CCRL

CCRL

Publications

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

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

Fisher, A.V. & Kloos, H. (in press). 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, Neurodevelopment and Translational Research. APA Press. E-mail to request manuscript: heidi.kloos@uc.edu

Kloos, H. & Sloutsky, V. M. (2013). Blocking a redundant cue: what does it say about preschoolers' causal competence? Developmental Science, 1-15. doi: 10.1111/desc.12047

Kiefer, A. W., Wallot, S., Gresham, L. J., Kloos, H., Riley, M. A., Shockley, K., & Van Orden, G. (2013, July 15). Development of Coordination in Time Estimation. Developmental Psychology. Advance online publication. doi: 10.1037/a0033629

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.

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.

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.

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

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.

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.

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.

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.

Gresham, L., Wallot, S., Kiefer, A., Kloos, H., Van Orden, G., Riley, M., & Shockley, K.  (2011). A developmental trend in the structure of time-estimation performance. Proceedings of the 33rd Annual Conference of the Cognitive Science Society. 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. (Please contact Heidi Kloos @ heidi.kloos@uc.edu if you would like a copy of the chapter)

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.

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.

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

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.

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.

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.

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.

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., 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.

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., 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. (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.

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

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. 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.