Lori Markson

Lori Markson

Professor of Psychological & Brain Sciences
PhD, University of Arizona
MS, New Mexico State University
BA, Arizona State University

contact info:

mailing address:

  • Washington University
    CB 1125
    One Brookings Drive
    St. Louis, MO 63130-4899

​Professor Markson studies conceptual development and social cognitive development in infancy and early childhood. Her research focuses on how children learn words and concepts, including the role of intentional understanding in this process.

Markson studies social cognitive development. Research in her lab investigates children’s thinking about race with the goal of attaining more equitable societal outcomes for all children. Current research projects in her lab investigate the effects of exposure to diversity on children’s racial attitudes and preferences, children and adults’ perceptions of multiracial individuals, the effects of integrated and segregated environments on children’s learning and trust, particularly in school contexts, and the role of representation in the development of stereotypes. Additional lines of research focus on the development of optimism and the impact of early life experiences on this process, emergence of a sensitivity to social exclusion, children’s reasoning about individuals who speak a different language or have different cultural conventions.

Selected Publications

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. 

Afshordi, N., Sullivan, K., & Markson, L. (2018). Children’s understanding of communication in a foreign language. Collabra: Psychology,4(1), 2. 

Hwang, H.G., Marrus, N., Irvin, K., & Markson, L. (2017). Three-year-old children detect social exclusion in third-party interactions. Journal of Cognition and Development 18, 515-529.

Luo, Y., Hennefield, L., Mou, Y., vanMarle, K., & Markson, L. (2017). Infants’ understanding of preferences when agents make inconsistent choices. Infancy,22,843-856.

Treiman, R. Hompluem, L., Gordon, J., Decker, K., & Markson, L. (2016). Young children’s knowledge of the symbolic nature of writing. Child Development, 83, 583-592.

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.