Publications


Books
  • Shtulman, A. (2017). Scienceblind: Why our intuitive theories about the world are so often wrong. New York, NY: Basic Books. [ORDER]
  • Shtulman, A. (forthcoming). The creation of imagination: How we learn to contemplate novel possibilities and alternate realities. Cambridge, MA: Harvard University Press.
Journal Articles
  • Young, A. G., & Shtulman, A. (in press). How children's cognitive reflection shapes their science understanding. Frontiers in Psychology[PDF]
  • Shtulman, A., Share, I., Silber-Marker, R., & Landrum, A. R. (in press). OMG GMO! Parent-child conversations about genetically modified foods. Cognitive Development. [PDF]
  • Shtulman, A., & Legare, C. H. (in press). Competing explanations of competing explanations: Accounting for conflict between scientific and folk explanations. Topics in Cognitive Science. [PDF]
  • Shtulman, A., Foushee, R., Barner, D., Dunham, Y., & Srinivasan, M. (2019). When Allah meets Ganesha: Developing supernatural concepts in a religiously diverse society. Cognitive Development, 52, article 100806. [PDF]
  • Bowman-Smith, C. K., Shtulman, A., & Friedman, O. (2019). Distant lands make for distant possibilities: Children view improbable events as more possible in far-away locations. Developmental Psychology, 5, 722-728. [PDF]
  • Dunk, R. D. P., Barnes, M. E., ... Shtulman, A. et al. (2019). Evolution education involves a complex landscape of interrelated factors. Nature Ecology & Evolution, 3, 327-329. [PDF]
  • Shtulman, A. (2019). Do religious experiences shape religious beliefs or religious concepts? Religion, Brain, & Behavior, 9, 265-267. [PDF]
  • Shtulman, A., & Rattner, M. (2018). Theories of God: Explanatory coherence in religious cognition. PLoS ONE, 13, e0209758. [PDF]
  • Shtulman, A., & Phillips, J. (2018). Differentiating "could" from "should": Developmental changes in modal cognition. Journal of Experimental Child Psychology, 165, 161-182. [PDF]
  • Shtulman, A. (2018). Communicating developmental science to nonscientists, or how to write something even your family will want to read. Journal of Cognition and Development, 165, 161-182. [PDF]
  • Legare, C. H., Opfer, J., Busch, J. T. A., & Shtulman, A. (2018). A field guide for teaching evolution in the social sciences. Evolution and Human Behavior, 39, 257-268. [PDF]
  • Shtulman, A., & Morgan, C. (2017). The explanatory structure of unexplainable events: Causal constraints on magical reasoning. Psychonomic Bulletin & Review, 24, 1573-1585. [PDF]
  • Valdesolo, P., Shtulman, A., & Baron, A. S. (2017). Science is awe-some: The emotional antecedents of science learning. Emotion Review, 9, 1-7. [PDF]
  • Shtulman, A., Neal, C. & Lindquist, G. (2016). Children's ability to learn evolutionary explanations for biological adaptation. Early Education and Development, 27, 1222–1236. [PDF]
  • Shtulman, A., & Harrington, K. (2016). Tensions between science and intuition across the lifespan. Topics in Cognitive Science, 8, 118-137. [PDF]
  • Shtulman, A., & Lindeman, M. (2016). Attributes of God: Conceptual foundations of a foundational belief. Cognitive Science, 40, 635-670. [PDF]
  • Shtulman, A. (2015). How lay cognition constrains scientific cognition. Philosophy Compass, 10/11, 785-798. [PDF]
  • Shtulman, A. (2015). What is more informative in the history of science, the signal or the noise? Cognitive Science, 39, 842-845. [PDF]
  • Shtulman, A., & Yoo, R. I. (2015). Children's understanding of physical possibility constrains their belief in Santa Claus. Cognitive Development, 34, 51-62. [PDF]
  • Shtulman, A., & Tong, L. (2013). Cognitive parallels between moral judgment and modal judgment. Psychonomic Bulletin & Review, 20, 1327-1335. [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. (2012). 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. (2009). Rethinking the role of resubsumption in conceptual change. Educational Psychologist, 44, 41-47. [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. (2007). Imagination is only as rational as the purpose to which it is put. Behavioral and Brain Sciences, 30, 465-466. [PDF]
  • Shtulman, A., & Carey, S. (2007). Improbable or impossible? How children reason about the possibility of extraordinary events. Child Development, 78, 1015-1032. [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]
  • Shtulman, A. (2006). Qualitative differences between naive and scientific theories of evolution. Cognitive Psychology, 52, 170-194. [PDF]
Book Chapters
  • Shtulman, A. (forthcoming). Doubly counterintuitive: Cognitive obstacles to the discovery and the learning of scientific ideas and why they often differ. In R. Samuels & D. Wilkenfeld (Eds.), Advances in Experimental Philosophy of Science. New York: Bloomsbury. [PDF]
  • Shtulman, A., & Young, A. G. (forthcoming). Why do logically incompatible explanations seem psychologically compatible? Science, pseudoscience, religion, and superstition. In K. McCain & K. Kampourakis (Eds.), Scientific knowledge? An introduction to contemporary epistemology of science. New York: Routledge. [PDF]
  • Shtulman, A. (2018). Missing links: How cladograms reify common evolutionary misconceptions. In K. Rutten, S. Blancke, & R. Soetaert (Eds.), Perspectives on science and culture (pp. 149-169). West Lafayette, IN: Purdue University Press. [PDF]
  • Legare, C. H., & Shtulman, A. (2018). Explanatory pluralism across cultures and development. In J. Proust & M. Fortier (Eds.), Interdisciplinary approaches to metacognitive diversity (pp. 415-432). Oxford, UK: Oxford University Press. [PDF]
  • Shtulman, A., & Lombrozo, T. (2016). Bundles of contradiction: A coexistence view of conceptual change. In D. Barner & A. S. Baron (Eds.), Core knowledge and conceptual change (pp. 49-67). Oxford, UK: Oxford University Press. [PDF]
  • Shtulman, A. (2014). How not to teach a class. In E. M. Furtak & I. P. Renga (Eds.), The road to tenure (pp. 67-80). Lanham, MA: Rowman & Littlefield. [PDF]
  • 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). Oxford, UK: Oxford University Press. [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]
Other Publications
  • Gong, T., & Shtulman, A. (2020). The plausible impossible: Graded notions of impossibility across cultures. Proceedings of the 42nd Annual Conference of the Cognitive Science Society[PDF]
  • Young, A. G., Geddes, I., Weider, C., & Shtulman, A. (2019). Tensions between science and intuition in school-aged children. Proceedings of the 41st Annual Conference of the Cognitive Science Society, 1234-1240. [PDF]
  • Young, A. G., Laca, J., Dieffenbach, G., Hossain, E., Mann, D., & Shtulman, A. (2018). Can science beat out intuition? Increasing the accessibility of counterintuitive scientific ideas. Proceedings of the 40th Annual Conference of the Cognitive Science Society, 1238-1243. [PDF]
  • Young, A. G., Powers, A., Pilgrim, L., & Shtulman, A. (2018) Developing a cognitive reflection test for school-age children. Proceedings of the 40th Annual Conference of the Cognitive Science Society, 1232-1237. [PDF]
  • Shtulman, A., & Young, A. G. (2017). Bridging a conceptual divide: How peer collaboration facilitates science learning. Proceedings of the 39th Annual Conference of the Cognitive Science Society. [PDF]
  • Shtulman, A., & Morgan, C. (2016). The plausible impossible: Causal constraints on magical reasoning. Proceedings of the 38th Annual Conference of the Cognitive Science Society. [PDF]
  • Shtulman, A. (2014). Science v. Intuition: Why it is difficult for scientific knowledge to take root. Skeptic, 19, 46-50. [PDF]
  • Shtulman, A., & McCallum, K. (2014). Cognitive reflection predicts science understanding. Proceedings of the 36th Annual Conference of the Cognitive Science Society, 2937-2942. [PDF]
  • Shtulman, A., & Lindeman, M. (2014). God can hear but does he have ears? Dissociations between psychological and physiological dimensions of anthropomorphism. Proceedings of the 36th Annual Conference of the Cognitive Science Society, 2931-2936. [PDF]
  • 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. (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. (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]
Online Articles
  • Shtulman, A. (2020, Feb. 12). Are romantic beliefs rational? Psychology Today[LINK]
  • Shtulman, A. (2019, May 31). Little League baseball needs a growth mindset. Psychology Today. [LINK]
  • Shtulman, A. (2018, November 29). When do attempts to counter gender stereotypes backfire? Psychology Today. [LINK]
  • Shtulman, A. (2018, July 29). Fake news exploits our obliviousness to proper sourcing. Psychology Today[LINK]
  • Shtulman, A. (2017, Nov. 22). This Thanksgiving, don't mistake getting along for giving in. Psychology Today. [LINK]
  • Shtulman, A. (2017, Aug. 14). Do you have any idea what cases a solar eclipse? Psychology Today. [LINK]
  • Shtulman, A. (2017, May 29). In public understanding of science, alternative facts are the norm. NPR: Cosmos & Culture. [LINK]
  • Shtulman, A. (2016, Feb. 12). Why Darwin's tree of life is a cognitively compelling icon of evolution. This View of Life. [LINK]
  • Shtulman, A. (2015, Dec. 4). My resolution: To be more attentive to advantageous inequity. This View of Life. [LINK]