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
  • 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.
  • [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. (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] 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
  • Society for Research in Child Development: 2003, 2005, 2007, 2009, 2011, 2013, 2015, 2017, 2019, 2021, 2023
INVITED TALKS
  • University of Geneva, "Archives Jean Piaget" Keynote Address, June 2025
  • 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, Secretary-Treasurer, 2019-present
  • Cognitive Development Society, Excellence in Cognitive Development Research at Undergraduate-Focused Institutions Award Committee
  • Developmental Psychology, Consulting Editor, 2016-present
  • Acta Psychologica, Editorial Board, 2021-present
REVIEWING: JOURNALS
  • Acta Psychologica
  • American Psychologist
  • Applied Cognitive Psychology
  • Archive for the Psychology of Religion
  • 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
  • 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 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 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, 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 (4 years)
  • Chair, Occidental College Department of Cognitive Science (3 years)
  • Chair, Occidental College Undergraduate Research Committee (8 years)
  • 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