Lori Markson

2.6k total citations
43 papers, 1.5k citations indexed

About

Lori Markson is a scholar working on Developmental and Educational Psychology, Education and Cognitive Neuroscience. According to data from OpenAlex, Lori Markson has authored 43 papers receiving a total of 1.5k indexed citations (citations by other indexed papers that have themselves been cited), including 32 papers in Developmental and Educational Psychology, 11 papers in Education and 10 papers in Cognitive Neuroscience. Recurrent topics in Lori Markson's work include Child and Animal Learning Development (28 papers), Language Development and Disorders (11 papers) and Early Childhood Education and Development (6 papers). Lori Markson is often cited by papers focused on Child and Animal Learning Development (28 papers), Language Development and Disorders (11 papers) and Early Childhood Education and Development (6 papers). Lori Markson collaborates with scholars based in United States, Israel and Sweden. Lori Markson's co-authors include Paul Bloom, Gil Diesendruck, Christine Fawcett, Elizabeth S. Spelke, Nameera Akhtar, Laura Hennefield, Thomas L. Griffiths, Alison Gopnik, Fei Xu and Tamar Kushnir and has published in prestigious journals such as Nature, PLoS ONE and Child Development.

In The Last Decade

Lori Markson

43 papers receiving 1.4k citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Lori Markson United States 17 1.1k 357 312 295 176 43 1.5k
Megan M. Saylor United States 24 1.2k 1.1× 426 1.2× 452 1.4× 241 0.8× 164 0.9× 65 1.7k
Ágnes Melinda Kovács Hungary 16 1.3k 1.2× 838 2.3× 474 1.5× 354 1.2× 109 0.6× 51 1.9k
Kimberly Wright Cassidy United States 20 1.4k 1.2× 470 1.3× 366 1.2× 545 1.8× 178 1.0× 29 2.0k
Suzanne Hala Canada 13 1.1k 1.0× 653 1.8× 522 1.7× 178 0.6× 116 0.7× 27 1.4k
D. Geoffrey Hall Canada 23 1.4k 1.2× 327 0.9× 146 0.5× 356 1.2× 176 1.0× 58 1.6k
Amy E. Booth United States 20 1.2k 1.1× 306 0.9× 240 0.8× 282 1.0× 67 0.4× 39 1.5k
David H. Rakison United States 25 1.2k 1.0× 649 1.8× 610 2.0× 488 1.7× 62 0.4× 60 1.8k
Ernő Téglás Austria 12 958 0.9× 457 1.3× 455 1.5× 210 0.7× 48 0.3× 15 1.4k
Jill de Villiers United States 22 1.3k 1.2× 473 1.3× 139 0.4× 282 1.0× 410 2.3× 75 1.8k
Gert Westermann United Kingdom 20 934 0.8× 646 1.8× 297 1.0× 430 1.5× 47 0.3× 90 1.6k

Countries citing papers authored by Lori Markson

Since Specialization
Citations

This map shows the geographic impact of Lori Markson's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Lori Markson with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Lori Markson more than expected).

Fields of papers citing papers by Lori Markson

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Lori Markson. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Lori Markson. The network helps show where Lori Markson may publish in the future.

Co-authorship network of co-authors of Lori Markson

This figure shows the co-authorship network connecting the top 25 collaborators of Lori Markson. A scholar is included among the top collaborators of Lori Markson based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Lori Markson. Lori Markson is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Markson, Lori, et al.. (2023). Black and White children’s race-based information endorsement and teacher preference: Effects of school and neighborhood racial demographics.. Developmental Psychology. 59(5). 893–907. 2 indexed citations
2.
Marrus, Natasha, Kelly N. Botteron, Zoë Hawks, et al.. (2022). Social motivation in infancy is associated with familial recurrence of ASD. Development and Psychopathology. 36(1). 101–111. 6 indexed citations
3.
Hennefield, Laura & Lori Markson. (2022). The development of optimistic expectations in young children. Cognitive Development. 63. 101201–101201. 4 indexed citations
4.
Luo, Yuyan, et al.. (2022). Infants’ selective imitation of a transitive agent and an intransitive agent. Journal of Experimental Child Psychology. 224. 105517–105517. 1 indexed citations
5.
Grammer, Anne Claire, Katherine N. Balantekin, Deanna M. Barch, Lori Markson, & Denise E. Wilfley. (2021). Parent-Child influences on child eating self-regulation and weight in early childhood: A systematic review. Appetite. 168. 105733–105733. 24 indexed citations
6.
Hennefield, Laura, et al.. (2021). When positive outcomes and reality collide: Children prefer optimists as social partners. Cognitive Development. 59. 101070–101070. 2 indexed citations
7.
Markson, Lori, et al.. (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. 11 indexed citations
8.
Treiman, Rebecca, et al.. (2016). Young Children's Knowledge of the Symbolic Nature of Writing. Child Development. 87(2). 583–592. 11 indexed citations
9.
Hennefield, Laura & Lori Markson. (2015). If you don’t want it, neither do I: Social influences on children’s choices. Journal of Experimental Child Psychology. 141. 283–292. 5 indexed citations
10.
Lucas, Christopher G., Thomas L. Griffiths, Fei Xu, et al.. (2014). The Child as Econometrician: A Rational Model of Preference Understanding in Children. PLoS ONE. 9(3). e92160–e92160. 64 indexed citations
11.
Diesendruck, Gil & Lori Markson. (2011). Children’s Assumption of the Conventionality of Culture. Child Development Perspectives. 5(3). 189–195. 60 indexed citations
12.
Akhtar, Nameera, et al.. (2010). Orienting to third-party conversations. Journal of Child Language. 38(2). 273–296. 14 indexed citations
13.
Fawcett, Christine & Lori Markson. (2010). Children reason about shared preferences.. Developmental Psychology. 46(2). 299–309. 56 indexed citations
14.
Fawcett, Christine & Lori Markson. (2010). Similarity predicts liking in 3-year-old children. Journal of Experimental Child Psychology. 105(4). 345–358. 91 indexed citations
15.
Diesendruck, Gil, et al.. (2010). Children’s Sensitivity to the Conventionality of Sources. Child Development. 81(2). 652–668. 31 indexed citations
16.
Shutts, Kristin, Lori Markson, & Elizabeth S. Spelke. (2009). The developmental origins of animal and artifact concepts. Oxford University Press eBooks. 189–210. 10 indexed citations
17.
Markson, Lori, Gil Diesendruck, & Paul Bloom. (2008). The shape of thought. Developmental Science. 11(2). 204–208. 42 indexed citations
18.
Diesendruck, Gil, et al.. (2004). Two‐year‐olds’ sensitivity to speakers’ intent: an alternative account of Samuelson and Smith. Developmental Science. 7(1). 33–41. 40 indexed citations
19.
Bloom, Paul & Lori Markson. (2001). Are there principles that apply only to the acquisition of words? A reply to Waxman and Booth. Cognition. 78(1). 89–90. 25 indexed citations
20.
Markson, Lori & Paul Bloom. (1997). Evidence against a dedicated system for word learning in children. Nature. 385(6619). 813–815. 237 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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