Dr. Kathy E. Johnson

 

 

Professor. Ph.D. 1992, Emory University; M.S. 1989, University of Massachusetts at Amherst; B.S. 1987, University of Massachusetts at Amherst

Specialty: Cognitive Developmental Psychology

Director: Cognitive Development Laboratory

Teaching Responsibilities:

Undergraduate Classes:  Cognition (B340), Capstone Laboratory in Developmental Psychology (B465)

Graduate Classes:  Cognitive Development (P655), Seminar in Teaching Psychology (I595)

Research Interests:

Recent Publications:

Younger, B. & Johnson, K. E. (2004). Infants’ comprehension of toy replicas as symbols for real objects. Cognitive Psychology, 48, 207-242.

Johnson, K. E., Scott, P., & Mervis, C. B. (2004). What are theories for? Concept use throughout the continuum of expertise. Journal of Experimental Child Psychology, 87, 171-200.

Johnson, K. E., Alexander, J. M., Spencer, S., Leibham, M. E., & Neitzel, C. (2004). Factors associated with the early emergence of intense interests within conceptual domains. Cognitive Development, 19, 325-343.

Alexander, J. M., Johnson, K. E., Leibham, M. E., & DeBauge, C. (2004). Constructing domain-specific knowledge in kindergarten: Relations among knowledge, intelligence, and strategic performance. Learning and Individual Differences, 15, 35-52.

Johnson, K. E., Younger, B. A., & Furrer, S. D. (2005a). Infants’ symbolic comprehension of actions modeled with toy replicas. Developmental Science, 8, 299-313.

Leibham, M. E., Alexander, J.M., Johnson, K. E., Neitzel, C., & Reis-Henrie, F. (2005). Parenting behaviors associated with early intense interests in domains related to science. Journal of Applied Developmental Psychology, 26, 397-414.

Johnson, K. E., Younger, B. A., & Cuellar, R. (2005). Toddlers' understanding of iconic models: Cross-task analysis of selection and preferential looking responses. Infancy, 8, 189-200.

Alexander, J. M., Johnson, K. E., Albano, J., Freygang, T., & Scott, B. (in press). Relations between intelligence and the development of metaconceptual knowledge. Metacognition and Learning.

Younger, B. A., & Johnson, K. E. (in press).  Infants’ developing appreciation of similarities between model objects and their real world referents. Child Development.

Contact Information:

Kathy E. Johnson, Ph.D.
Department of Psychology, LD 124
Indiana University-Purdue University Indianapolis
402 North Blackford Street LD126B
Indianapolis, IN 46202-3275

Phone: (317) 274-4930

Fax: (317) 274-6756
Email


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