Read some of our research

Papers

Tillman, K. A., Fukuda, E., & Barner, D. (under review). The development of preferences for conventional linear representations of time.

Starr, A., Cirolia, A. J., Tillman, K. A., & Srinivasan, M. (under review). Spatial metaphor facilitates word learning.

Tillman, K. A. & Walker, C. M. (to appear). Children’s causal inferences about past vs. future events. Proceedings of the 41st Annual Conference of the Cognitive Science Society.

Tillman, K. A. (to appear). What time words can teach us about the acquisition of the temporal reasoning system: Commentary on Hoerl & McCormack 2019. Behavioral and Brain Sciences.

Tillman, K. A., Wagner, K., & Barner, D. (2018). Children learn number words slowly because they don’t identify number as a domain of linguistic meaning. Proceedings of the 40th Annual Conference of the Cognitive Science Society.

Tillman, K. A., Tulagan, N., Fukuda, E., & Barner, D. (2018). The mental timeline is gradually constructed in childhood.  Developmental Science, e12679.

Tillman, K. A., Marghetis, T, Barner, D., & Srinivasan, M. (2017). Today is tomorrow’s yesterday: Children’s acquisition of deictic time words. Cognitive Psychology,92, 87-100.

Tillman, K. A., Fukuda, E., & Barner, D. (2017). Picturing time: Children’s preferences for visual representations of events. Proceedings of the 39th Annual Conference of the Cognitive Science Society.

Wagner, K., Tillman, K. A., & Barner, D. (2016). Inferring number, time, and color concepts from core knowledge and linguistic structure. Core Knowledge and Conceptual Change. Oxford University Press.

Tillman, K. A., Marghetis, T., Barner, D., & Srinivasan, M (2016). Deconstructing tomorrow: How children learn the semantics of time. Proceedings of the 38th Annual Conference of the Cognitive Science Society. 

Tillman, K. A., & Barner, D. (2015). Learning the language of time: Children’s acquisition of duration words. Cognitive Psychology, 78, 57-77. 

Tillman, K. A., Tulagan, N., & Barner, D. (2015). Building the mental timeline: Spatial representations of time in preschoolers. Proceedings of the 37th Annual Conference of the Cognitive Science Society. 

Tillman, K. A., & Barner, D (2013). Learning the language of time: Children’s acquisition of duration words. Proceedings of the 35th Annual Conference of the Cognitive Science Society.

Pelli, D. G., & Tillman, K. A. (2008). The uncrowded window of object recognition. Nature Neuroscience, 11(10):1129 – 1135.

Pelli, D. G., Tillman, K. A., Freeman, J., Su, M., Berger, T. D., & Majaj, N. J. (2007). Crowding and eccentricity determine reading rate. Journal of Vision, 7(2):20, 1-36. 

Pelli, D. G., & Tillman, K. A. (2007). Parts, wholes, and context in reading: A triple dissociation. PLoS ONE 2(8): e680.

Manuscripts in progress

Tillman, K. A., Tulagan, N. & Sullivan, J., (in prep). Children’s spontaneous inferences about time and causality in discourse.

Marghetis, T., Tillman, K. A., & Srinivasan, M. (in prep). Learning to put time in its place: The development of metaphorical gestures for time.

Tillman, K. A., Wagner, K., & Barner, D. (in prep). Mr. 3: Learning number words as proper nouns speeds acquisition.