Krista Casler
Franklin & Marshall College
Developmental psychologyCognitive developmentPsychologyCognitionSocial psychology
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Publications 11
#1Krista Casler (F&M: Franklin & Marshall College)H-Index: 8
AbstractPrior research shows adults believe objects exist for specialised purposes. This “one tool, one function” cognitive bias promotes efficient mastery of artefact function but could mean individuals overlook an object’s suitability for other functions. Across three studies, the initial trajectory of learning about functions was investigated to better depict when adults are constrained versus open in the assignment of functions to objects. Studies 1 and 2 employed an online format to deempha...
: Scale errors-futile attempts to use impossibly sized items as though they were appropriately scaled-have been thought to exist only in young children. Here, we document a similar version of the underlying phenomenon among adults. When asked to select 1 of 2 tools to achieve an instrumental goal, adults in Study 1 frequently selected, via keypress, a tool that was "for" the goal despite the tool being clearly ill sized in the given instance. In doing so, adults ignored an alternative tool that ...
7 CitationsSource
#1Krista Casler (F&M: Franklin & Marshall College)H-Index: 8
Prior research has suggested that 24-month-old toddlers will rapidly map the function of a novel object but that, unlike preschoolers and adults, they will use the tool for other purposes as well. Here, this nonexclusive pattern of object use was explored. Because it has been unclear whether a mature “one tool, one function” bias in assigning object functions is rooted in deployment of general learning principles or artifact-specific thinking, Study 1 explored 24-month-olds' exploitation of soci...
6 CitationsSource
#1Krista Casler (F&M: Franklin & Marshall College)H-Index: 8
#2Lydia Bickel (F&M: Franklin & Marshall College)H-Index: 1
Last. Elizabeth Hackett (F&M: Franklin & Marshall College)H-Index: 1
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Recent and emerging technology permits psychologists today to recruit and test participants in more ways than ever before. But to what extent can behavioral scientists trust these varied methods to yield reasonably equivalent results? Here, we took a behavioral, face-to-face task and converted it to an online test. We compared the online responses of participants recruited via Amazon's Mechanical Turk (MTurk) and via social media postings on Twitter, Facebook, and Reddit. We also recruited a sta...
608 CitationsSource
#1Krista Casler (F&M: Franklin & Marshall College)H-Index: 8
#2Angelica Eshleman (F&M: Franklin & Marshall College)H-Index: 2
Last. Treysi Terziyan (F&M: Franklin & Marshall College)H-Index: 2
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Children sometimes make scale errors, attempting to interact with tiny object replicas as though they were full size. Here, we demonstrate that instrumental tools provide special insight into the origins of scale errors and, moreover, into the broader nature of children's purpose-guided reasoning and behavior with objects. In Study 1, 1.5- to 3.5-year-olds made frequent scale errors with tools in a free-play session. Study 2 utilized a novel forced-choice method, representing a stronger test by ...
20 CitationsSource
#1Krista Casler (F&M: Franklin & Marshall College)H-Index: 8
#2Treysi Terziyan (F&M: Franklin & Marshall College)H-Index: 2
Last. Kimberly Greene (F&M: Franklin & Marshall College)H-Index: 2
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Abstract When children use objects like adults, are they simply tracking regularities in others’ object use, or are they demonstrating a normatively defined awareness that there are right and wrong ways to act? This study provides the first evidence for the latter possibility. Young 2- and 3-year-olds ( n = 32) learned functions of 6 artifacts, both familiar and novel. A puppet subsequently used the artifacts, sometimes in atypical ways, and children's spontaneous reactions were coded. Children ...
43 CitationsSource
#1Krista Casler (F&M: Franklin & Marshall College)H-Index: 8
#2Deborah Kelemen (BU: Boston University)H-Index: 25
Teleo-functional explanations account for objects in terms of purpose, helping us understand objects such as pencils (for writing) and body parts such as ears (for hearing). Western-educated adults restrict teleo-functional attributions to artifact, biological, and behavioral phenomena, considering such explanations less appropriate for nonliving natural entities. In contrast, children extend explanations of purpose to the nonliving natural domain. This cross-cultural study explores whether appa...
57 CitationsSource
#1Krista Casler (F&M: Franklin & Marshall College)H-Index: 8
#2Deborah Kelemen (BU: Boston University)H-Index: 25
Abstract From the age of 2.5, children use social information to rapidly form enduring function-based artifact categories. The present study asked whether even younger children likewise constrain their use of objects according to teleo-functional beliefs that artifacts are “for” particular purposes, or whether they use objects as means to any desired end. Twenty-four-month-old toddlers learned about two novel tools that were physically equivalent but perceptually distinct; one tool was assigned ...
63 CitationsSource
#1Krista Casler (BU: Boston University)H-Index: 8
#2Deborah Kelemen (BU: Boston University)H-Index: 25
Tool use is central to interdisciplinary debates about the evolution and distinctiveness of human intelligence, yet little is actually known about how human conceptions of artifacts develop. Results across these two studies show that even 2-year-olds approach artifacts in ways distinct from captive tool-using monkeys. Contrary to adult intuition, children do not treat all objects with appropriate properties as equally good means to an end. Instead, they use social information to rapidly form end...
102 CitationsSource
#1Deborah Kelemen (BU: Boston University)H-Index: 25
#2Maureen A. Callanan (UCSC: University of California, Santa Cruz)H-Index: 26
Last. Deanne R. Pérez-Granados (Stanford University)H-Index: 4
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Research indicates that young children, unlike adults, have a generalized tendency to view not only artifacts but also living and nonliving natural phenomena as existing for a purpose. To further understand this tendency's origin, the authors explored parents' propensity to invoke teleological explanation during explanatory conversations with their children. Over 2 weeks, Mexican-descent mothers were interviewed about question-answer exchanges with their preschool children. Analyses revealed tha...
42 CitationsSource