Publications and Presentations

Publications

Butler, L. P., & Markman, E.M. (2012). Preschoolers use intentional and pedagogical cues to guide inductive inferences and exploration. Child Development, 83, 1416-1428. [PDF]

Butler, L. P., & Markman, E. M. (2012). Finding the cause: Verbal framing helps children extract causal evidence embedded in a complex scene. Journal of Cognition & Development, 13, 38-66. [PDF]

Butler, L., & Markman, E. (2011). The learning of mind: How do you figure out what a mind is? Teaching and learning. In T. Luhrmann (Ed.) Toward an anthropological theory of mind. Suomen Antropologi: Journal of the Finnish Anthropological Society, 36(4), 38-39. [PDF]

Butler, L. P., & Markman, E. M. (2010). Pedagogical cues influence children’s inductive inference and exploratory play. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Meeting of the Cognitive Science Society. Austin, TX: Cognitive Science Society. [PDF]

Ganea, P. A., Allen, M. A., Butler, L., Carey, S., & DeLoache, J. S. (2009). Toddlers' referential understanding of pictures. Journal of Experimental Child Psychology, 104, 267-282. [PDF]

 

Presentations

Butler, L. P., & Markman, E. M. (2011, October). For me? Children’s use of communicative and pedagogical cues in guiding inductive inference. Talk presented at the 7th Biennial Meeting of the Cognitive Development Society, Philadelphia, PA.

Butler, L. P., & Markman, E. M. (2011, May). The influence of intentional and pedagogical cues on children’s acquisition of generic knowledge. Talk presented at the 2011 Stanford-Berkeley-Santa Cruz Developmental Conference, Stanford, CA.

Butler, L. P., & Markman, E. M. (2011, April). Blickets stick! The influence of intentional and pedagogical cues on children’s acquisition of generic knowledge. Psychology Department Developmental Brownbag Series, Stanford University.

Butler, L. P. (2011, April). How the context shapes learning. Talk given to parents at Bing Nursery School, Stanford University.

Butler, L. P., & Markman, E. M. (2011, April). The influence of intentional and pedagogical cues on children’s inductive inferences and exploratory play. Talk presented at the 2011 Biennial Meeting of the Society for Research in Child Development, Montreal, Canada.

Butler, L. P., & Markman, E. M. (2011, April). Preschoolers make inferences about category membership on the basis of intentional demonstration, but not intentional action. Poster presented at the 2011 Biennial Meeting of the Society for Research in Child Development, Montreal, Canada.

Butler, L. P., & Markman, E. M. (2011, January). Preschoolers make inferences about feature centrality on the basis of intentional demonstration, but not intentional action. Poster presented at the 2011 Budapest CEU Conference on Cognitive Development, Budapest, Hungary.

Butler, L. P. (2010, May). The influence of pedagogical cues on children’s inductive inference and exploration. Psychology Department Friday Cognitive Seminar, Stanford University.

Butler, L. P., & Markman, E. M. (2010, March). Did you mean to show me that? Intentional demonstration and children’s causal exploration. Poster presented at the XVIIth Biennial International Conference on Infant Studies, Baltimore, MD.

Butler, L. P., & Markman, E. M. (2010, January). Young children use pedagogical cues to guide their causal exploration and inductive inferences. Poster presented at the Central European University Cognitive Development Center Opening Conference, Budapest, Hungary.

Butler, L. P. (2009, November). Did you mean to show me that? Intentional demonstration and children’s causal exploration. Psychology Department Developmental Brownbag Series, Stanford University.

Butler, L. P., & Markman, E. M. (2009, October). Pulling out the data: Adult framing helps children extract causal evidence embedded in a complex scene. Poster to be presented at the 6th Biennial Meeting of the Cognitive Development Society, San Antonio, TX.

Butler, L. P., & Markman, E. M. (2009, April). Framing the problem: The role of adult input in children’s causal reasoning. Poster presented at the 2009 Biennial Meeting of the Society for Research in Child Development, Denver, CO.

Butler, L. P. (2008, November). Framing the problem: How the questions we ask influence the causal inferences children make. Talk given to visiting Japanese educators, Bing Nursery School, Stanford University.

Butler, L. P. (2008, October). Adult input and children's causal reasoning. Talk given to teaching staff, Bing Nursery School, Stanford University.

Butler, L. P. (2008, April). Will you help me figure it out? The role of adult framing in children’s causal reasoning. Psychology Department Developmental Brownbag Series, Stanford University.