-25. [pdf]
Thompson, L.A., Driscoll, D., & Markson, L. (1998). Memory for visual-spoken language in children and adults. Journal of Nonverbal Behavior, 22, 167-188. [pdf]
Markson, L., & Bloom, P. (1997). Evidence against a dedicated system for word learning in children. Nature, 285, 813-815. [pdf]