Psychology Faculty Profiles

Karl Rosengren

Karl Rosengren, Ph.D.
Professor
Director of Undergraduate Studies
Cognitive Psychology

Office: Swift 243
Phone: (847) 467-3880
E-mail: k-rosengren@northwestern.edu

Links
Curriculum Vitae
All Publications

Research Interests

Cultural Influences on Development, Cognitive and motor development.

Selected Publications

Conceptual Development

Rosengren, K. S., Brem, S., Evans, E. M., & Sinatra, G. (under contract).  Evolution Challenges: Integrating research and practice in teaching and learning about evolution.  Cambridge:  Oxford University Press.

Evans, E. M., Legare, C., & Rosengren, K. S. (in press).  Engaging multiple epistemologies.  In R. Taylor & M. Ferrari (Eds.), Epistemology and Science Eduation:  Understanding the Evolution vs Intelligent Design Controversy.  London: Routledge.

Ross, B. H., Gelman, S. A., & Rosengren, K. S. (2005).  Category-based inferences affect classification.  British Journal of Developmental Psychology. 23, 1-24.

Nguyen, S., & Rosengren, K. S. (2004).  Causal reasoning about illness: A comparison between European- and Vietnamese-American children.  Journal of Cognition and Culture, 4, 51 – 78.

Gelman, S. A., Coley, J. D., Rosengren, K. S., Hartman, E., & Pappas, A. (1998).  Beyond labeling: The role of maternal input in the acquisition of richly structured categories.  Monographs of the Society for Research in Child Development, Serial No. 253, Vol. 63. 1- 148.

Scale errors

Rosengren, K. S., Gutierrez, I., Schein, S. S., Anderson, K. (in press) Parental reports of children’s scale errors.  Child Development,

Rosengren, K. S., Carmichael, C., Schein, S. S., & Anderson, K. (2009).  A method for eliciting scale errors in preschool classrooms. Infant Behavior & Development, 32, 286-290.

DeLoache, J. S., Uttal, D. H., & Rosengren, K. S. (2004).  Scale errors offer evidence for a perception-action dissociation early in life.  Science, 304, 1027-1029.

Magic

Rosengren, K. S. & French, J. (under contract).  Magical Thinking.  To appear in M. Taylor (Ed.), The Oxford Handbook of the Development of Imagination.  New York: Oxford University Press.

Rosengren, K. S., & Rosengren, E. C. (2007).  Discovering Magic.  In G. Yeffeth (Ed.), The Psychology of Harry Potter.  BenBella Books.

Rosengren, K. S., Johnson, C., & Harris, P.  (2000).  Imagining the impossible: Magical, scientific, and religious thinking in children.  Cambridge: Cambridge University Press.

Rosengren, K. S., Kalish, C. W., Hickling, A., & Gelman, S. A. (1994).  Exploring the relation between preschool children’s magical beliefs and causal thinking. British Journal of Developmental Psychology, 12, 69-82.

Rosengren, K. S. & Hickling, A. (1994).  Seeing is believing: Children's explanations of commonplace, magical, and extraordinary transformations.  Child Development, 65, 1605-1626.

Motor Development

Rosengren, K. S., Deconinck, F. J. A., DiBerardino, L.A., Polk, J.D., Spencer-Smith, J., Lenoir, M., & De Clercq, D. (2009). Differences in Gait Complexity and Variability Between Children With and Without Developmental Coordination Disorder.  Gait & Posture, 29, 225-229.

Shorter, K. A., Polk, J. D., Rosengren, K. S., Hsiao-Wecksler, E. T. (2008).  A new approach to Detecting Asymmetries in braced and unbraced limbs. Clinical Biomechanics, 23, 459-467.

Polk, J. D., Spencer-Smith, J., DiBerardino, L., Ellis, D., Downen, M., & Rosengren, K. S. (2008).  Quantifying variability in phase portraits: Applications to gait ontogeny.  Infant Behavior and Development, 31(2), 302-306.

Rosengren, K. S., Rajendran, K., Contakos, J. Chuang, L., Peterson, M., Doyle, R., & McAuley, E. (2007).  Changing control strategies during standard assessment using computerized dynamic posturography with older women. Gait & Posture, 25, 215-221.

Braswell, G. S., Rosengren, K. S., & Pierroutsakos, S. L. (2007).  Task constraints on preschool children’s grip configurations during drawing.  Developmental Psychobiology, 49, 216-225.

Rosengren, K. S., Savelsbergh, G. & van der Kamp, J. (2003).  The TASC-Based view on perceptual-motor learning and development.  Infant Behavior and Development, 26, 473 – 494.