Department of Psychology
Department of Psychology

Katharine Tillman

Assistant ProfessorPh.D., University of California, San Diego

Katharine Tillman



cognitive development, concepts, language and thought, psychology of time


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. 


PSY 394S • Graduate Writing Workshop-Wb

43030 • Spring 2021
Meets F 9:00AM-12:00PM
Internet; Synchronous

This course aims to provide graduate students with tools to create and maintain a consistent writing practice and meet their research goals. In the workshop, students will track their writing, discuss challenges and progress in a supportive community, and receive feedback on written work.

PSY 394S • Graduate Writing Workshop

42205 • Spring 2020
Meets F 9:00AM-12:00PM SEA 1.332

Seminars in Developmental Psychology. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.



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.

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    The University of Texas at Austin
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    Austin, TX 78712-1043