Katharine Tillman

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

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.