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Cristine Legare
Cristine Legare
Occupation	Professor of Psychology
Academic background
Alma mater	University of California, San Diego
Academic work
Institutions	The University of Texas at Austin, University of Michigan

Cristine H. Legare is an American developmental psychologist. She is Professor of Psychology and Director of the Evolution, Variation, and Ontogeny of Learning Laboratory at The University of Texas at Austin.^[1] Legare specializes in the research of the coexistence of natural and supernatural cultures and developments.^[2]

She received the 2015 APS Janet Taylor Spence Award for Transformative Early Career Contributions^[3] and the 2016 APA Boyd McCandless Award.^[4]

Biography[edit]

ADD DATES. DETAILS FROM APS (USE RE-USE BUTTON) https://www.psychologicalscience.org/members/awards-and-honors/spence-recipients/legare

Legare completed her undergraduate degree at the University of California, San Diego where she studied human development and cultural studies.^[5] ADD MENTORS She continued her studies at the University of Michigan and participated in a program called "Culture and Cognition Program",^[5] graduating with a PhD in Psychology in 2008. MENTORS.

Dissertation titled "THE DEVELOPMENT OF CAUSAL EXPLANATORY REASONING" co-chaired by Susan A. Gelman and Henry M. Wellman.

Research[edit]

Legare focused mainly on reviewing and researching about the variations in cultures and the ways we learn as we develop from time to time. She created an article on the development of cumulative cultural learning and described how much humans have changed their train of thoughts such as how we use smartphones from stone tools; another words, human philosophy have changed over the course of cumulative culture by using different tools and evident advancements.^[6] She also researched on norm psychology and said that children has a early developing norm psychology and are more sensitive to information on social norms.^[6] Children are tend to be more engaged in learning about their surroundings or environment; making them known to be more curious than adults.^[6]

Legare and her colleagues investigated the links between different subcomponents of executive functions and academic achievement among the Chinese and American preschoolers.^[7] TELL US MORE. WHAT WAS THE BIG FINDING?

NOT SURE ABOUT THIS?

Legare wrote an article in response to The Edge 20th Anniversary Annual Question: "2017: What Scientific Term or Concept Ought to Be More Widely Known?".^[8]

Representative Publications[edit]

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Lan, X., Legare, C. H., Ponitz, C. C., Li, S., & Morrison, F. J. (2011). Investigating the links between the subcomponents of executive function and academic achievement: A cross-cultural analysis of Chinese and American preschoolers. Journal of Experimental Child Psychology, 108(3), 677-692.
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 (3), 779-793.
Legare, C. H., & Nielsen, M. (2015). Imitation and innovation: The dual engines of cultural learning. Trends in Cognitive Sciences ,19 (11), 688-699.
FIX LAST TWO REFS: USE APA TO MATCH OTHERS.
Legare, C. H., Gelman, S. A., & Wellman, H. M. (2010). Inconsistency with prior knowledge triggers children’s causal explanatory reasoning. Child Development, 81(3), 929-944.
Legare, Cristine H. "The development of cumulative cultural learning." Annual Review of Developmental Psychology 1 (2019): 119-147.