Papers

Our papers

Under review and in press

Tillman, K. A., Wagner, K., & Barner, D. (accepted). 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. (in press). The mental timeline is gradually constructed in childhood.  Developmental Science. Postprint & OSF Repository

Published

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. PDF

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. PDF

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. PDF

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. PDF

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. PDF

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

MANUSCRIPTS IN PROGRESS

Tillman, K. A., Fukuda, E., & Barner, D. (in prep). Children’s preferences for visual representations of events.

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.