Andrew Shtulman
Cited by
Cited by
Qualitative differences between na´ve and scientific theories of evolution
A Shtulman
Cognitive psychology 52 (2), 170-194, 2006
Scientific knowledge suppresses but does not supplant earlier intuitions
A Shtulman, J Valcarcel
Cognition 124 (2), 209-215, 2012
Improbable or impossible? How children reason about the possibility of extraordinary events
A Shtulman, S Carey
Child development 78 (3), 1015-1032, 2007
The relation between essentialist beliefs and evolutionary reasoning
A Shtulman, L Schulz
Cognitive Science 32 (6), 1049-1062, 2008
Scienceblind: Why our intuitive theories about the world are so often wrong
A Shtulman
Hachette UK, 2017
Tensions between science and intuition across the lifespan
A Shtulman, K Harrington
Topics in Cognitive Science 8 (1), 118-137, 2016
The development of possibility judgment within and across domains
A Shtulman
Cognitive Development 24 (3), 293-309, 2009
Variation in the anthropomorphization of supernatural beings and its implications for cognitive theories of religion.
A Shtulman
Journal of Experimental Psychology: Learning, Memory, and Cognition 34 (5), 1123, 2008
Science is awe-some: The emotional antecedents of science learning
P Valdesolo, A Shtulman, AS Baron
Emotion Review 9 (3), 215-221, 2017
Cognitive constraints on the understanding and acceptance of evolution
A Shtulman, P Calabi
Evolution challenges: Integrating research and practice in teaching andá…, 2012
Epistemic similarities between students' scientific and supernatural beliefs.
A Shtulman
Journal of Educational Psychology 105 (1), 199, 2013
Tuition vs. intuition: Effects of instruction on naive theories of evolution
A Shtulman, P Calabi
Merrill-Palmer Quarterly 59 (2), 141-167, 2013
The Intelligent Design Controversy: Lesson From Psychology and Education
T Lombrozo, A Shtulman, M Weisberg
Trends in Cognitive Sciences 10 (2), 56, 2006
Bundles of contradiction: A coexistence view of conceptual change
A Shtulman, T Lombrozo
Core knowledge and conceptual change, 49-67, 2016
Cognitive reflection predicts science understanding
A Shtulman, K McCallum
Proceedings of the Annual Meeting of the Cognitive Science Society 36 (36), 2014
Distant lands make for distant possibilities: Children view improbable events as more possible in far-away locations.
CK Bowman-Smith, A Shtulman, O Friedman
Developmental Psychology 55 (4), 722, 2019
Differentiating “could” from “should”: Developmental changes in modal cognition
A Shtulman, J Phillips
Journal of Experimental Child Psychology 165, 161-182, 2018
Children’s ability to learn evolutionary explanations for biological adaptation
A Shtulman, C Neal, G Lindquist
Early Education and Development 27 (8), 1222-1236, 2016
Attributes of God: Conceptual foundations of a foundational belief
A Shtulman, M Lindeman
Cognitive Science 40 (3), 635-670, 2016
Learning, understanding, and acceptance: the case of evolution
A Shtulman, P Calabi
Proceedings of the Annual Meeting of the Cognitive Science Society 30 (30), 2008
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