College of Arts and Sciences » Children's Cognitive Research Lab » Publications

Publications

Kloos, H., Baker, H. & Waltzer, T. (2019). A mind with a mind of its own: How complexity theory can inform early science pedagogy, Educational Psychology Review, 1-18. doi.org/10.1007/s10648-019-09472-6

Kloos, H., Waltzer, T., Maltbie, C., Brown, R. D., & Carr, V. (2018). Inconsistencies in early science education: Can nature help streamline state standards?. Ecopsychology, 10(4), 243-258. doi.org/10.1089/eco.2018.0042.

Mano, Q. R., & Kloos, H. (2018). Sensitivity to the regularity of letter patterns within print among preschoolers: Implications for emerging literacy. Journal of Research in Childhood Education, 32(4), 1-13. 

Kloos, H., Maltbie,C., Brown, R., & Carr, V. (2018). Listening in: Spontaneous Teacher Talk on Playscapes. Creative Education, 9, 426-441.  

Stacy, S. T., Cartwright, M., Arwood, Z., Canfield, J. P., & Kloos, H. (2017). Addressing the math-practive gap in elementary school: Are tablets a feasible tool for informal math practice? Frontiers in Psychology, 8, 179.  

Walton, A. E., Washburn, A., Langland‐Hassan, P., Chemero, A., Kloos, H., & Richardson, M. J. (2017). Creating Time: Social Collaboration in Music Improvisation. Topics in Cognitive Science.

Castillo, R. D., Waltzer, T., & Kloos, H., & Richardson, M. J. (2017). Hands-on experience can lead to systematic mistakes: A study on adults understanding of sinking objects. Cognitive Research: Principles and Implications, 2(1), 28.

Amaral, J.L., Romero, V., Kloos, H., & Richardson, M.J. (2017). Complexity and Autism Spectrum Disorder: Exploring Hysteresis in A Grasping Task. Aims of Medical Science, 4(1), 113-130

Castillo, R., Waltzer, T, & Kloos, H. (2016). Ambiguity and Representational Stability: What is the role of embodied experiences? In Papafragou, A., Grodner, D., Mirman, D., & Trueswell, J.C. (Eds.) Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp. 1080-1085). Austin, TX: Cognitive Science Society.

Hardcastle, C., White, E; Kloos., H, Hardcastle, V. G. (2016). Heavy objects and small children: Developmental data extend the passive frame theory. Behavioral and Brain Sciences, 39

Coey, C. A., Hassebrock, J., Kloos, H., & Richardson, M. J. (2015). The Complexities of Keeping the Beat: Dynamical Structure in the Nested Behaviors of Finger Tapping. Attention, Perception & Psychophysics, 77(4), 1423-1439.

Castillo, R. D., Kloos, H., Holden, J. G., & Richardson, M. J. (2015). Long-range correlations and patterns of recurrence in children and adults’ attention to hierarchical displays. Frontiers in Physiology, 6, 138.  

Sloutsky, V. M., Deng, W., Fisher, A., Kloos, H. (2015) Conceptual Influences on Induction: A case for a late onset. Cognitive Psychology. DOI: 10.1016/icogpsych.2015.08.005

Amaral, J., Kloos, H., Richardson, (2015). Social Cues Affect Grasping Hysteresis in ASD. Annual Conference of the Cognitive Science Society.    

Fisher, A. V. & Kloos, H. (2015). Development of selective sustained attention: The Role of Executive Functions. In. L. Freund, P. McCardle, and J. Griffin (Eds.), Executive Function in Preschool Age Children: Integrating Measurement, Neurodevelopmental and Translational Research. APA Press.

Castillo, R., Kloos, H., Richardson, M., & Waltzer, T. (2015). Beliefs as Self-Sustaining Networks: Drawing Parallels Between Networks of Ecosystems and Adults’ Predictions. Frontiers in Psychology. 6, 1-13. 

Whitcomb, D., Carrasco, R. Neuman, A., & Kloos, H. (2015). Correlational research to examine the relation between attachment and sensory modulation in young children. American Journal of Occupational Therapy, 69 (4), 5-23.

Amaral, J., Kloos, H.,Richardson, (2015). Social Cues Affect Grasping Hysteresis in ASD. In Noelle, D. C., Dale, R., Warlaumont, A. S., Yoshimi, J., Matlock, T., Jennings,C. D., & Maglio, P. P. (Eds.). Proceedings of the 37th Annual Meeting of the Cognitive Science Society (pp 96-101) Austin, TX: Cognitive Science Society.

 Wight, A. R., Kloos, H., Maltbie, C. V. & Carr, V. W. (2015): Can playscapes promote early childhood inquiry towards environmentally responsible behaviors? An exploratory study. Environmental Education Research, DOI: 10.1080/13504622.2015.1015495 

Castillo, R. & Kloos, H. (2015). Fractal coordination in adults’ attention to hierarchical visual patterns. Nonlinear Dynamics, Psychology, and Life Sciences, 19(2).

Malone, M. L., Castillo, R. D., Kloos, H., Holden, J. G., Richardson, M. J. (2014). Dynamic structure of joint-action stimulus-response activity. PLoS ONE 9(2): e89032. doi:10.1371/journal.pone.0089032

Kiefer, A. W., Wallot, S., Gresham, L. J., Kloos, H., Riley, M. A., Shockley, K., & Van Orden, G. (2014). Development of Coordination in Time Estimation. Developmental Psychology. 50 (2), 393-342

Cessna, T. C., McAlister, S. C, Kloos, H., Frank, R. A., (2014). Effect of naming on haptic memory in children and adults: Is it similar to olfactory memory? In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society(pp. 307-312). Austin, TX: Cognitive Science Society.

Wallot, S., O’Brien, B. A., 
Haussmann, A.,
 Kloos, H., Lyby, M. S. (2014).  Role of reading time complexity and reading speed in text comprehension. Journal of Experimental Psychology:  Learning, Memory, and Cognition. http://dx.doi.org/10.1037/xlm0000030

Cessna, T. C., McAlister, S. C., Kloos, H., Frank, R. A. (2014).    Effect of Naming on Haptic Memory in Children and Adults: Is it Similar to Olfactory Memory?Proceedings of the 36th Annual Conference of the Cognitive Science Society. Alberta, Canada: Cognitive Science Society. 

Amaral, J. L., Collins, S. O’Connor, S., McAlister, S., Kloos, H., & Luzzi, C. D. (2013). Shape categorization in Autism: Does it follow the pattern of typical development? Proceedings of the 35rd Annual Conference of the Cognitive Science Society. Berlin, Germany: Cognitive Science Society.

O’Brien, B. A., Wallot, S., Haussmann, A., & Kloos, H (2013). Using complexity metrics to assess silent reading fluency - A cross-sectional study comparing oral and silent reading. Scientific Studies of Reading, DOI:10.1080/10888438.2013.862248

Fisher, A., Thiessen, E., Godwin, K., Kloos, H., & Dickerson, J. (2013). Assessing selective sustained attention in 3- to 5-year-old children: Evidence from a new paradigm. Journal of Experimental Child Psychology,  114, 275–294

Malone, M., Castillo R.D., Holden, J. G., Kloos, H., & Richardson, M. J. (2013). Dynamic Structure of Joint-Action Stimulus-Response Activity. Proceedings of the 35rd Annual Conference of the Cognitive Science Society (pp. 966-971). Berlin, Germany: Cognitive Science Society.

Kloos, H. & Sloutsky, V. M. (2013). Blocking a redundant cue: what does it say about preschoolers' causal competence? Developmental Science, 16, 713-727. doi: 10.1111/desc.12047 

Coey, C. A., Hassebrock, J., Kloos, H., & Richardson, M. J. (2013). Fractal structure of the nested actions in keeping the beat. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 172 - 177). Austin, TX: Cognitive Science Society.

Castillo, R. D. & Kloos, H. (2013). Can a Flow-Network Approach Shed Light on Children's Problem Solving? Ecological Psychology, 25(3) 281-292. http://dx.doi.org/10.1080/10407413.2013.810453

Kloos, H., Baker, H., Luken, E., Brown, R. Pfeiffer, D. & Carr, V. (2012). Preschoolers Learning Science: Myth or Reality? In H. Kloos, B. J. Morris and J. L. Amaral (Eds.), Current Topics in Children's Learning and Cognition (p.p. 45-70). Rijeka, Croatia:Tech - Open Access Publisher. doi: 10.5772/54119

Amaral, J.L., Collins, S. Bohache, K.T., & Kloos, H. (2012). Beyond the Black-and-White of Autism: How Cognitive Performance Varies with Context. In H. Kloos, B. J. Morris and J. L. Amaral (Eds.), Current Topics in Children's Learning and Cognition (p.p. 105-122). Rijeka, Croatia:Tech - Open Access Publisher. doi: 10.5772/54119

Kloos, H. & Van Orden, G. (2012). Abductive Reasoning by Children. Review of Psychology Frontier, 1(2), 1-9.

Castillo, R. D., Van Orden, G., & Kloos, H. (2011). The Embodiment of Time Estimation. In A. Vatakis,  A. Esposito, M. Giagkou, F. Cummins, & G. Papadelis (Eds.), Time and Time Perception 2010, Lecture Notes in Computer Science, 6789, (pp. 196–206). Berlin Heidelberg: Springer-Verlag

Kloos, H. (2011). Emergence of Higher-Order Transitivity across Development: The Importance of Local Task Difficulty. Proceedings of the First Joint International Conference on Learning and Development and Epigenetic Robotics. Frankfurt, Germany: IEEE.

Pfeiffer, D., Kloos, H., & Bullard, D. P. (2011). Learning to Balance a Beam: The Effect of Instabilty. Proceedings of the 33rd Annual Conference of the Cognitive Science Society. Boston, MA: Cognitive Science Society.

Baker, H., Haussmann, A., Kloos, H., & Fisher, A. (2011). Preschoolers' Learning about Buoyancy: Does it help to give away the answer?Proceedings of the First Joint International Conference on Learning and Development and Epigenetic Robotics. Frankfurt, Germany: IEEE.

Gresham, L., Kloos, H., Wallot, S., & Van Orden, G. (2011). Fractals in children's time estimation: Evidence for developing coordination.Proceedings of the 33rd Annual Conference of the Cognitive Science Society. Boston, MA: Cognitive Science Society.

Castillo, R., Kloos, H., Vanderburgh, S., & Holden, J. (2011). Coordination of Attention to Local and Global Features: Fractal Patterns in a Speeded-Categorization Task. Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 3089-3094). Boston, MA: Cognitive Science Society.

Van Orden, G. C., Kloos, H., & Wallot, S. (2011). Living in the pink: Intentionality, Wellbeing, and Complexity. In C. A. Hooker (Ed.), Philosophy of Complex Systems: Handbook of the Philosophy of Science. (pp. 639-682). Amsterdam: Elsevier. 

Schwind, S., & Kloos, H. (2010). Finding a Bigger Fish Bowl: Higher Difficulty Helps Transitive Inferences. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 2266-2271). Austin, TX: Cognitive Science Society.

Erb, C. D., & Kloos, H. (2010). Signs of Non-Linearity in Base-Rate Neglect. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 495-500). Austin, TX: Cognitive Science Society.

Kloos, H., Fisher, A., & Van Orden, G.C. (2010). Situated Naive Physics: Task Constraints Decide what Children Know about Density.Journal of Experimental Psychology: General, 139(4), 625-637.

Kloos, H., & Van Orden, G. C. (2010). Voluntary Behavior in Cognitive and Motor Tasks. Mind & Matter, 8(1), 19-43.

Hollis, G., Kloos, H., & Van Orden, G. C. (2009). Origins of order in cognitive activity. In S. Guastello, M. Koopmans, & D. Pincus (Eds.),Chaos and complexity: Recent advances and future directions in the theory of nonlinear dynamical systems. (pp. 206-241). Cambridge, MA: Cambridge University Press.

Kloos, H. & Van Orden, G. C. (2009). Soft-assembled mechanisms for the unified theory. In J.P. Spencer, M. Thomas, & J. McClelland (Eds.), Toward a New Grand Theory of Development? Connectionism and Dynamics Systems Theory Reconsidered, (pp. 253-267). Oxford: Oxford University Press.

Gresham, L. & Kloos, H. (2009). Toddlers' Problem Solving: The Importance of Spacial Integration. In N.A. Taatgen & H. van Rijn (Eds.),Proceedings of the 31th Annual Conference of the Cognitive Science Society (pp. 118-123). Austin, TX: Cognitive Science Society.

Haddad, J., Kloos, H., & Keen, R. (2008). Conflicting cues in a dynamic search task are reflected in children's eye movements and search errors. Developmental Science, 11, 504-515.

Kloos, H. (2008). Will it float? How invariance affects children's understanding of object density. In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 687-692). Austin, TX: Cognitive Science Society.

Kloos, H. & Sloutsky, V. (2008). Removing the time crutch: Can preschoolers still make causal judgments? In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 1146-1151). Austin, TX: Cognitive Science Society.

Kloos, H., & Sloutsky, V. M. (2008). What's behind different kinds of kinds: Effects of statistical density on learning and representation of categories. Journal of Experimental Psychology: General, 137, 52-72.

Kloos, H., Srivorakiat, L., Odar, C., Cummins-Sebree, S., & Shockley, K. (2007). Evidence for “dumb” local-to-global integration in children’s judgements about motion. In D. S. McNamara & J. G. Trafton (Eds.), Proceedings of the XXIX Annual Conference of the Cognitive Science Society (pp. 401-406). Nashville, TN: Cognitive Science Society.

Sloutsky, V., Kloos, H., & Fisher, A. (2007). What's beyond looks? Reply to Gelman and Waxman. Psychological Science, 18(6), 556-557.

Sloutsky, V., Kloos, H., & Fisher, A. (2007). When looks are everything: Appearance similarity versus kind information in early induction.Psychological Science, 18(2), 179-185.

Kloos, H. (2007). Interlinking physical beliefs: Children’s bias towards logical congruence. Cognition, 103, 227-252.

Kloos, H., Haddad, J., & Keen, R. (2006). Which cues are available to 24-month-olds? Evidence from point-of-gaze measures during search. Infant Behavior and Development, 29, 243-250.

Kloos, H., & Amazeen, E. L. (2005). Building blocks of physical knowledge: Can children learn how two dimensions are correlated? In A. Columbus (Ed.). Advances in Psychology Research, 38, 1-13, New York: Nova Science Publisher.

Kloos, H., & Van Orden, G. C. (2005). Can preschoolers’ mistaken beliefs benefit learning? Swiss Journal of Psychology, 64, 195-205.

Kloos, H., & Keen, R. (2005). An exploration of toddler’s problems in a search task. Infancy, 7, 7-34.

Kloos, H., & Sloutsky, V. (2005). Do preschoolers understand causality? A critical look. Proceedings of the XXVII Annual Conference of the Cognitive Science Society (pp. 1154-1159). Stresa, Italy: Cognitive Science Society.

Van Orden, G. C., & Kloos, H. (2005). The question of phonology and reading. In M. S. Snowling, & C. Hulme, (Eds.). The science of reading: A handbook (pp. 61-78). Oxford: Blackwell Publishing.

Kloos, H., Sloutsky, V., & Fisher, A. (2005). Dissociation between Categorization and Induction Early in Development: Evidence for Similarity-Based Induction. Proceedings of the XXVII Annual Conference of the Cognitive Science Society (pp. 1149-1154). Stresa, Italy: Cognitive Science Society.

Kloos, H., & Sloutsky, V. M. (2004). Are natural kinds psychologically distinct from nominal kinds? Evidence from learning and development. Proceedings of the XXVI Annual Conference of the Cognitive Science Society (pp. 702-707). Chicago, IL:  Cognitive Science Society.

Van Orden, G. C., & Kloos, H. (2003). The module mistake. Cortex, 39, 164-166.

Kloos, H., & Amazeen, E. L. (2002). Perceiving heaviness by dynamic touch: An investigation of the size-weight illusion in preschoolers. British Journal of Developmental Psychology, 20, 171-183.

Kloos, H., & Somerville, S. C. (2001). Providing impetus for conceptual change: The effect of organizing the input. Cognitive Development, 16, 737-759.