• Thinking Lab
• Papers

Papers

Empirical Articles

• Shtulman, A., & Tong, L. (in press). Cognitive parallels between moral judgment and modal judgment. Psychonomic Bulletin & Review. [PDF]
• Shtulman, A. (2013). Epistemic similarities between students’ scientific and supernatural beliefs. Journal of Educational Psychology, 105, 199-212. [PDF]
• Shtulman, A., & Calabi, P. (2013). Tuition vs. intuition: Effects of instruction on naive theories of evolution. Merrill-Palmer Quarterly, 59, 141-167. [PDF]
• Shtulman, A., & Valcarcel, J. (2012). Scientific knowledge suppresses but does not supplant earlier intuitions. Cognition, 124, 209-215. [PDF]
• Shtulman, A., & Checa, I. (in press). Parent-child conversations about evolution in the context of an interactive museum display. International Electronic Journal of Elementary Education, 5, 27-46. [PDF]
• Shtulman, A. (2009). The development of possibility judgment within and across domains. Cognitive Development, 24, 293-309. [PDF]
• Shtulman, A. (2008). Variation in the anthropomorphization of supernatural beings and its implications for cognitive theories of religion. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 1123-1138. [PDF]
• Shtulman, A., & Schulz, L. (2008). The relation between essentialist beliefs and evolutionary reasoning. Cognitive Science, 32, 1049-1062. [PDF]
• Shtulman, A., & Carey, S. (2007). Improbable or impossible? How children reason about the possibility of extraordinary events. Child Development, 78, 1015-1032. [PDF]
• Shtulman, A. (2006). Qualitative differences between naive and scientific theories of evolution. Cognitive Psychology, 52, 170-194. [PDF]

Chapters, Commentaries, & Reviews

• Shtulman, A., & Calabi, P. (2012). Cognitive constraints on the understanding and acceptance of evolution. In K. S. Rosengren, S. Brem, E. M. Evans, & G. Sinatra (Eds.), Evolution Challenges: Integrating Research and Practice in Teaching and Learning about Evolution. (pp. 47-65). Cambridge, UK: Oxford University Press. [PDF]
• Shtulman, A. (2011). Why people do not understand evolution: An analysis of the cognitive barriers to fully grasping the unity of life. Skeptic, 16, 41-46. [PDF]
• Shtulman, A. (2009). Rethinking the role of resubsumption in conceptual change. Educational Psychologist, 44, 41-47. [PDF]
• Shtulman, A. (2008). The development of core knowledge domains. In E. M. Anderman & L. Anderman (Eds.), Psychology of Classroom Learning: An Enclyclopedia (pp. 320-325). Farmington Hills, MI: Thompson Gale. [PDF]
• Shtulman, A. (2007). Imagination is only as rational as the purpose to which it is put. Behavioral and Brain Sciences, 30, 465-466. [PDF]
• Lombrozo, T., Shtulman, A., & Weisberg, M. (2006). The intelligent design controversy: Lessons from psychology and education. Trends in Cognitive Sciences, 10, 56-57. [PDF]

Conference Proceedings

• Shtulman, A. & Valcarcel, J. (2011). Ghosts of theories past: The ever-present influence of long-discarded theories. Proceedings of the 33rd Annual Conference of the Cognitive Science Society, 213-218. [PDF]
• Shtulman, A. (2010). Confidence without competence in the evaluation of scientific claims. Proceedings of the 32nd Annual Meeting of the Cognitive Science Society, 302-307. [PDF]
• Shtulman, A. (2010). Theories of God: Explanatory coherence in a non-scientific domain. Proceedings of the 32nd Annual Meeting of the Cognitive Science Society, 1295-1300. [PDF]
• Shtulman, A., & Calabi, P. (2008). Learning, understanding, and acceptance: The case of evolution. Proceedings of the 30th Annual Meeting of the Cognitive Science Society, 235-240. [PDF]