- Harvard University, Ph.D. in Psychology, 2006
- Princeton University, B.A. in Psychology, 2001
GRANTS & FELLOWSHIPS
- 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
AWARDS & HONORS
- 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
BOARDS & COMMITTEES
- 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
- Society for Philosophy and Psychology, Secretary-Treasurer, 2019-present
- Developmental Psychology, Consulting Editor, 2016-present
- [BUY] Shtulman, A. (2017). Scienceblind: Why our intuitive theories about the world are so often wrong. New York: Basic Books.
- [PDF] Shtulman, A., Foushee, R., Barner, D., Dunham, Y., & Srinivasan, M. (in press). When Allah meets Ganesha: Developing supernatural concepts in a religiously diverse society. Cognitive Development.
- [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] 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] Shtulman, A., & Young, A. (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). New York: 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). New York: 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). 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] Young, A., 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., 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., 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. (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.
- American Educational Research Association: 2016
- Cognitive Development Society: 2003, 2009, 2013, 2015, 2017, 2019
- Cognitive Science Society: 2008, 2009, 2010, 2011, 2013, 2014, 2015, 2016, 2017, 2018, 2019
- Cultural Evolution Society: 2018
- European Association for Research on Learning and Instruction: 2011
- European Science Education Research Association: 2019
- Human Behavior and Evolution Society: 2016
- International Conference on Thinking: 2016
- International Convention of Psychological Science: 2019
- Jean Piaget Society: 2011
- LeakyCon: 2019
- Psychonomic Society: 2013
- Society for Applied Research in Memory and Cognition: 2017
- Society for Philosophy and Psychology: 2009, 2012, 2014, 2017, 2018, 2019
- Society for Research in Child Development: 2003, 2005, 2007, 2009, 2011, 2013, 2015, 2017, 2019
- EARLI International Conference on Conceptual Change, Keynote Address, June 2020
- Yale University, Cognitive and Developmental Psychology Current Work Series, April 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
- American Psychologist
- Archive for the Psychology of Religion
- British Journal of Developmental Psychology
- CBE: Life Sciences Education
- Child Development
- Child Development Perspectives
- Children & Society
- Cognitive Development
- Cognitive Processing
- Cognitive Science
- Cognitive Psychology
- Collabra: Psychology
- Computers & Education
- Developmental Psychology
- Developmental Science
- Educational Psychology
- Educational Psychologist
- 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 Early Years 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 Experimental Child Psychology
- Journal of Experimental Psychology: Applied
- Journal of Experimental Psychology: General
- Journal of Experimental Psychology: Learning, Memory, and Cognition
- Journal of Memory and Language
- Journal of Personality and Social Psychology
- Journal of Social Psychology
- Journal of the Learning Sciences
- Learning and Instruction
- Merrill-Palmer Quarterly
- Mind, Brain, and Education
- Neurobiology of Learning and Memory
- Personality and Social Psychology Bulletin
- 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, Brain, & Behavior
- Review of General Psychology
- SAGE Open
- Science & Education
- Science Communication
- Science Education
- Social Psychological and Personality Science
- Thinking and Reasoning
- Topics in Cognitive Science
- Trends in Cognitive Sciences
- Trends in Neuroscience and Education
- Cognitive Development Society
- Cognitive Science Society
- Israel Science Foundation
- John Templeton Foundation
- MIT Press
- National Science Foundation, Cultural Anthropology program
- National Science Foundation, Developmental and Learning Sciences (DLS) program
- National Science Foundation, Research and Evaluation on Education in Science and Engineering (REESE) program
- National Science Foundation, Social Psychology program
- Netherlands Organization for Scientific Research
- Psychology Press
- Reboot Foundation
- Research Foundation of Flanders
- Sage Publications
- Society for Philosophy and Psychology
- Society for Research in Child Development
- Swiss National Science Foundation
- The Royal Society
- 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
- NSF-sponsored “Visual Representations in Biology” project (K. S. Rosengren), 2018-2021
- NSF-sponsored “Theatrical Gaming” project (Science Museum of Minnesota), 2017-2020
- NSF-sponsored "Explanation and Learning" project (C. M. Mills & J. H. Danovitch), 2016-2018
- NSF-sponsored "Evolution Readiness" project (Concord Consortium), 2008-2010
- Templeton-sponsored “Consequences of Formal Education for Science and Religion” project (C. H. Legare & O. Burger), 2019-2020
- Templeton-sponsored “The Ontogeny and Diversity of Religious Cognition and Behavior” project (K. H. Corriveau, C. H. Legare, & R. A. Richert), 2018
- Kirsten Lesage, Department of Psychology, UC Riverside
- 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
- Chair, Occidental College Department of Psychology (2017-2018, 2019-present)
- Chair, Occidental College Department of Cognitive Science (2013-2014, 2015-2017)
- Chair, Occidental College Undergraduate Research Committee (2011-2014, 2015-2018, 2019-present)
- Administrator, Occidental College Online Research Participation System (2008-present)
- 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