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Lori Markson Assistant Professor Ph.D., University of Arizona
Member of the Institute of Human Development Member of the Institute of Cognitive and Brain Sciences and part of the Cognitive Science Program My research focuses on word learning and conceptual development in infants and children. In particular, I am interested in how children learn words, and the nature of the mechanism underlying this capacity. Because word learning appears to depend on a host of cognitive capacities, my research spans the fields of cognitive, language, and social cognitive development. Current projects in my lab explore childrenšs understanding of intentions, knowledge, and preferences, and infants' acquisition of words compared to non-linguistic properties of objects. A more recent line of work explores the development of social cognition and economic behavior in children. Selected Publications Markson, L. (in press). Core mechanisms of word learning. In Y. Munakata & M. Johnson (Eds.), Attention & Performance XXI: Processes of change in brain and cognitive development. New York: Oxford University Press. Markson, L., & Spelke, E.S. (2006). Infants' rapid learning about self-propelled objects. Infancy, 9, 45-71. Markson, L., & Diesendruck, G. (2005). Causal curiosity and the conventionality of culture. Behavioral and Brain Sciences, 28. Diesendruck, G., & Markson, L. (2001). ChildrenŠs 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. February 2006
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