Katharine Tillman
Assistant Professor — Ph.D., University of California, San Diego

Contact
- E-mail: ktillman@utexas.edu
- Office: SEA 5.224
Interests
cognitive development, concepts, language and thought, psychology of time
Biography
Katharine Tillman received her Ph.D. in Psychology from the University of California, San Diego in 2017. Her work explores how we acquire abstract concepts that go beyond what we can directly perceive in the world. She is particularly interested in how young children think about time, and how language and other forms of cultural learning shape time concepts during cognitive development. Other current projects are exploring how children learn about the domains of color, number, and causality.
Courses
PSY 394S • Graduate Writing Workshop-Wb
43030 • Spring 2021
Meets F 9:00AM-12:00PM
Internet; Synchronous
PSY 394S • Graduate Writing Workshop
42205 • Spring 2020
Meets F 9:00AM-12:00PM SEA 1.332
Publications
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.
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. & Barner, D. (2015). Learning the language of time: Children's acquisition of duration words. Cognitive Psychology, 78, 57-77.
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.