Read some of our research

[A summary of Katharine’s graduate work on the development of time concepts is available here.]

Williams, K. G., Foulser, A. A., & Tillman, K. A. (accepted). Effects of language on social essentialist beliefs and stigma about mental illness. Proceedings of the 44th Annual Conference of the Cognitive Science Society.

Tillman, K. A., Fukuda, E., & Barner, D. (2022). Children gradually construct spatial representations of temporal events. Child Development.

Tillman, K. A. & Walker, C. M. (2022). You can’t change the past: Children’s recognition of the causal asymmetry between past and future events. Child Development.

Williams, K., Banki, A, Markova, G, Hoehl, S., &  Tillman, K. A. (2021). A crosslinguistic study of the acquisition of time words in English- and German-speaking children. Proceedings of the 43rd Annual Conference of the Cognitive Science Society.

Starr, A., Cirolia, A. J., Tillman, K. A., & Srinivasan, M. (2021). Spatial metaphor facilitates word learning. Child Development.

Tillman, K. A., Tulagan, N, & Sullivan, J. (2020). Children’s spontaneous inferences about time and causality in narrative. Proceedings of the 42nd Annual Conference of the Cognitive Science Society.

Tillman, K. A. (2019). What time words can teach us about the acquisition of the temporal reasoning system: Commentary on Hoerl & McCormack 2019. Behavioral and Brain Sciences, 42, E275.

Tillman, K. A. & Walker, C. M. (2019). Children’s causal inferences about past vs. future events. Proceedings of the 41st Annual Conference of the Cognitive Science Society.

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

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