Cristine H Legare


Associate FacultyPh.D., University of Michigan

Assistant Professor
Cristine H Legare

Contact

Biography


Email: legare@austin.utexas.edu

Please see lab site for a full list of publications

 


Research Interests

Cognitive development, cultural learning, cognitive evolution

Dr. Legare is the director of the Cognition, Culture, and Development Lab. Her training and research reflect her commitment to interdisciplinary approaches to the study of cognitive development. As an undergraduate, she took coursework from a variety of social science disciplines, double majoring in Human Development and Cultural Studies at the University of California, San Diego. In graduate school, she participated in the Culture and Cognition Program while completing her Ph.D. in Developmental Psychology at the University of Michigan.

Dr. Legare studies the intersection of several topics in the field of cognitive development: causal reasoning, social learning, and the development of scientific and supernatural belief systems. Her approach is to integrate theory and research from cognitive psychology and anthropology to examine basic cognitive processes in particular content areas and cultural contexts. She has done extensive field work in southern Africa, and is currently doing research in Brazil, China, and Vanuatu (a Melanesian archipelago), using both experimental and ethnographic methods.

 

Representative Publications

Please see lab site for a full list of publications.

Little, E.E., Carver, L.J., & Legare, C.H. (2015, in press). Cultural variation in triadic infant-caregiver object exploration. Child Development

Legare, C.H., & Nielsen, M. (2015, in press). Imitation and innovation: The dual engines of cultural learning. Trends in Cognitive Sciences (TICS)

Wen, N., Herrmann, P.A., & Legare, C.H. (2015, in press). Ritual increases children’s affiliation with in-group members. Evolution and Human Behavior.

Clegg, J.M., & Legare, C.H. (2015, in press). Instrumental and conventional interpretations of behavior are associated with distinct outcomes in early childhood. Child Development.
 
Legare, C.H., Wen, N.J., Herrmann, P.A., & Whitehouse, H. (2015). Imitative flexibility and the development of cultural learning. Cognition, 142, 351-361.

Walker, C., Lombrozo, T., Legare, C.H., & Gopnik, A. (2014). Explaining prompts children to privilege inductively rich properties. Cognition, 133, 343-357.

Legare, C.H., & Lombrozo, T. (2014). Selective effects of explanation on learning during early childhood. Journal of Experimental Child Psychology, 126, 198-212.

Legare, C.H. (2014). The contributions of explanation and exploration to children’s scientific reasoning. Child Development Perspectives, 8, 101-106.

Legare, C.H., & Souza, A.L. (2014). Searching for control: Priming randomness increases the evaluation of ritual efficacy. Cognitive Science, 38, 152-161. 

Watson-Jones, R., Legare, C.H., Whitehouse, H., & Clegg, J.M. (2014). Task specific effects of ostracism on imitative fidelity in early childhood. Evolution and Human Behavior, 35, 204-210.

Herrmann, P.A., Legare, C.H., Harris, P.L., & Whitehouse, H. (2013). Stick to the script: The effect of witnessing multiple actors on children’s imitation. Cognition, 129, 536-543.

Legare, C.H., Lane, J., & Evans, E.M. (2013). Anthropomorphizing science: How does it affect the development of evolutionary concepts? Merrill-Palmer Quarterly, 59, 168-197.

Legare, C.H., & Souza, A. (2012). Evaluating ritual efficacy: Evidence from the supernatural. Cognition, 124, 1-15.

Legare, C.H., Mills, C.M., Souza, A.L., Plummer, L.E., & Yasskin, R. (2012). The use of questions as problem-solving strategies in early childhood. Journal of Experimental Child Psychology, 114, 63-76.

Legare, C.H., Evans, E.M., Rosengren, K.S., & Harris, P.L. (2012). The coexistence of natural and supernatural explanations across cultures and development. Child Development, 83, 779-793. 

Legare, C.H. (2012). Exploring explanation: Explaining inconsistent information guides hypothesis-testing behavior in young children. Child Development, 83, 173-185. 

Gelman, S.A., & Legare, C.H. (2011). Concepts and folk theories. Annual Review of Anthropology, 40, 379-398. 

Legare, C.H., Gelman, S.A., & Wellman, H.M. (2010). Inconsistency with prior knowledge triggers children’s causal explanatory reasoning. Child Development, 81, 929-944.

Postdoctoral Researchers


 

Rachel Watson-Jones, Ph.D.

Aiyana Willard, Ph.D

Representative Publications


 
Please see lab site for a full list of publications.

Little, E.E., Carver, L.J., & Legare, C.H. (2015, in press). Cultural variation in triadic infant-caregiver object exploration. Child Development

Legare, C.H., & Nielsen, M. (2015, in press). Imitation and innovation: The dual engines of cultural learning. Trends in Cognitive Sciences (TICS)

Wen, N., Herrmann, P.A., & Legare, C.H. (2015, in press). Ritual increases children’s affiliation with in-group members. Evolution and Human Behavior.

Clegg, J.M., & Legare, C.H. (2015, in press). Instrumental and conventional interpretations of behavior are associated with distinct outcomes in early childhood. Child Development.
 
Legare, C.H., Wen, N.J., Herrmann, P.A., & Whitehouse, H. (2015). Imitative flexibility and the development of cultural learning. Cognition, 142, 351-361.

Walker, C., Lombrozo, T., Legare, C.H., & Gopnik, A. (2014). Explaining prompts children to privilege inductively rich properties. Cognition, 133, 343-357.

Legare, C.H., & Lombrozo, T. (2014). Selective effects of explanation on learning during early childhood. Journal of Experimental Child Psychology, 126, 198-212.

Legare, C.H. (2014). The contributions of explanation and exploration to children’s scientific reasoning. Child Development Perspectives, 8, 101-106.

Legare, C.H., & Souza, A.L. (2014). Searching for control: Priming randomness increases the evaluation of ritual efficacy. Cognitive Science, 38, 152-161. 

Watson-Jones, R., Legare, C.H., Whitehouse, H., & Clegg, J.M. (2014). Task specific effects of ostracism on imitative fidelity in early childhood. Evolution and Human Behavior, 35, 204-210.

Herrmann, P.A., Legare, C.H., Harris, P.L., & Whitehouse, H. (2013). Stick to the script: The effect of witnessing multiple actors on children’s imitation. Cognition, 129, 536-543.

Legare, C.H., Lane, J., & Evans, E.M. (2013). Anthropomorphizing science: How does it affect the development of evolutionary concepts? Merrill-Palmer Quarterly, 59, 168-197.

Legare, C.H., & Souza, A. (2012). Evaluating ritual efficacy: Evidence from the supernatural. Cognition, 124, 1-15.

Legare, C.H., Mills, C.M., Souza, A.L., Plummer, L.E., & Yasskin, R. (2012). The use of questions as problem-solving strategies in early childhood. Journal of Experimental Child Psychology, 114, 63-76.

Legare, C.H., Evans, E.M., Rosengren, K.S., & Harris, P.L. (2012). The coexistence of natural and supernatural explanations across cultures and development. Child Development, 83, 779-793. 

Legare, C.H. (2012). Exploring explanation: Explaining inconsistent information guides hypothesis-testing behavior in young children. Child Development, 83, 173-185. 

Gelman, S.A., & Legare, C.H. (2011). Concepts and folk theories. Annual Review of Anthropology, 40, 379-398. 

Legare, C.H., Gelman, S.A., & Wellman, H.M. (2010). Inconsistency with prior knowledge triggers children’s causal explanatory reasoning. Child Development, 81, 929-944.


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