EDUCATION Harvard University, Ph.D. in Psychology, 2006 Princeton University, B.A. in Psychology, 2001 ACADEMIC POSITIONS Professor, Occidental College, 2019-present Associate Professor, Occidental College, 2013-2019 Assistant Professor, Occidental College, 2007-2013 Postdoctoral Fellow, Massachusetts Institute of Technology, 2006-2007 GRANTS & FELLOWSHIPS James S. McDonnell Understanding Human Cognition Scholar Award, The Roles of Intuition and Reflection in Understanding Science, $600,000, role: PI, 2015-2021 National Science Foundation Faculty Early Career Development Award, CAREER: Investigating the Causes and Consequences of Conceptual Change, $470,754, role: PI, 2010-2015 National Evolutionary Synthesis Center Catalysis Meeting Grant, Developing Best Practices for Teaching Evolution in the Social Sciences, role: co-PI (PI: Cristine Legare, co-PI: John Opfer), 2014 James S. McDonnell Collaborative on Causal Learning Postdoctoral Fellowship, 2006-2007 National Science Foundation Graduate Research Fellowship, 2003-2006 AWARDS & HONORS Elected 51st president of the Society for Philosophy and Psychology, 2023 Wiley's Top Downloaded Article in Child Development Perspectives, 2023 Cognitive Development Society Book Award (for Scienceblind), October 2019 Science Magazine's "Editors' Choice," July 2012 ScienceDirect's "Hottest Article" in Cognitive Development, winter 2015 ScienceDirect's "Hottest Article" in Cognition, summer 2012 ScienceDirect's "Hottest Article" in Cognitive Psychology, spring 2006 Derek Bok Center Certificate of Distinction for Excellence in Teaching, Harvard University, 2004 George W. Goethals Teaching Prize, Harvard University, 2003 Magna Cum Laude, Princeton University, 2001 George A. Miller Prize in Cognitive Science, Princeton University, 2001 Phi Beta Kappa, 2001 BOOKS [BUY] Shtulman, A. (2023). Learning to imagine: The science of discovering new possibilities. Harvard University Press. [BUY] Shtulman, A. (2017). Scienceblind: Why our intuitive theories about the world are so often wrong. Basic Books. [TOC] Shtulman, A. (under contract). Conflicted: How contradictory beliefs drive thinking and learning. MIT Press. [BUY] Belanger, M., Potvin, P., Horst, S., Shtulman, A., & Mortimer, E. (2022), Multidisciplinary perspectives on representational pluralism in human cognition. Routledge. JOURNAL ARTICLES [PDF] Shtulman, A. (in press). Conflicting views of nature and their impact on evolution understanding. Science & Education. [PDF] Shtulman, A. (2024). Children's susceptibility to online misinformation. Current Opinion in Psychology, 55, 101753. [PDF] Shtulman, A., Goulding, B., & Friedman, O. (2024). Improbable but possible: Training children to accept the possibility of unusual events. Developmental Psychology, 60, 17-27. [PDF] Shtulman, A. & Young, A. G. (2024). Tempering the tension between science and intuition. Cognition, 243, 105680. [PDF] Young, A. G., & Shtulman, A. (2024). Children's cognitive reflection predicts successful interpretations of covariation data. Frontiers in Developmental Psychology, 2, 1441395. [PDF] Barnes, M. E., Aini, R. Q., ... Shtulman, A. et al. (2024). Evaluating the current state of evolution acceptance instruments: A research coordination network meeting report. Evolution: Education and Outreach, 17, 1. [PDF] Shtulman, A., Harrington, C., Hetzel, C., Kim, J. Palumbo, C., & Rountree-Shtulman, T. (2023). Could It? Should It? Cognitive reflection facilitates children's reasoning about possibility and permissibility. Journal of Experimental Child Psychology, 235, 105727. [PDF] Shtulman, A., & Young, A. G. (2023). The development of cognitive reflection. Child Development Perspectives, 17, 59-66. [PDF] Sullivan, J., Tillman, K. A., & Shtulman, A. (2023). Stay away, Santa: Children's beliefs about the impact of COVID-19 on real and fictional beings. Developmental Psychology, 59, 940-952. [PDF] Wong, E. Y., Chu, T. N., ... Shtulman, A. et al. (2023). Development of a classification system for live surgical feedback. JAMA Network Open, 6, e2320702. [PDF] Laca, J. A., Kocielnik, R., ... Shtulman, A. et al. (2022). Using real-time feedback to improve surgical performance on a robotic tissue dissection task. European Urology Open Science, 46, 15-21. [PDF] Shtulman, A. (2022). Religion as a testing ground for cognitive science. Journal for the Cognitive Science of Religion, 7, 200-212. [PDF] Shtulman, A. (2022). The familiar appeal of imaginary worlds. Behavioral and Brain Sciences, E298. [PDF] Shtulman, A., Villalobos, A., & Ziel, D. (2021). Whitewashing nature: Sanitized depictions of biology in children's books and parent-child conversation. Child Development, 92, 2356-2374. [PDF] Shtulman, A., & Young, A. G. (2021). Learning evolution by collaboration. BioScience, 71, 1091-1102. [PDF] Barlev, M., & Shtulman, A. (2021). Minds, bodies, spirits, and gods: Does widespread belief in disembodied beings imply that we are inherent dualists? Psychological Review, 128,1007-1021. [PDF] Gong, T., Young, A. G., & Shtulman, A. (2021). The development of cognitive reflection in China. Cognitive Science, 45, 12966. [PDF] Gong, T., & Shtulman, A. (2021). The plausible impossible: Chinese adults hold graded notions of impossibility. Journal of Cognition and Culture, 21, 76-93. [PDF] McPhetres, J., & Shtulman, A. (2021). Piloerection is not a reliable physiological correlate of awe. International Journal of Psychophysiology, 159, 88-93. [PDF] Young, A. G., & Shtulman, A. (2020). Children's cognitive reflection predicts conceptual understanding in science and mathematics. Psychological Science, 31, 1396-1408. [PDF] Young, A. G., & Shtulman, A. (2020). How children's cognitive reflection shapes their science understanding. Frontiers in Psychology, 11, 1247. [PDF] Shtulman, A., & Walker, C. M. (2020). Developing an understanding of science. Annual Review of Developmental Psychology, 2, 111-132. [PDF] Shtulman, A., & Legare, C. H. (2020). Competing explanations of competing explanations: Accounting for conflict between scientific and folk explanations. Topics in Cognitive Science, 12, 1337-1362. [PDF] Shtulman, A., Share, I., Silber-Marker, R., & Landrum, A. R. (2020). OMG GMO! Parent-child conversations about genetically modified foods. Cognitive Development, 55, 100895. [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, 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, 19, 477-485. [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] 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., & Morgan, C. (2017). The explanatory structure of unexplainable events: Causal constraints on magical reasoning. Psychonomic Bulletin & Review, 24, 1573-1585. [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. BOOK CHAPTERS [PDF] Shtulman, A. (2023). When competing explanations converge: Coronavirus as a case study for why scientific explanations coexist with folk explanations. In J. N. Schupbach & D. H. Glass (Eds.), Conjunctive explanations: The nature, epistemology, and psychology of explanatory multiplicity (pp. 246-268). Routledge. [PDF] Shtulman, A. (2022). How intuitive beliefs inoculate us against scientific ones. In Musolino, J., Sommer, J., & Hemmer, P. (Eds.), The cognitive science of belief (pp. 353-373). Cambridge University Press. [PDF] Shtulman, A. (2022). Navigating the conflict between science and intuition. In Belanger, M., Potvin, P., Horst, S., Shtulman, A., & Mortimer, E. (Eds.), Multidisciplinary perspectives on representational pluralism in human cognition (pp. 122-140). Routledge. [PDF] Shtulman, A., & Young, A. G. (2020). Why do logically incompatible explanations seem psychologically compatible? Science, pseudoscience, religion, and superstition. In K. McCain & K. Kampourakis (Eds.), What is scientific knowledge? An introduction to contemporary epistemology of science (pp. 163-178). Routledge. [PDF] Shtulman, A. (2019). 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 (pp. 97-121). Bloomsbury. [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). 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 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 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). 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 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). Thompson Gale. OTHER PUBLICATIONS [PDF] Shtulman, A., Harrington, C., Hetzel, C., Kim, J. Palumbo, C., & Rountree-Shtulman, T. (2023). Developmental relations between cognitive reflectin and modal cognition. Proceedings of the 45th Annual Conference of the Cognitive Science Society. [PDF] Shtulman, A., & Meller, D. (2022). Priming counterintuitive scientific ideas. Proceedings of the 44th Annual Conference of the Cognitive Science Society, 3038-3043. [PDF] Xu, S., Shtulman, A., & Young, A. G. (2022). Can children detect fake news? Proceedings of the 44th Annual Conference of the Cognitive Science Society, 2988-2993. [PDF] Shtulman, A., Villalobos, A., & Ziel, D. (2021). Parent-child conversation about negative aspects of the biological world. Proceedings of the 43rd Annual Conference of the Cognitive Science Society, 714-720. [PDF] 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, 2466-2472. [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, 3149-3154. [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, 2099-2104. [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 Conference 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 Conference 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 Conference of the Cognitive Science Society, 235-240. CONFERENCE PRESENTATIONS American Educational Research Association: 2016 Assocation for Psychological Science: 2021 Cognitive Development Society: 2003, 2009, 2013, 2015, 2017, 2019, 2022, 2024 Cognitive Science Society: 2008, 2009, 2010, 2011, 2013, 2014, 2015, 2016, 2017, 2018, 2019, 2020, 2021, 2022, 2023 Cultural Evolution Society: 2018 European Association for Research on Learning and Instruction: 2011 European Science Education Research Association: 2019, 2021 Harry Potter Academic Conference: 2020 Human Behavior and Evolution Society: 2016 International Conference on Conceptual Change: 2022 International Conference on Thinking: 2016 International Convention of Psychological Science: 2019 Jean Piaget Society: 2011 LeakyCon: 2019 Philosophy of Science Association: 2021 Psychonomic Society: 2013 Society for Applied Research in Memory and Cognition: 2017 Society for Philosophy and Psychology: 2009, 2012, 2014, 2017, 2018, 2019, 2021, 2022, 2023, 2024 Society for Research in Child Development: 2003, 2005, 2007, 2009, 2011, 2013, 2015, 2017, 2019, 2021, 2023, 2025 INVITED TALKS University of Geneva, "Archives Jean Piaget" Keynote Address, June 2025 Society for Philosophy and Psychology, Presidential Address, June 2025 University of British Columbia, Psychology Department Colloquium, January 2025 Institute of Digital Media and Child Development, Ask the Experts Webinar, November 2024 UC Irvine, Cognitive Science Department Colloquium, October 2024 Society for Personality and Social Psychology (SPSP), Psychology of Religion and Spirituality Preconference, February 2024 Leibniz Institute for Science and Mathematics Education, Departmental Colloquium, December 2023 Phillips Exeter Academy, Biology Institute Seminar, June 2023 Harvard University, Computational Cognitive Development Lab, May 2023 Quantum Photonics Club, Fireside Chat, January 2023 Claremont McKenna College, Moral Psychology Seminar, November 2022 Cultural Evolution Virtual Research Network, Guest Speaker, November 2022 Universite Paris Cite, Centre de Neurosciences Integratives et Cognition Seminar, October 2022 University of Waterloo, Developmental Brown Bag, September 2022 EARLI Conference on Conceptual Change, Keynote Address, August 2022 Princeton University, Nature of Belief Seminar, June 2022 UC San Diego, Developmental Colloquium, May 2022 Rutgers University, Psychology Department Colloquium, April 2022 UC Berkeley, Social Origins Lab, February 2022 Stanford University, Causality in Cognition Lab, February 2022 Princeton University, Cognitive Talk, November 2021 Lake Shore Unitarian Society, Sunday Seminar, October 2021 Rutgers University, Cognitive Science of Beliefs Seminar, October 2021 ETH Zurich, STEM Learning Symposium, September 2021 UCLA, Developmental Psychology Forum, April 2021 Ethical Humanist Society of Chicago, Sunday Seminar, April 2021 Yale University, Developmental Colloquium, December 2020 UC Irvine, Psychology Colloquium on the Pandemic Response, November 2020 Reboot Foundation, Webinar on How To Teach Critical Thinking, November 2020 University of Wisconsin, Science Education Seminar, October 2020 College of the Holy Cross, Cognitive Development Lab, October 2020 Harvard University, Developmental Colloquium, August 2020 USC, Developmental Colloquium, January 2020 UC Riverside, Conference on Developing Belief, November 2019 Aarhus University Denmark, Experimental Philosophy of Science Workshop, October 2019 Weber State University, Science Education Seminar, September 2019 Society for Philosophy & Psychology, Preconference on Scientific Thought (organizer), July 2019 University of Utah, Conference on Scientific Explanations, June 2019 Harvard University, Radcliffe Workshop on Conceptions of Knowledge in Religion & Science, May 2019 New York University, Concepts & Categories Seminar, March 2019 Carnegie Mellon University, Social and Decision Sciences Seminar, March 2019 USC, Psychology Department Colloquium, January 2019 Oxford University, McDonnell Scholars meeting, June 2018 Caltech, William and Myrtle Harris Distinguished Lecture in Science and Civilization, May 2018 DePaul University, Humanities Center Colloquium, April 2018 University of Michigan, Research Center in Group Dynamics Seminar, February 2018 Cognitive Development Society (CDS), Imagination Symposium, October 2017 Stanford University, Spiritual Curiosity Workshop, May 2017 UCLA, Human Development and Psychology Colloquium, May 2017 Polytechnic School, Parent Education Seminar, May 2017 Skeptic Society, Science Salon, April 2017 University of Wisconsin Madison, Psychology and Education Seminar, April 2017 UC Riverside, Developmental Psychology Seminar Series, April 2017 University of Colorado Boulder, Education Research Seminar, March 2017 UC San Diego, Psychology Department Colloquium, October 2016 UC Irvine, School of Education Seminar, October 2016 UC Santa Barbara, Center for Evolutionary Psychology Colloquium, May 2016 UC Berkeley, Epistemic Emotions Conference, May 2016 Society for Personality and Social Psychology (SPSP), Folk Psychology Preconference, January 2016 USC, Values, Ideology, and Morality Lab talk, November 2015 UT Austin, Science and Religion Conference, April 2015 Yale University, Modality Workshop, August 2014 Ohio State, Cognitive and Brain Sciences Colloquium, January 2014 UCLA, Behavior, Evolution, and Culture Seminar, October 2011 Los Angeles Natural History Museum, Research Presentation, August 2011 Northwestern University, Language and Cognition Colloquium, May 2011 UC San Diego, Developmental Colloquium, February 2011 ETH Zurich, Life Science Learning Center Symposium, June 2010 UNLV, Educational Psychology Colloquium, March 2010 UC Berkeley, Cognitive Science Colloquium, November 2009 UC Berkeley, Concepts and Cognition Lab talk, November 2009 UT Austin, Developmental Colloquium, October 2009 USC, Developmental Colloquium, October 2008 UCLA, Applied Human Development Colloquium, March 2008 UC Riverside, Developmental Colloquium, February 2008 Harvard University, Askwith Forum, March 2006 Brown University, Belief Symposium, February 2006 Harvard University, Mind, Brain, and Behavior Colloquium, April 2005 BOARDS & COMMITTEES Society for Philosophy and Psychology, President, 2024-2025 Society for Philosophy and Psychology, Secretary-Treasurer, 2019-2023 Cognitive Development Society, Excellence in Cognitive Development Research at Undergraduate-Focused Institutions Award Committee, 2021-present Developmental Psychology, Consulting Editor, 2016-present Acta Psychologica, Editorial Board, 2021-2024 REVIEWING: JOURNALS Acta Psychologica American Psychologist Applied Cognitive Psychology Archive for the Psychology of Religion Behavioral and Brain Sciences BioScience British Journal of Developmental Psychology CBE: Life Sciences Education Child Development Child Development Perspectives Children & Society Cognition Cognitive Development Cognitive Processing Cognitive Science Cognitive Psychology Collabra: Psychology Computers & Education Current Research in Behavioral Sciences Developmental Psychology Developmental Science Educational Psychology Educational Psychologist Emotion European Journal of Developmental Psychology European Journal of the Psychology of Education European Journal of Social Psychology Evolution: Education and Outreach Evolution & Human Behavior Evolutionary Psychology Frontiers in Psychology Imagination, Cognition, and Personality Infant and Child Development International Electronic Journal of Elementary Education International Journal of Behavioral Development International Journal of Early Years Education International Journal of Science Education International Journal for the Psychology of Religion Journal for the Cognitive Science of Religion Journal of Applied Research in Memory and Cognition Journal of Applied Social Psychology Journal of Cognition Journal of Cognition and Development Journal of Cognitive Psychology Journal of Educational Psychology Journal of Environmental Psychology Journal of Experimental Child Psychology Journal of Experimental Psychology: Applied Journal of Experimental Psychology: General Journal of Experimental Psychology: Learning, Memory, and Cognition Journal of Experimental Social Psychology Journal of Memory and Language Journal of Personality and Social Psychology Journal of Science Communication Journal of Social Psychology Journal of the Learning Sciences Learning and Instruction Merrill-Palmer Quarterly Metacognition and Learning Mind, Brain, and Education Nature: Science of Learning Neurobiology of Learning and Memory Neuroeducation Open Mind Personality and Social Psychology Bulletin Personality and Social Psychology Review Perspectives on Psychological Science Philosophical Psychology PLoS ONE Proceedings of the National Academy of Sciences Psychological Bulletin Psychological Science Psychology of Aesthetics, Creativity, and the Arts Psychonomic Bulletin & Review Religion Religion, Brain, & Behavior Review of General Psychology Review of Philosophy and Psychology SAGE Open Science Science & Education Science Communication Science Education Social Cognition Social Psychological and Personality Science Thinking and Reasoning Thinking Skills and Creativity Topics in Cognitive Science Trends in Cognitive Sciences Trends in Neuroscience and Education WIREs Cognitive Science REVIEWING: ORGANIZATIONS Agence Nationale de la Recherche Cognitive Development Society Cognitive Science Society Cultural Evolution Society German Research Foundation Israel Science Foundation John Templeton Foundation Leverhulme Trust MIT Press National Science Foundation: Cultural Anthropology National Science Foundation: Decision, Risk, and Management Sciences National Science Foundation: Developmental and Learning Sciences National Science Foundation: Research and Evaluation on Education in Science and Engineering National Science Foundation: Social Psychology Natural Sciences and Engineering Research Council of Canada Netherlands Organization for Scientific Research Psychology Press Reboot Foundation Research Foundation of Flanders Routledge Sage Publications Society for Philosophy and Psychology Society for Research in Child Development Swiss National Science Foundation The Royal Society University of New Mexico Press REVIEW PANELS NSF's Developmental and Learning Sciences (DLS) program NSF's Faculty Early Career Development (CAREER) program NSF's Climate Change Education Partnership (CCEP) program NSF's Research and Evaluation on Education in Science and Engineering (REESE) program Cognitive Science Society Program Committee, 2011 ADVISORY PANELS NSF-sponsored "Analogy training to promote science learning" (D. Gentner, F. Anggoro, B. Jee, & B. Matlen), 2022-2025 NSF-sponsored "Improving the teaching of genetics in high school to avoid instilling misconceptions about gender differences" (B. Donovan, C. Riegle-Crumb, & A. Cimpian), 2020-2025 NSF-sponsored "Visual representations in biology" (K. S. Rosengren), 2018-2021 NSF-sponsored "Theatrical gaming" (Science Museum of Minnesota), 2017-2020 NSF-sponsored "Explanation and learning" (C. M. Mills & J. H. Danovitch), 2016-2018 NSF-sponsored "Evolution readiness" (Concord Consortium), 2008-2010 Templeton-sponsored "Consequences of formal education for science and religion" (C. H. Legare & O. Burger), 2019-2020 Templeton-sponsored "The ontogeny and diversity of religious cognition and behavior" (K. H. Corriveau, C. H. Legare, & R. A. Richert), 2018 DISSERTATION COMMITTEES Jesse Peregrino, Department of Psychology, UT Austin, 2025 Rui Wang, Department of Education, Cambridge University, 2024 Isabell Adler, Department of Biology Education, Leibniz Institute for Science and Mathematics Education, 2023 Charlotte Barot, Centre de Neurosciences Integratives et Cognition, Universite Paris Cite, 2022 Aino Petterson, Department of Psychology, University of Kent, 2021 Kirsten Lesage, Department of Psychology, UC Riverside, 2020 Jon McPhetres, Department of Psychology, University of Rochester, 2019 Justin Busch, Department of Psychology, UT Austin, 2018 Neil Young, Department of Education, UC Irvine, 2018 Jared Ramsburg, Department of Psychology, University of Chicago Illinois, 2016 Erin Smith, Department of Psychology, UC Riverside, 2011 FACULTY LEADERSHIP Chair, Occidental College Department of Psychology (6 years) Chair, Occidental College Department of Cognitive Science (3 years) Chair, Occidental College Undergraduate Research Committee (8 years) President, Occidental Chapter of Phi Beta Kappa, 2023-2024 Administrator, Occidental College Online Research Participation System, 2008-present COURSES TAUGHT PSYC 101: Introduction to Psychology PSYC 111: The Origins of Knowledge PSYC 200: Methods in Psychological Science PSYC 306: Cognitive Psychology PSYC 444: Thinking and Reasoning COGS 101: Introduction to Cognitive Science CSP 66: The Science of Morality CSP 57: The Cognitive Science of Scientific Cognition