• Headshot of K. Casler, psychology
Associate Professor of Psychology, Department Chair of Psychology

717-358-3828

xevfgn.pnfyre@snaqz.rqh

Office: LSP124

Biography

Dr. Krista Casler is an Associate Professor of Psychology at Franklin & Marshall College. She became Chair of the Psychology Department in 2018. Dr. Casler directs the Child Development Lab, which is part of the Development and Experience (DAX) Center (see below), conducting research on the nature and development of human function understanding. She also has a special interest in parenting and culture. Dr. Casler regularly teaches courses related to child development, cognitive development, and research methods in developmental psychology. Every other year, she teaches an intensive course in Copenhagen, Denmark called Child Development in Cultural Context (next up: May/June 2020!). 

Education

Ph.D., Psychology, Boston University, 2006.
M.A., Psychology, Boston University, 2002.
B.A. (summa cum laude), Psychology, English, Eastern Nazarene College, 1999.

Research

Learn about my research by visiting the DAX Center website.

I direct the Child Development Lab, one of three labs in the DAX Center.

I study the cognitive development of young children. Current research investigates the development of artifact concepts and children’s tool use, with a particular focus on the social information involved in artifact learning and use. 

 

Publications

Casler, K. (2019). Function is not the sum of an object’s parts.  Thinking & Reasoning, 25, 300-323.  

Casler, K., Hoffman, K.,* & Eshleman, A.* (2014). Do adults make scale errors too? How function sometimes trumps size. Journal of Experimental Psychology: General, 143, 1690-1700.

Casler, K. (2014). Toddlers’ use of mutual exclusivity when mapping information to objects. Infancy, 19, 162-178.

Casler, K., Bickel, L.,* & Hackett, E.* (2013). Separate but equal? A comparison of participants and data gathered via Amazon’s MTurk, social media, and face-to-face behavioral testing. Computers in Human Behavior, 29, 2156-2160.

Casler, K., Eshleman, A.*, Greene, K.*, & Terziyan, T.* (2011). Children’s scale errors with tools. Developmental Psychology, 47, 857-866.

Casler, K., Terziyan, T.*, & Greene, K.* (2009). Toddlers view artifact function normatively. Cognitive Development, 24, 240-247.

Casler, K. & Kelemen, D. (2008). Developmental continuity in teleo-functional explanation: Reasoning about nature among Romanian Romani adults. Journal of Cognition and Development, 9, 340-362.

Casler, K. & Kelemen, D. (2007). Reasoning about artifacts at 24 months: The developing teleo-functional stance. Cognition, 103, 120-130.

Casler, K. & Kelemen, D. (2005). Young children’s rapid learning about artifacts. Developmental Science, 8, 472-480.

Kelemen, D., Callanan, M., Casler, K., & Pérez-Granados, D. R. (2005). Why things happen: Teleological explanation in parent-child conversations. Developmental Psychology, 41, 251-264.

* = F&M student co-author

Scholarly Presentations, Posters, Colloquia

Casler, K. (March 2019). In scale errors, practice doesn’t make perfect. Paper presented at the Society for Research in Child Development biennial meeting, Baltimore, MD. 

Casler, K. & Kaplan, M.* (October 2017). Tool learning and use: Different patterns of strengths for children with and without autism? Poster presented at the Biennial Meeting of the Cognitive Development Society, Portland, OR.

Chirls, J.*, Benitez, R.*, Casler, K. (October 2017). Your trip around Mexico! A storybook study exploring the effect of helping and outgroup exposure on children’s empathy development. Poster presented at the Biennial Meeting of the Cognitive Development Society, Portland, OR.

Casler, K., Bickel, L.,* & Hackett, E.* (April 2013). Tool use is less than the sum of its parts: How children and adults fix functions to objects. Poster presented at the Biennial Meeting of the Society for Research in Child Development, Seattle, WA.

Casler, K. & Mantz, L.* (April 2013). Children’s scale errors: Does experience matter? Poster presented at the Biennial Meeting of the Society for Research in Child Development, Seattle, WA.

Franklin, A.,* Carroll, C.,* Armstrong, S.,* & Casler, K. (April 2013). Can iPads facilitate symbolic understanding in toddlers? Poster presented at the Biennial Meeting of the Society for Research in Child Development, Seattle, WA.

Casler, K. (March 2013). Children’s scale errors. Invited colloquium talk, Department of Psychology, Point Loma Nazarene University.

Casler, K. & Eshleman, A.* (April 2011). The perils of purposeful thinking: A version of scale errors in adults. Poster presented at the Biennial Meeting of the Society for Research in Child Development, Montréal, Québec, Canada.

Casler, K. (2011). Scale errors: The trouble with separating fact from function. Invited talk, Department of Psychology, Furman University.

* = F&M student co-author

Course Information

I regularly teach Introductory Psychology and lab, Developmental Psychology, Collaborative Research in Developmental Psychology, a senior seminar in Cognitive Development, and a connections course called the Invention of Childhood.