minus plus magnify speech newspaper atomic biology chemistry computer-science earth-science forensic-services globe info math matrix molecule neuroscience pencil physics pin psychology email share atsign clock double-left-chevron double-right-chevron envelope fax phone tumblr googleplus pinterest twitter facebook feed linkedin youtube flickr instagram
Kathy Johnson, Professor


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

Download CV

Courses Taught / Teaching

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.

Research Areas



Publications & Professional Activities

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.

Johnson, K. E., Younger, B. A., & Furrer, S. D. (2005). 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

Leibham, M. E., Alexander, J. M., & Johnson, K. E. (2013). Science interests in preschool boys and girls: Relations to later self-concept and science achievement. Science Education, 97(4), 574-593.

Katzenstein, J. M., LeJeune, B. C., & Johnson, K. E. (2016). The role of parenting and family factors in the developmental catch-up for children adopted internationally. Adoption Quarterly, 19(3), pp. 224-236.

Professional Affiliations

Association of American Colleges and Universities

Society for Research in Child Development

Honors, Awards and Grants

  • 2007 Faculty Fellow, Office of the Executive Vice Chancellor for Academic Affairs, IUPUI
  • 2007 Indiana University Leadership Development Program Fellow
  • 2002, 2006 Trustees Teaching Award, IUPUI
  • 2003 Outstanding Female Faculty Leader Award, IUPUI
  • 2002 Indiana University FACET Award (Faculty Colloquium on Excellence in Teaching)
Give Now