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Kathy E Johnson Ph.D.
Executive Vice Chancellor and Chief Academic Officer and Professor, Psychology
1992 Ph.D. Psychology - Cognition and Development, Emory University
1989 M.S. Developmental Psychology, University of Massachusetts, Amherst
1987 B.S. Psychology, University of Massachusetts, Amherst
Awards & Honors2007 Faculty Fellow, Office of the Executive Vice Chancellor for Academic Affairs, IUPUI
2007 Indiana University Leadership Development Program Fellow2002, 2006 Trustees Teaching Award, IUPUI2003 Outstanding Female Faculty Leader Award, IUPUI2002 Indiana University FACET Award (Faculty Colloquium on Excellence in Teaching)
UCOL-U 110 - First Year Seminar
PSY-B 454 - Capstone Seminar in Psychology
My area of specialty is Cognitive Developmental Psychology. My research interests include lexical and conceptual development in infancy, development of symbolic understanding and intense interests and expertise in children. I also am very interested in student development and predictors of success and persistence among undergraduates. I no longer have a laboratory in the Psychology Department and am not able to supervise students at this time.
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
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. (2006). Relations between intelligence and the development of metaconceptual knowledge. Metacognition and Learning, 1, 51-67.
Younger, B. A., & Johnson, K. E. (2006). Infants’ developing appreciation of similarities between model objects and their real world referents. Child Development, 77, 1680-1697.
Unverzagt, F. W., Kasten, L., Johnson, K. E., Rebok, G. W., Marsiske, M., Koepke, K. M., Elias, J. W., Morris, J. N., Willis, S. L., Ball, K., Rexroth, D. F., Smith, D. M., Wolinsky, F. D., Stoddard, A., & Tennstedt, S. L. (2007). Effect of memory impairment on training outcomes in ACTIVE. Journal of the International Neuropsychological Society, 13(6). 953-960.
Alexander, J. M., Johnson, K. E., & Leibham, M. E. (2008). The development of conceptual interests in young children. Cognitive Development, 23, 324-334.
Neitzel, C., Alexander, J. M., & Johnson, K. E. (2008). Children’s early interest based activities in the home and subsequent information contributions and pursuits in kindergarten. Journal of Educational Psychology, 100, 782-797.
Woodrome, S. E., & Johnson, K. E. (2009). The role of visual discrimination in the learning-to-read process. Reading and Writing, 22,117-131.
Tucker-Drob, E. M., Johnson, K. E., & Jones, R. N. (2009). The Cognitive Reserve Hypothesis: A longitudinal examination of age-associated declines in reasoning and processing speed. Developmental Psychology, 45, 431-446.
Alexander, J. M., Johnson, K. E., & Kelley, K. (2012). Longitudinal Analysis of the Relations between Opportunities to Learn about Science and the Development of Interests Related to Science. Science Education, 96, 763-786.
Evenbeck, S., & Johnson, K. E. (2012). Students must not become victims of the Completion Agenda. Liberal Education, 98 (1). 26-33.
Johnson, K. E. (2013). Learning Communities and the Completion Agenda. Learning Communities Research and Practice, 1(3), Article 3. Available at: http://washingtoncenter.evergreen.edu/lcrpjournal/vol1/iss3/3