Библиография
American Burn Association (2013). National burn repository. Chicago: American Burn Association.
Andersen, H. C. (1844/1981). The ugly duckling. In L. Owens (ed. and trans.), The complete Hans Christian Andersen fairy tales, 15–20. New York: Avenel Books. Издание на русском языке: Андерсен, Г. Х. Гадкий утенок / Г. Х. Андерсен. М.: Детская литература, 1979.
Anggoro, F. K., Waxman, S. R., and Medin, D. L. (2008). Naming practices and the acquisition of key biological concepts: Evidence from English and Indonesian. Psychological Science, 19, 314–319.
Anscombe, G. E. M. (1959). An introduction to Wittgenstein’s Tractatus. New York: Harper.
Astuti, R., and Harris, P. L. (2008). Understanding mortality and the life of the ancestors in rural Madagascar. Cognitive Science, 32, 713–740.
Astuti, R., Solomon, G. E., and Carey, S. (2004). Constraints on conceptual development: A case study of the acquisition of folkbiological and folksociological knowledge in Madagascar. Monographs of the Society for Research in Child Development, 1–161.
Atran, S., Medin, D., Lynch, E., Vapnarsky, V., Ek, E. U., and Sousa, P. (2001). Folkbiology doesn’t come from folkpsychology: Evidence from Yukatek Maya in cross-cultural perspective. Journal of Cognition and Culture, 1, 3–42.
Au, T. K. F., Chan, C. K., Chan, T. K., Cheung, M. W., Ho, J. Y., and Ip, G. W. (2008). Folkbiology meets microbiology: A study of conceptual and behavioral change. Cognitive Psychology, 57, 1–19.
Au, T. K., Sidle, A. L., and Rollins, K. B. (1993). Developing an intuitive understanding of conservation and contamination: Invisible particles as a plausible mechanism. Developmental Psychology, 29, 286–299.
Babai, R., Sekal, R., and Stavy, R. (2010). Persistence of the intuitive conception of living things in adolescence. Journal of Science Education and Technology, 19, 20–26.
Baillargeon, R. (1987). Object permanence in 3- and 4-month-old infants. Developmental Psychology, 23, 655–664.
Baillargeon, R., and Hanko-Summers, S. (1990). Is the top object adequately supported by the bottom object? Young infants’ understanding of support relations. Cognitive Development, 5, 29–53.
Baillargeon, R., Needham, A., and DeVos, J. (1992). The development of young infants’ intuitions about support. Early Development and Parenting, 1, 69–78.
Baillargeon, R., Spelke, E. S., and Wasserman, S. (1985). Object permanence in five-month-old infants. Cognition, 20, 191–208.
Barber, B. (1961). Resistance by scientists to scientific discovery. Science, 134, 596–602.
Barman, C. R., Barman, N. S., and Miller, J. A. (1996). Two teaching methods and students’ understanding of sound. School Science and Mathematics, 96, 63–67.
Bascandziev, I., and Harris, P. L. (2010). The role of testimony in young children’s solution of a gravity-driven invisible displacement task. Cognitive Development, 25, 233–246.
Bascandziev, I., and Harris, P. L. (2011). Gravity is not the only ruler for falling events: Young children stop making the gravity error after receiving additional perceptual information about the tubes mechanism. Journal of Experimental Child Psychology, 109, 468–477.
Bearon, L. B., and Koenig, H. G. (1990). Religious cognitions and use of prayer in health and illness. Gerontologist, 30, 249–253.
Bechtel, W., and Richardson, R. C. (1998). Vitalism. In E. Craig (ed.), Routledge encyclopedia of philosophy, 639–643. London: Routledge.
Bering, J. M. (2002). Intuitive conceptions of dead agents’ minds: The natural foundations of afterlife beliefs as phenomenological boundary. Journal of Cognition and Culture, 2, 263–308.
Bering, J. M. (2006). The folk psychology of souls. Behavioral and Brain Sciences, 29, 453–498.
Berkman, M. B., and Plutzer, E. (2011). Defeating creationism in the courtroom, but not in the classroom. Science, 331, 404–405.
Berthier, N. E., DeBlois, S., Poirier, C. R., Novak, J. A., and Clifton, R. K. (2000). Where’s the ball? Two-and three-year-olds reason about unseen events. Developmental Psychology, 36, 394–401.
Bidet-Ildei, C., Kitromilides, E., Orliaguet, J. P., Pavlova, M., and Gentaz, E. (2014). Preference for point-light human biological motion in newborns: Contribution of translational displacement. Developmental Psychology, 50, 113–120.
Biederman, I., and Shiffrar, M. M. (1987). Sexing day-old chicks: A case study and expert systems analysis of a difficult perceptual-learning task. Journal of Experimental Psychology: Learning, Memory and Cognition, 13, 640–645.
Bishop, B. and Anderson, C. A. (1990). Student conceptions of natural selection and its role in evolution. Journal of Research in Science Teaching, 27, 415–427.
Blacker, K. A., and LoBue, V (2016). Behavioral avoidance of contagion in children. Journal of Experimental Child Psychology, 143, 162–170.
Blancke, S., Van Breusegem, F., De Jaeger, G., Braeckman, J., and Van Montagu, M. (2015). Fatal attraction: The intuitive appeal of GMO opposition. Trends in Plant Science, 22, 1360–1385.
Blown, E. J., and Bryce, T. G. K. (2013). Thought-experiments about gravity in the history of science and in research into children’s thinking. Science and Education, 22, 419–481.
Bowler, P. J. (1992). The eclipse of Darwinism: Anti-Darwinian evolution theories in the decades around 1900. Baltimore: John Hopkins University Press.
Boyes, E., and Stanisstreet, M. (1993). The greenhouse effect: children’s perceptions of causes, consequences, and cures. International Journal of Science Education, 15, 531–552.
Brainerd, C. J., and Allen, T. W. (1971). Experimental inductions of the conservation of «first-order» quantitative invariants. Psychological Bulletin, 75, 128–144.
Brulliard, K. (2016, May 19). People love watching nature on nest cams — until it gets grisly. Washington Post. .
Buchholz, L. (2015). I know what’s best for the health of my family, and it’s magical thinking. Womanspiration, 11. Retrieved from .
Byers-Heinlein, K., and Garcia, B. (2015). Bilingualism changes children’s beliefs about what is innate. Developmental Science, 18, 344–350.
Bynum, W. (2012). A little history of science. New Haven, CT: Yale University Press.
Cacchione, T., and Burkart, J. M. (2012). Dissociation between seeing and acting: Insights from common marmosets (Callithrix jacchus). Behavioural Processes, 89, 52–60.
Cacchione, T., and Call, J. (2010). Intuitions about gravity and solidity in great apes: The tubes task. Developmental Science, 13, 320–330.
Cacchione, T., Call, J., and Zingg, R. (2009). Gravity and solidity in four great ape species (Gorilla gorilla, Pongo pygmaeus, Pan troglodytes, Pan paniscus): Vertical and horizontal variations of the table task. Journal of Comparative Psychology, 123, 168–180.
Cacchione, T., and Krist, H. (2004). Recognizing impossible object relations: intuitions about support in chimpanzees (Pan troglodytes). Journal of Comparative Psychology, 118, 140–148.
Callanan, M. A., and Oakes, L. M. (1992). Preschoolers’ questions and parents’ explanations: Causal thinking in everyday activity. Cognitive Development, 7, 213–233.
Cancer Research UK (2015, Oct. 26). Ten persistent myths about cancer that are false. The Intendent. Retrieved from .
Carbon, C. C. (2010). The earth is flat when personally significant experiences with the sphericity of the earth are absent. Cognition, 116, 130–135.
Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: MIT Press.
Carey, S. (1988). Conceptual differences between children and adults. Mind and Language, 3, 167–181.
Carey, S. (1991). Knowledge acquisition: Enrichment or conceptual change. In S. Carey and R. Gelman (eds.), The epigenesis of mind: Essays in biology and cognition, 257–291. Hillsdale, NJ: Lawrence Erlbaum.
Carey, S. (2009). The origin of concepts. Oxford, UK: Oxford University Press.
Catley, K. M., and Novick, L. R. (2008). Seeing the wood for the trees: An analysis of evolutionary diagrams in biology textbooks. BioScience, 58, 976–987.
Catley, K. M., and Novick, L. R. (2009). Digging deep: Exploring college students’ knowledge of macroevolutionary time. Journal of Research in Science Teaching, 46, 311–332.
Catley, K. M., Novick, L. R., and Shade, C. K. (2010). Interpreting evolutionary diagrams: When topology and process conflict. Journal of Research in Science Teaching, 47, 861–882.
Center for Disease Control (2015). Measles cases and outbreaks. Retrieved from .
Chai-Elsholz, R., Carruthers, L., and Silec, T. (2011). Palimpsests and the literary imagination of medieval England: Collected essays. London: Palgrave Macmillan.
Chamberlin, R. T. (1928). Some of the objections to Wegener’s theory. In W. A. J. M. van Waterschoot van der Gracht (ed.), The theory of continental drift: A symposium, 83–87. Tulsa, OK: American Association of Petroleum Geologists.
Champagne, A. B., Klopfer, L. E., and Anderson, J. H. (1980). Factors influencing the learning of classical mechanics. American Journal of Physics, 48, 1074–1079.
Chang, H. Y., and Linn, M. C. (2013). Scaffolding learning from molecular visualizations. Journal of Research in Science Teaching, 50, 858–886.
Chi, M. (1992). Conceptual change within and across ontological categories: Examples from learning and discovery in science. In R. Giere (ed.), Cognitive models of science, 129–186. Minneapolis: University of Minnesota Press.
Chi, M. T. H. (2005). Commonsense conceptions of emergent processes: Why some misconceptions are robust. Journal of the Learning Sciences, 14, 161–199.
Chi, M. T. H., Roscoe, R. D., Slotta, J. D., Roy, M., and Chase, C. C. (2012). Misconceived causal explanations for emergent processes. Cognitive Science, 36, 1–61.
Chi, M. T. H., Slotta, J. D., and De Leeuw, N. (1994). From things to processes: A theory of conceptual change for learning science concepts. Learning and Instruction, 4, 27–43.
Chiou, G. L., and Anderson, O. R. (2010). A study of undergraduate physics students’ understanding of heat conduction based on mental model theory and an ontology-process analysis. Science Education, 94, 825–854.
Christensen, K. D., Jayaratne, T. E., Roberts, J. S., Kardia, S. L. R., and Petty, E. M. (2010). Understandings of basic genetics in the United States: Results from a national survey of black and white men and women. Public Health Genomics, 13, 467–476.
Cialdini, R. B., and Goldstein, N. J. (2004). Social influence: Compliance and conformity. Annual Review of Psychology, 55, 591–621.
Clagett, M. (1961). The science of mechanics in the Middle Ages. Madison: University of Wisconsin Press.
Clark, D. B. (2006). Longitudinal conceptual change in students’ understanding of thermal equilibrium: An examination of the process of conceptual restructuring. Cognition and Instruction, 24, 467–563.
Clark, D. B., D’Angelo, C. M., and Schleigh, S. P (2011). Comparison of students’ knowledge structure coherence and understanding of force in the Philippines, Turkey, China, Mexico and the United States. Journal of the Learning Sciences, 20, 207–261.
Clement, J. (1982). Students’ preconceptions in introductory mechanics. American Journal of Physics, 50, 66–71.
Clement, J. (1993). Using bridging analogies and anchoring intuitions to deal with students’ preconceptions in physics. Journal of Research in Science Teaching, 30, 1241–1257.
Clement, J., Brown, D. E., and Zietsman, A. (1989). Not all preconceptions are misconceptions: finding «anchoring conceptions» for grounding instruction on students’ intuitions. International Journal of Science Education, 11, 554–565.
Clough, E. E., and Driver, R. (1985). Secondary students’ conceptions of the conduction of heat: Bringing together scientific and personal views. Physics Education, 20, 176–182.
Coley, J. D. (2012). Where the wild things are: Informal experience and ecological reasoning. Child Development, 83, 992–1006.
Coley, J. D., Medin, D., Proffitt, J., Lynch, E., and Atran, S. (1999). Inductive reasoning in folkbiological thought. In D. Medin and S. Atran (eds.), Folkbiology, 205–232. Cambridge, MA: MIT Press.
Coley, J. D., and Tanner, K. (2015). Relations between intuitive biological thinking and biological misconceptions in biology majors and nonmajors. CBE-Life Sciences Education, 14, 8, 1–19.
Corlett, E. N., and Wilson, J. R., and Corlett, N. (1995). Evaluation of human work. London: Taylor and Francis.
Cottrell, J. E., and Winer, G. A. (1994). Development in the understanding of perception: The decline of extramission perception beliefs. Developmental Psychology, 30, 218–228.
Couprie, D. L. (2011). Heaven and earth in ancient Greek cosmology. New York: Springer.
Cross, D. V., and Rotkin, L. (1975). The relation between size and apparent heaviness. Perception and Psychophysics, 18, 79–87.
Curtis, V., Aunger, R., and Rabie, T. (2004). Evidence that disgust evolved to protect from risk of disease. Proceedings of the Royal Society of London B: Biological Sciences, 271, 131–133.
Dar-Nimrod, I., Cheung, B. Y., Ruby, M. B., and Heine, S. J. (2014). Can merely learning about obesity genes affect eating behavior? Appetite, 81, 269–276.
Dar-Nimrod, I., and Heine, S. J. (2006). Exposure to scientific theories affects women’s math performance. Science, 314, 435–435.
Dar-Nimrod, I., and Heine, S. J. (2011). Genetic essentialism: On the deceptive determinism of DNA. Psychological Bulletin, 137, 800–818.
Darwin, C. (1844, January 11). Letter to Joseph Dalton Hooker. Retrieved from .
Darwin, C. (1859). On the origin of species by means of natural selection. London: John Murray. Издание на русском языке: Дарвин Ч. Происхождение видов путем естественного отбора. Л.: Наука, 1991.
Dawson, P., Han, I., Cox, M., Black, C., and Simmons, L. (2007). Residence time and food contact time effects on transfer of Salmonella Typhimurium from tile, wood and carpet: testing the five-second rule. Journal of Applied Microbiology, 102, 945–953.
De Waal, F. (2006). Morally evolved: Primate social instincts, human morality, and the rise and fall of «Veneer Theory». In S. Macedo and J. Ober (eds.), Primates and philosophers: How morality evolved, 1–58. Princeton, NJ: Princeton University Press.
DeJesus, J. M., Shutts, K., and Kinzler, K. D. (2015). Eww she sneezed! Contamination context affects children’s food preferences and consumption. Appetite, 87, 303–309.
Diakidoy, I. A., Vosniadou, S., and Hawks, J. D. (1997). Conceptual change in astronomy: Models of the earth and of the day/night cycle in American-Indian children. European Journal of Psychology of Education, 12, 159–184.
Diamond, A. (1985). Development of the ability to use recall to guide action, as indicated by infants’ performance on AB. Child Development, 56, 868–883.
Diamond, A., and Goldman-Rakic, P S. (1989). Comparison of human infants and rhesus monkeys on Piaget’s AB task: Evidence for dependence on dorsolateral prefrontal cortex. Experimental Brain Research, 74, 24–40.
Diesendruck, G., and Haber, L. (2009). God’s categories: The effect of religiosity on children’s teleological and essentialist beliefs about categories. Cognition, 110, 100–114.
Ding, D., Maibach, E. W., Zhao, X., Roser-Renouf, C., and Leiserowitz, A. (2011). Support for climate policy and societal action are linked to perceptions about scientific agreement. Nature Climate Change, 1, 462–466.
DiSessa, A. A. (2008). A bird’s-eye view of the «pieces» vs. «coherence» controversy (from the «pieces» side of the fence). In S. Vosniadou (ed.), International handbook of research on conceptual change, 35–60. New York: Routledge.
Dobzhansky, T. (1973). Nothing in biology makes sense except in the light of evolution. American Biology Teacher, 35, 125–129.
Dokov, W., and Dokova, K. (2011). Epidemiology and diagnostic problems of electrical injury in forensic medicine. In D. N. Vieira (ed.), Forensic medicine: From old problems to new challenges, 121–136. Rijeka, Croatia: InTech.
Donner, S. D., and McDaniels, J. (2013). The influence of national temperature fluctuations on opinions about climate change in the U.S. since 1990. Climatic Change, 118, 537–550.
Donovan, B. M. (2014). Playing with fire? The impact of the hidden curriculum in school genetics on essentialist conceptions of race. Journal of Research in Science Teaching, 51, 462–496.
Dunbar, K., Fugelsang, J., and Stein, C. (2007). Do naive theories ever go away? Using brain and behavior to understand changes in concepts. In M. Lovett and P. Shah (eds.), Thinking with data, 193–206. New York: Lawrence Erlbaum Associates.
Duncan, R. G., and Tseng, K. A. (2011). Designing project-based instruction to foster generative and mechanistic understandings in genetics. Science Education, 95, 21–56.
Eckstein, S. G., and Kozhevnikov, M. (1997). Parallelism in the development of children’s ideas and the historical development of projectile motion theories. International Journal of Science Education, 19, 1057–1073.
Elkind, D. (1961). Children’s discovery of the conservation of mass, weight, and volume: Piaget replication study II. Journal of Genetic Psychology, 98, 219–227.
Emmons, N. A., and Kelemen, D. A. (2015). Young children’s acceptance of within-species variation: Implications for essentialism and teaching evolution. Journal of Experimental Child Psychology, 139, 148–160.
Erickson, G. L. (1979). Children’s conceptions of heat and temperature. Science Education, 63, 221–230.
Evans, E. M. (2001). Cognitive and contextual factors in the emergence of diverse belief systems: creation versus evolution. Cognitive Psychology, 42, 217–266.
Evans, E. M., and Lane, J. D. (2011). Contradictory or complementary? Creationist and evolutionist explanations of the origin(s) of species. Human Development, 54, 144–159.
Evans, E. M., Spiegel, A. N., Gram, W., Frazier, B. N., Tare, M., Thompson, S., and Diamond, J. (2010). A conceptual guide to natural history museum visitors’ understanding of evolution. Journal of Research in Science Teaching, 47, 326–353.
Fallon, A. E., Rozin, P., and Pliner, P. (1984). The child’s conception of food: The development of food rejections with special reference to disgust and contamination sensitivity. Child Development, 55, 566–575.
Field, D. (1987). A review of preschool conservation training: An analysis of analyses. Developmental Review, 7, 210–251.
Fischbein, E., Stavy, R., and Ma-Naim, H. (1989). The psychological structure of naive impetus conceptions. International Journal of Science Education, 11, 71–81.
Foisy, L. M. B., Potvin, P., Riopel, M., and Masson, S. (2015). Is inhibition involved in overcoming a common physics misconception in mechanics? Trends in Neuroscience and Education, 4, 26–36.
Fox, R. (1971). The caloric theory of gases: From Lavoisier to Regnault. Oxford, UK: Clarendon.
Frappart, S., Raijmakers, M., and Frede, V. (2014). What do children know and understand about universal gravitation? Structural and developmental aspects. Journal of Experimental Child Psychology, 120, 17–38.
Freyd, J. J., and Jones, K. T. (1994). Representational momentum for a spiral path. Journal of Experimental Psychology: Learning, Memory and Cognition, 20, 968–976.
Galilei, G. (1590/1960). On motion. Madison: University of Wisconsin Press. Издание на русском языке: Галилей, Г. О движении / Г. Галилей // Избранные труды: в 2 т. М.: Наука, 1964.
Galilei, G. (1632/1953). Dialogue concerning the two chief world systems, Ptolemaic and Copernican. Oakland: University of California Press. Издание на русском языке: Галилей, Г. Диалог о двух системах мира / Г. Галилей. М.; Л.: ГИТТЛ, 1948.
Galili, I. (2001). Weight versus gravitational force: Historical and educational perspectives. International Journal of Science Education, 23, 1073–1093.
Geerdts, M. S., Van de Walle, G. A., and LoBue, V. (2015). Daily animal exposure and children’s biological concepts. Journal of Experimental Child Psychology, 130, 132–146.
Gelman, S. A., and Legare, C. H. (2011). Concepts and folk theories. Annual Review of Anthropology, 40, 379–398.
Gelman, S. A., Ware, E. A., and Kleinberg, F. (2010). Effects of generic language on category content and structure. Cognitive Psychology, 61, 273–301.
Gelman, S. A., and Wellman, H. M. (1991). Insides and essences: Early understandings of the non-obvious. Cognition, 38, 213–244.
Gervais, W. M. (2015). Override the controversy: Analytic thinking predicts endorsement of evolution. Cognition, 142, 312–321.
Goldberg, R. F., and Thompson-Schill, S. L. (2009). Developmental «roots» in mature biological knowledge. Psychological Science, 20, 480–487.
Gopnik, A. (1997). Words, thoughts, and theories. Cambridge, MA: MIT Press.
Gopnik, A., and Wellman, H. M. (2012). Reconstructing constructivism: Causal models, Bayesian learning mechanisms, and the theory theory. Psychological Bulletin, 138, 1085–1108.
Gottesman, M. (1973). Conservation development in blind children. Child Development, 44, 824–827.
Gould, S. J. (1985, June). The median isn’t the message. Discover Magazine.
Gould, S. J. (1987). Bushes all the way down. Natural History, 96, 12–19.
Gould, S. J. (1992). Ever since Darwin: Reflections in natural history. New York: Norton.
Gould, S. J. (1996). Full house: The spread of excellence from Plato to Darwin. New York: Three Rivers Press.
Gould, S. J. (1997). Redrafting the tree of life. Proceedings of the American Philosophical Society, 141, 30–54.
Gregg, V. R., Winer, G. A., Cottrell, J. E., Hedman, K. E., and Fournier, J. S. (2001). The persistence of a misconception about vision after educational interventions. Psychonomic Bulletin and Review, 8, 622–626.
Gregory, T. R. (2009). Understanding natural selection: Essential concepts and common misconceptions. Evolution: Education and Outreach, 2, 156–175.
Gripshover, S. J., and Markman, E. M. (2013). Teaching young children a theory of nutrition: Conceptual change and the potential for increased vegetable consumption. Psychological Science, 24, 1541–1553.
Gruber, H. E. (1981). Darwin on man: A psychological study of scientific creativity. Chicago: University of Chicago Press.
Gutheil, G., Vera, A., and Keil, F. C. (1998). Do houseflies think? Patterns of induction and biological beliefs in development. Cognition, 66, 33–49.
Haidt, J., McCauley, C., and Rozin, P. (1994). Individual differences in sensitivity to disgust: A scale sampling seven domains of disgust elicitors. Personality and Individual Differences, 16, 701–713.
Halloun, I. A., and Hestenes, D. (1985). Common sense concepts about motion. American Journal of Physics, 53, 1056–1065.
Hannust, T., and Kikas, E. (2010). Young children’s acquisition of knowledge about the earth: A longitudinal study. Journal of Experimental Child Psychology, 107, 164–180.
Hardy, I., Jonen, A., Möller, K., and Stern, E. (2006). Effects of instructional support within constructivist learning environments for elementary school students’ understanding of floating and sinking. Journal of Educational Psychology, 98, 307–326.
Harlow, D. B., Swanson, L. H., Nylund-Gibson, K., and Truxler, A. (2011). Using latent class analysis to analyze children’s responses to the question, «What is a day?» Science Education, 95, 477–496.
Harris, P. L., and Gimenez, M. (2005). Children’s acceptance of conflicting testimony: The case of death. Journal of Cognition and Culture, 5, 143–164.
Harrison, E. R. (1981). Cosmology. Cambridge, UK: Cambridge University Press.
Haslam, N., Rothschild, L., and Ernst, D. (2000). Essentialist beliefs about social categories. British Journal of Social Psychology, 39, 113–127.
Hatano, G., Siegler, R. S., Richards, D. D., Inagaki, K., Stavy, R., and Wax, N. (1993). The development of biological knowledge: A multi-national study. Cognitive Development, 8, 47–62.
Hayes, B. K., Goodhew, A., Heit, E., and Gillan, J. (2003). The role of diverse instruction in conceptual change. Journal of Experimental Child Psychology, 86, 253–276.
Heddy, B. C., and Nadelson, L. S. (2012). A global perspective of the variables associated with acceptance of evolution. Evolution: Education and Outreach, 5, 412–418.
Heddy, B. C., and Nadelson, L. S. (2013). The variables related to public acceptance of evolution in the United States. Evolution: Education and Outreach, 6, 1–14.
Heinrich, B. (1999). Mind of the raven. New York: Harper Collins.
Herrmann, P., Waxman, S. R., and Medin, D. L. (2010). Anthropocentrism is not the first step in children’s reasoning about the natural world. Proceedings of the National Academy of Sciences, 107, 9979–9984.
Hespos, S. J., and Baillargeon, R. (2008). Young infants’ actions reveal their developing knowledge of support variables: Converging evidence for violation-of-expectation findings. Cognition, 107, 304–316.
Hood, B. M. (1995). Gravity rules for 2- to 4-year olds? Cognitive Development, 10, 577–598.
Hood, B. M. (1998). Gravity does rule for falling events. Developmental Science, 1, 59–63.
Hood, B., Carey, S., and Prasada, S. (2000). Predicting the outcomes of physical events: Two-year-olds fail to reveal knowledge of solidity and support. Child Development, 71, 1540–1554.
Hood, B. M., Hauser, M. D., Anderson, L., and Santos, L. (1999). Gravity biases in a non-human primate? Developmental Science, 2, 35–41.
Hood, B. M., Santos, L., and Fieselman, S. (2000). Two-year-olds’ naive predictions for horizontal trajectories. Developmental Science, 3, 328–332.
Hood, B. M., Wilson, A., and Dyson, S. (2006). The effect of divided attention on inhibiting the gravity error. Developmental Science, 9, 303–308.
Horne, Z., Powell, D., Hummel, J. E., and Holyoak, K. J. (2015). Countering antivaccination attitudes. Proceedings of the National Academy of Sciences, 112, 10321–10324.
Hotchkiss, J. H. (2001). Lambasting Louis: Lessons from pasteurization. In A. Eaglesham, S. G. Pueppke, and R. W. F. Hardy (eds.), Genetically modified food and the consumer, 51–68. Ithaca, NY: National Agricultural Biotechnology Council.
Howe, C., Tavares, J. T., and Devine, A. (2012). Everyday conceptions of object fall: Explicit and tacit understanding during middle childhood. Journal of Experimental Child Psychology, 111, 351–366.
Hrepic, Z., Zollman, D. A., and Rebello, N. S. (2010). Identifying students’ mental models of sound propagation: The role of conceptual blending in understanding conceptual change. Physical Review Special Topics: Physics Education Research, 6, 1–18.
Huntley-Fenner, G., Carey, S., and Solimando, A. (2002). Objects are individuals but stuff doesn’t count: Perceived rigidity and cohesiveness influence infants’ representations of small groups of discrete entities. Cognition, 85, 203–221.
IFLScience (2015, January 29). Richard Dawkins reads hate mail from «fans». Retrieved from .
Inagaki, K., and Hatano, G. (1993). Young children’s understanding of the mind-body distinction. Child Development, 64, 1534–1549.
Inagaki, K., and Hatano, G. (1996). Young children’s recognition of commonalities between animals and plants. Child Development, 67, 2823–2840.
James, W. (1890/1950). The principles of psychology. Mineola, NY: Dover Publications. Изадние на русском языке: Джеймс, У… Научные основы психологии / У. Джеймс. М., 2003.
Jarrett, C. (2014). Great myths of the brain. Hoboken, NJ: Wiley-Blackwell.
Jaswal, V. K. (2010). Believing what you’re told: Young children’s trust in unexpected testimony about the physical world. Cognitive Psychology, 61, 248–272.
Jee, B. D., Uttal, D. H., Spiegel, A., and Diamond, J. (2015). Expert-novice differences in mental models of viruses, vaccines, and the causes of infectious disease. Public Understanding of Science, 24, 241–256.
Joh, A. S., Jaswal, V. K., and Keen, R. (2011). Imagining a way out of the gravity bias: Preschoolers can visualize the solution to a spatial problem. Child Development, 82, 744–750.
Johnson, S. (2007). The ghost map. New York: Riverhead Books.
Johnson, S. C., and Carey, S. (1998). Knowledge enrichment and conceptual change in folkbiology: Evidence from Williams syndrome. Cognitive Psychology, 37, 156–200.
Johnson, S. C., and Solomon, G. E. (1997). Why dogs have puppies and cats have kittens: The role of birth in young children’s understanding of biological origins. Child Development, 68, 404–419.
Kahan, D. M., Peters, E., Wittlin, M., Slovic, P., Ouellette, L. L., Braman, D., and Mandel, G. (2012). The polarizing impact of science literacy and numeracy on perceived climate change risks. Nature Climate Change, 2, 732–735.
Kaiser, M. K., Jonides, J., and Alexander, J. (1986). Intuitive reasoning about abstract and familiar physics problems. Memory and Cognition, 14, 308–312.
Kaiser, M. K., McCloskey, M., and Proffitt, D. R. (1986). Development of intuitive theories of motion: Curvilinear motion in the absence of external forces. Developmental Psychology, 22, 67–71.
Kaiser, M. K., Proffitt, D. R., and Anderson, K. (1985). Judgments of natural and anomalous trajectories in the presence and absence of motion. Journal of Experimental Psychology: Learning, Memory and Cognition, 11, 795–803.
Kaiser, M. K., Proffitt, D. R., and McCloskey, M. (1985). The development of beliefs about falling objects. Perception and Psychophysics, 38, 533–539.
Kaiser, M. K., Proffitt, D. R., Whelan, S. M., and Hecht, H. (1992). Influence of animation on dynamical judgments. Journal of Experimental Psychology: Human Perception and Performance, 18, 669–89.
Kalish, C. W. (1996). Preschoolers’ understanding of germs as invisible mechanisms. Cognitive Development, 11, 83–106.
Keil, F. C. (1992). Concepts, kinds, and cognitive development. Cambridge, MA: MIT Press.
Keil, F. C. (2003). Folkscience: Coarse interpretations of a complex reality. Trends in Cognitive Sciences, 7, 368–373.
Keil, F. C., and Batterman, N. (1984). A characteristic-to-defining shift in the development of word meaning. Journal of Verbal Learning and Verbal Behavior, 23, 221–236.
Kelemen, D. (2004). Are children «intuitive theists»? Reasoning about purpose and design in nature. Psychological Science, 15, 295–301.
Kelemen, D., Rottman, J., and Seston, R. (2013). Professional physical scientists display tenacious teleological tendencies: Purpose-based reasoning as a cognitive default. Journal of Experimental Psychology: General, 142, 1074–1083.
Kempton, W. (1986). Two theories of home heat control. Cognitive Science, 10, 75–90.
Keynes, J. M. (1936). The general theory of employment, interest, and money. London: Macmillan. Издание на русском языке: Кейнс, Дж. М. Общая теория занятости, процента и денег. Избранное / Дж. М. Кейнс. М.: Эксмо, 2007.
Kim, E., and Pak, S. J. (2002). Students do not overcome conceptual difficulties after solving 1traditional problems. American Journal of Physics, 70, 759–765.
Kim, I. K., and Spelke, E. S. (1999). Perception and understanding of effects of gravity and inertia on object motion. Developmental Science, 2, 339–362.
Kimel, S. Y., Huesmann, R., Kunst, J. R., and Halperin, E. (2016). Living in a genetic world: How learning about interethnic genetic similarities and differences affects peace and conflict. Personality and Social Psychology Bulletin, 42, 688–700.
Kirschner, P A., Sweller, J., and Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41, 75–86.
Klahr, D., and Nigam, M. (2004). The equivalence of learning paths in early science instruction: Effects of direct instruction and discovery learning. Psychological Science, 15, 661–667.
Klavir, R., and Leiser, D. (2002). When astronomy, biology, and culture converge: Children’s conceptions about birthdays. Journal of Genetic Psychology, 163, 239–253.
Kloos, H., Fisher, A., and Van Orden, G. C. (2010). Situated naive physics: Task constraints decide what children know about density. Journal of Experimental Psychology: General, 139, 625–637.
Kohn, A. S. (1993). Preschoolers’ reasoning about density: Will it float? Child Development, 64, 1637–1650.
Kolbert, E. (2006). Field notes from a catastrophe: Man, nature, and climate change. London: Bloomsbury.
Kozhevnikov, M., and Hegarty, M. (2001). Impetus beliefs as default heuristics: Dissociation between explicit and implicit knowledge about motion. Psychonomic Bulletin and Review, 8, 439–453.
Krist, H. (2010). Development of intuitions about support beyond infancy. Developmental Psychology, 46, 266–278.
Kronberger, N., Wagner, W., and Nagata, M. (2014). How natural is «more natural»? The role of method, type of transfer, and familiarity for public perceptions of cisgenic and transgenic modification. Science Communication, 36, 106–130.
Kuhlmeier, V. A., Troje, N. F., and Lee, V. (2010). Young infants detect the direction of biological motion in point-light displays. Infancy, 15, 83–93.
Kuhn, T. S. (1962). The structure of scientific revolutions. Chicago: University of Chicago Press. Издание на русском языке: Кун, Т. Структура научных революций / Т. Кун. М.: Прогресс, 1977.
Kuo, L. (2012, August 28). Bill Nye, The Science Guy, says creationism is not appropriate for children. Huffington Post. Retrieved from .
Lack, D. (1947/1983). Darwin’s finches. Cambridge, UK: Cambridge University Press.
Lautrey, J., and Mazens, K. (2004). Is children’s naïve knowledge consistent? A comparison of the concepts of sound and heat. Learning and Instruction, 14, 399–423.
Lawson, R. (2006). The science of cycology: Failures to understand how everyday objects work. Memory and Cognition, 34, 1667–1675.
Lazar, A., and Torney-Purta, J. (1991). The development of the subconcepts of death in young children: A short-term longitudinal study. Child Development, 62, 1321–1333.
Le Grand, H. E. (1988). Drifting continents and shifting theories. Cambridge, UK: Cambridge University Press.
Leddon, E. M., Waxman, S. R., and Medin, D. L. (2011). What does it mean to «live» and «die»? A cross-linguistic analysis of parent-child conversations in English and Indonesian. British Journal of Developmental Psychology, 29, 375–395.
Lederberg, J. (2000). Infectious history. Science, 288, 287–293.
Lee, H. S., Liu, O. L., Price, C. A., and Kendall, A. L. (2011). College students’ temporal-magnitude recognition ability associated with durations of scientific changes. Journal of Research in Science Teaching, 48, 317–335.
Lee, V., and Kuhlmeier, V. A. (2013). Young children show a dissociation in looking and pointing behavior in falling events. Cognitive Development, 28, 21–30.
Legare, C. H., and Gelman, S. A. (2008). Bewitchment, biology, or both: The co-existence of natural and supernatural explanatory frameworks across development. Cognitive Science, 32, 607–642.
Legare, C. H., and Gelman, S. A. (2009). South African children’s understanding of AIDS and flu: Investigating conceptual understanding of cause, treatment and prevention. Journal of Cognition and Culture, 9, 333–346.
Leiserowitz, A., Maibach, E., Roser-Renouf, C., Feinberg, G. and Howe, P. (2013). Global warming’s six Americas. New Haven, CT: Yale Project on Climate Change Communication.
Lewandowsky, S., Ecker, U. K., Seifert, C. M., Schwarz, N., and Cook, J. (2012). Misinformation and its correction continued influence and successful debiasing. Psychological Science in the Public Interest, 13, 106–131.
Lewandowsky, S., Gignac, G. E., and Vaughan, S. (2013). The pivotal role of perceived scientific consensus in acceptance of science. Nature Climate Change, 3, 399–404.
Lewis, E. L., and Linn, M. C. (1994). Heat energy and temperature concepts of adolescents, adults, and experts: Implications for curricular improvements. Journal of Research in Science Teaching, 31, 657–677.
Li, Y., Johnson, E. J., and Zaval, L. (2011). Local warming: Daily temperature change influences belief in global warming. Psychological Science, 22, 454–459.
Libarkin, J. C., and Anderson, S. W. (2005). Assessment of learning in entry-level geoscience courses: Results from the Geoscience Concept Inventory. Journal of Geoscience Education, 53, 394–401.
Libarkin, J. C., Anderson, S. W., Dahl, J., Beilfuss, M., Boone, W., and Kurdziel, J. P (2005). Qualitative analysis of college students’ ideas about the earth: Interviews and open-ended questionnaires. Journal of Geoscience Education, 53, 17–26.
Libarkin, J. C., and Schneps, M. H. (2012). Elementary children’s retrodictive reasoning about earth science. International Electronic Journal of Elementary Education, 5, 47–62.
Lindberg, D. C. (1976). Theories of vision from al-Kindi to Kepler. Chicago: University of Chicago Press.
Liu, X., and MacIsaac, D. (2005). An investigation of factors affecting the degree of naive impetus theory application. Journal of Science Education and Technology, 14, 101–116.
Livingston, E., and Zylke, J. W. (2012). JAMA obesity theme issue. Journal of the American Medical Association, 307, 970–971.
Lombardi, D., and Sinatra, G. M. (2012). College students’ perceptions about the plausibility of human-induced climate change. Research in Science Education, 42, 201–217.
Lusk, J. (2015). Food demand survey: January 2015. Stillwater Oklahoma State University Department of Agricultural Economics.
MacAvoy, A. (2015). Pentagon plans to exhume, identify hundreds killed in bombing of Pearl Harbor. .
MacDonald, T., and Wiley, E. O. (2012). Communicating phylogeny: Evolutionary tree diagrams in museums. Evolution: Education and Outreach, 5, 14–28.
MacFadden, B. J., Oviedo, L. H., Seymour, G. M., and Ellis, S. (2012). Fossil horses, orthogenesis, and communicating evolution in museums. Evolution: Education and Outreach, 5, 29–37.
Mahajan, N., Barnes, J. L., Blanco, M., and Santos, L. R. (2009). Enumeration of objects and substances in non-human primates: Experiments with brown lemurs (Eulemurfulvus). Developmental Science, 12, 920–928.
Marques, L., and Thompson, D. (1997). Misconceptions and conceptual changes concerning continental drift and plate tectonics among Portuguese students aged 16–17. Research in Science and Technological Education, 15, 195–222.
Marshak, S. (2009). Essentials of geology. New York: W. W. Norton and Company.
Marvin, U. (1973). Continental drift: The evolution of a concept. Washington, DC: Smithsonian Institution Press.
Masson, M. E., Bub, D. N., and Lalonde, C. E. (2011). Video-game training and naive reasoning about object motion. Applied Cognitive Psychology, 25, 166–173.
Masson, S., Potvin, P., Riopel, M., and Foisy, L. M. B. (2014). Differences in brain activation between novices and experts in science during a task involving a common misconception in electricity. Mind, Brain, and Education, 8, 44–55.
Masson, S., and Vazquez-Abad, J. (2006). Integrating history of science in science education through historical microworlds to promote conceptual change. Journal of Science Education and Technology, 15, 257–268.
Mayo Clinic (2014). Causes of frostbite. Retrieved from .
Mayr, E. (1982). The growth of biological thought: Diversity, evolution, and inheritance. Cambridge, MA: Harvard University Press.
Mayr, E. (2001). What evolution is. New York: Basic Books.
Mazens, K., and Lautrey, J. (2003). Conceptual change in physics: Children’s naive representations of sound. Cognitive Development, 18, 159–176.
McCloskey, M. (1983a). Intuitive physics. Scientific American, 248, 122–130.
McCloskey, M. (1983b). Naive theories of motion. In D. Gentner and A. L. Stevens (eds.), Mental models, 299–324. Hillsdale, NJ: Erlbaum.
McCloskey, M., Caramazza, A., and Green, B. (1980). Curvilinear motion in the absence of external forces: Naive beliefs about the motion of objects. Science, 210, 1139–1141.
McFerran, B., and Mukhopadhyay, A. (2013). Lay theories of obesity predict actual body mass. Psychological Science, 24, 1428–1436.
McNeil, N. M., Fyfe, E. R., and Dunwiddie, A. E. (2015). Arithmetic practice can be modified to promote understanding of mathematical equivalence. Journal of Educational Psychology, 107, 423–436.
Mead, L. S., and Mates, A. (2009). Why science standards are important to a strong science curriculum and how states measure up. Evolution: Education and Outreach, 2, 359–371.
Medin, D., Waxman, S., Woodring, J., and Washinawatok, K. (2010). Human-centeredness is not a universal feature of young children’s reasoning: Culture and experience matter when reasoning about biological entities. Cognitive Development, 25, 197–207.
Meir, E., Perry, J, Herron, J. C., and Kingsolver, J. (2007). College students’ misconceptions about evolutionary trees. American Biology Teacher, 69, 71–76.
Mendes, N., Rakoczy, H., and Call, J. (2008). Ape metaphysics: Object individuation without language. Cognition, 106, 730–749.
Mermelstein, E., and Meyer, E. (1969). Conservation training techniques and their effects on different populations. Child Development, 40, 471–490.
Meyer, M., Leslie, S. J., Gelman, S. A., and Stilwell, S. M. (2013). Essentialist beliefs about bodily transplants in the United States and India. Cognitive Science, 37, 668–710.
Middleton, W. E. K. (1971). The experimenters: A study of the Accademia del Cimento. Baltimore: Johns Hopkins Press.
Miller, C. S., Lehman, J. F., and Koedinger, K. R. (1999). Goals and learning in microworlds. Cognitive Science, 23, 305–336.
Miller, J. D., Scott, E. C., and Okamoto, S. (2006). Public acceptance of evolution. Science, 313, 765–766.
Miller, S. A. (1973). Contradiction, surprise, and cognitive change: The effects of disconfirmation of belief on conservers and nonconservers. Journal of Experimental Child Psychology, 15, 47–62.
Millman, A. B., and Smith, C. L. (1997). Darwin’s use of analogical reasoning in theory construction. Metaphor and Symbol, 12, 159–187.
Mills, C. M., and Keil, F. C. (2004). Knowing the limits of one’s understanding: The development of an awareness of an illusion of explanatory depth. Journal of Experimental Child Psychology, 87, 1–32.
Minstrell, J. (1982). Explaining the «at rest» condition of an object. Physics Teacher, 20, 10–14.
Miton, H., Claidiere, N., and Mercier, H. (2015). Universal cognitive mechanisms explain the cultural success of bloodletting. Evolution and Human Behavior, 36, 303–312.
Mora, C., Tittensor, D. P., Adl, S., Simpson, A. G., and Worm, B. (2011). How many species are there on Earth and in the ocean? PLoS Biology, 9, e1001127.
Morris, S. C., Taplin, J. E., and Gelman, S. A. (2000). Vitalism in naive biological thinking. Developmental Psychology, 36, 582–595.
Moss, J., and Case, R. (1999). Developing children’s understanding of the rational numbers: A new model and an experimental curriculum. Journal for Research in Mathematics Education, 30, 122–147.
Mungai, E. A., Behravesh, C. B., and Gould, L. H. (2015). Increased outbreaks associated with nonpasteurized milk, United States, 2007–2012. Emerging Infectious Diseases, 21, 119–122.
Murphy, G. L., and Medin, D. L. (1985). The role of theories in conceptual coherence. Psychological Review, 92, 289–316.
Myers, T. A., Maibach, E., Peters, E., and Leiserowitz, A. (2015). Simple messages help set the record straight about scientific agreement on human-caused climate change: The results of two experiments. PloS One, 10, e0120985.
Nakhleh, M. B., Samarapungavan, A., and Saglam, Y. (2005). Middle school students’ beliefs about matter. Journal of Research in Science Teaching, 42, 581–612.
National Academies of Sciences, Engineering, and Medicine (2016a). Genetically engineered crops: Experiences and prospects. Washington, DC: National Academies Press.
National Academies of Sciences, Engineering and Medicine (2016b). Science literacy: Concepts, contexts, and consequences. Washington, DC: National Academies Press.
National Conference of State Legislatures (2016, Aug. 23). States with religious and philosophical exemptions from school immunization requirements. Retrieved from .
National Science Board (2014). Science and engineering indicators. Arlington, VA: National Science Foundation.
National Science Teachers Association (2013). Next generation science standards. Washington, DC: National Academies Press.
Needham, A., and Baillargeon, R. (1993). Intuitions about support in 4,5-month-old infants. Cognition, 47, 121–148.
Nersessian, N. J. (1989). Conceptual change in science and in science education. Synthese, 80, 163–183.
Neurath, O. (1973). Empiricism and sociology. Dordrecht: Holland: D. Reidel Publishing Company.
Newport, F. (2010). Four in 10 Americans believe in strict creationism. Gallup Organization.
Newton, I. (1687/1999). The principia: mathematical principles of natural philosophy. Berkeley: University of California Press. Издание на русском языке: Ньютон, И. Математические начала натуральной философии / И. Ньютон. М.: Наука, 1989.
Nguyen, S. P., McCullough, M. B., and Noble, A. (2011). A theory-based approach to teaching young children about health: A recipe for understanding. Journal of Educational Psychology, 103, 594–606.
Nguyen, S. P, and Rosengren, K. S. (2004). Causal reasoning about illness: A comparison between European-and Vietnamese-American children. Journal of Cognition and Culture, 4, 51–78.
Nobes, G., Martin, A. E., and Panagiotaki, G. (2005). The development of scientific knowledge of the earth. British Journal of Developmental Psychology, 23, 47–64.
Novick, L. R., and Catley, K. M. (2007). Understanding phylogenies in biology: The influence of a Gestalt perceptual principle. Journal of Experimental Psychology: Applied, 13, 197–223.
Novick, S., and Nussbaum, J. (1981). Pupils’ understanding of the particulate nature of matter: A cross-age study. Science Education, 65, 187–196.
Nussbaum, J., and Novak, J. D. (1976). An assessment of children’s concepts of the earth utilizing structured interviews. Science Education, 60, 535–550.
O’Connor, A. (2008, November 10). The claim: Tongue is mapped into four areas of taste. New York Times, D6.
Obama, B. (2015). Climate change can no longer be ignored. Office of the Press Secretary. Retrieved from .
Olsen, S. J., MacKinnon, L. C., Goulding, J. S., Bean, N. H., and Slutsker, L. (2000). Surveillance for foodborne disease outbreaks: United States, 1993–1997. Morbidity and Mortality Weekly Report, 49, 1–62.
Onion (2010). Scientists successfully teach gorilla it will die someday. .
Onion (2015). Natural selection kills 38 quadrillion organisms in bloodiest day yet. .
Opfer, J. E., Nehm, R. H., and Ha, M. (2012). Cognitive foundations for science assessment design: Knowing what students know about evolution. Journal of Research in Science Teaching, 49, 744–777.
Opfer, J. E., and Siegler, R. S. (2004). Revisiting preschoolers’ living things concept: A microgenetic analysis of conceptual change in basic biology. Cognitive Psychology, 49, 301–332.
Orenstein, W. A., Papania, M. J., and Wharton, M. E. (2004). Measles elimination in the United States. Journal of Infectious Diseases, 189, 1–3.
Oreskes, N. (1999). The rejection of continental drift: Theory and method in American earth science. Oxford, UK: Oxford University Press.
Orwig, J. (2015). The physics of Mario World show the game has a fundamental flaw. Business Insider. Retrieved from .
Osthaus, B., Slater, A. M., and Lea, S. E. (2003). Can dogs defy gravity? A comparison with the human infant and a non-human primate. Developmental Science, 6, 489–497.
Ozsoy, S. (2012). Is the earth flat or round? Primary school children’s understandings of the planet earth. International Electronic Journal of Elementary Education, 4, 407–415.
Palmer, D. H., and Flanagan, R. B. (1997). Readiness to change the conception that «motion-implies-force»: A comparison of 12-year-old and 16-year-old students. Science Education, 81, 317–331.
Panagiotaki, G., Nobes, G., Ashraf, A., and Aubby, H. (2015). British and Pakistani children’s understanding of death: Cultural and developmental influences. British Journal of Developmental Psychology, 33, 31–44.
Panagiotaki, G., Nobes, G., and Banerjee, R. (2006). Children’s representations of the earth: A methodological comparison. British Journal of Developmental Psychology, 24, 353–372.
Pemberton, S. G., Gingras, M. K., and MacEachern, J. A. (2007). Edward Hitchcock and Roland Bird: Two early titans of vertebrate ichnology in North America. In W. Miller (ed.). Trace fossils: Concepts, problems, prospects, 30–49. Amsterdam: Elsevier.
Pennisi, E. (2003). Modernizing the tree of life. Science, 300, 1692–1697.
Pew Research Center (2009). Public opinion on religion and science in the United States. Washington, DC: Pew Research Center.
Pew Research Center (2015). Public and scientists’ views on science and society. Washington, DC: Pew Research Center.
Phillips, B. C., Novick, L. R., Catley, K. M., and Funk, D. J. (2012). Teaching tree thinking to college students: It’s not as easy as you think. Evolution: Education and Outreach, 5, 595–602.
Piaget, J. (1929/2007). The child’s conception of the world. New York: Routledge. Издание на русском языке: Пиаже, Ж. Речь и мышление ребенка / Ж. Пиаже. М.: Педагогика-Пресс, 1994.
Piaget, J. (1941/2001). The child’s conception of number. New York: Routledge. Издание на русском языке: Пиаже, Ж. Генезис числа у ребенка // Пиаже Ж. Избранные психологические труды. М.: Просвещение, 1969 и 1994.
Piaget, J. (1937/1954). The construction of reality in the child. New York: Basic Books.
Poling, D. A., and Evans, E. M. (2004). Religious belief, scientific expertise, and folk ecology. Journal of Cognition and Culture, 4, 485–524.
Poling, D. A., and Hupp, J. M. (2008). Death sentences: A content analysis of children’s death literature. Journal of Genetic Psychology, 169, 165–176.
Potter, M. E., Kaufmann, A. F., Blake, P A., and Feldman, R. A. (1984). Unpasteurized milk: The hazards of a health fetish. Journal of the American Medical Association, 252, 2048–2052.
Potvin, P, Masson, S., Lafortune, S., and Cyr, G. (2015). Persistence of the intuitive conception that heavier objects sink more: A reaction time study with different levels of interference. International Journal of Science and Mathematics Education, 13, 21–43.
Priest, S. H., Bonfadelli, H., and Rusanen, M. (2003). The «trust gap» hypothesis: Predicting support for biotechnology across national cultures as a function of trust in actors. Risk Analysis, 23, 751–766.
Public Policy Polling (2013). Democrats and Republicans differ on conspiracy theory beliefs. Raleigh, NC: Public Policy Polling.
Punter, P, Ochando-Pardo, M., and Garcia, J. (2011). Spanish secondary school students’ notions on the causes and consequences of climate change. International Journal of Science Education, 33, 447–464.
Quoidbach, J., Gilbert, D. T., and Wilson, T. D. (2013). The end of history illusion. Science, 339, 96–98.
Raman, L., and Gelman, S. A. (2004). A cross-cultural developmental analysis of children’s and adults’ understanding of illness in South Asia (India) and the United States. Journal of Cognition and Culture, 4, 293–317.
Raman, L., and Gelman, S. A. (2005). Children’s understanding of the transmission of genetic disorders and contagious illnesses. Developmental Psychology, 41, 171–182.
Raman, L., and Winer, G. A. (2004). Evidence of more immanent justice responding in adults than children: A challenge to traditional developmental theories. British Journal of Developmental Psychology, 22, 255–274.
Ranney, M. A., and Clark, D. (2016). Climate change conceptual change: Scientific information can transform attitudes. Topics in Cognitive Science, 8, 49–75.
Rappolt-Schlichtmann, G., Tenenbaum, H. R., Koepke, M. F., and Fischer, K. W. (2007). Transient and robust knowledge: Contextual support and the dynamics of children’s reasoning about density. Mind, Brain, and Education, 1, 98–108.
Reiner, M., Slotta, J. D., Chi, M. T. H., and Resnick, L. B. (2000). Naive physics reasoning: A commitment to substance-based conceptions. Cognition and Instruction, 18, 1–34.
Renken, M. D., and Nunez, N. (2010). Evidence for improved conclusion accuracy after reading about rather than conducting a belief-inconsistent simple physics experiment. Applied Cognitive Psychology, 24, 792–811.
Renken, M. D., and Nunez, N. (2013). Computer simulations and clear observations do not guarantee conceptual understanding. Learning and Instruction, 23, 10–23.
Riedel, S. (2005). Edward Jenner and the history of smallpox and vaccination. Baylor University Medical Center Proceedings, 18, 21–25.
Rosenberg, R. D. (2008). Infants’ and young children’s representations of objects and non-cohesive entities: Implications for the core cognition hypothesis (unpublished doctoral dissertation). Cambridge, MA: Harvard University.
Rosenberg, N. A., Pritchard, J. K., Weber, J. L., Cann, H. M., Kidd, K. K., Zhivotovsky, L. A., and Feldman, M. W. (2002). Genetic structure of human populations. Science, 298, 2381–2385.
Rosengren, K. S., Miller, P. J., Gutierrez, I. T., Chow, P. I., Schein, S. S., and Anderson, K. N. (2014). Children’s understanding of death: Toward a contextualized and integrated account. Monographs of the Society for Research in Child Development, 79, 1–162.
Roser, M. E., Fugelsang, J. A., Handy, T. C., Dunbar, K. N., and Gazzaniga, M. S. (2009). Representations of physical plausibility revealed by event-related potentials. NeuroReport, 20, 1081–1086.
Ross, N., Medin, D., Coley, J. D., and Atran, S. (2003). Cultural and experiential differences in the development of folkbiological induction. Cognitive Development, 18, 25–47.
Roughgarden, J. (2004). Evolution’s rainbow: Diversity, gender, and sexuality in nature and people. Berkeley: University of California Press.
Rozenblit, L., and Keil, F. (2002). The misunderstood limits of folk science: An illusion of explanatory depth. Cognitive Science, 26, 521–562.
Rozin, P (1990). Development in the food domain. Developmental Psychology, 26, 555–562.
Rozin, P, Fallon, A., and Augustoni-Ziskind, M. (1985). The child’s conception of food: The development of contamination sensitivity to «disgusting» substances. Developmental Psychology, 21, 1075–1079.
Rozin, P., Millman, L., and Nemeroff, C. (1986). Operation of the laws of sympathetic magic in disgust and other domains. Journal of Personality and Social Psychology, 50, 703–712.
Samarapungavan, A., Vosniadou, S., and Brewer, W. F. (1996). Mental models of the earth, sun, and moon: Indian children’s cosmologies. Cognitive Development, 11, 491–521.
Samarapungavan, A. and Wiers, R. W. (1997). Children’s thoughts on the origin of species: A study of explanatory coherence. Cognitive Science, 21, 147–177.
Sanchez, C. A., and Wiley, J. (2014). The role of dynamic spatial ability in geoscience text comprehension. Learning and Instruction, 31, 33–45.
Sanner, M. A. (2001). People’s feelings and beliefs about receiving transplants of different origins: Questions of life and death, identity, and nature’s border. Clinical Transplantation, 15, 19–27.
Santos, L. R. (2004). Core knowledges: A dissociation between spatiotemporal knowledge and contact-mechanics in a non-human primate? Developmental Science, 7, 167–174.
Santos, L. R., and Hauser, M. D. (2002). A non-human primate’s understanding of solidity: Dissociations between seeing and acting. Developmental Science, 5, F1–F7.
Santos, L. R., Seelig, D., and Hauser, M. D. (2006). Cotton-top tamarins’ (Saguinus oedipus) expectations about occluded objects: A dissociation between looking and reaching tasks. Infancy, 9, 147–171.
Schaller, M., Miller, G. E., Gervais, W. M., Yager, S., and Chen, E. (2010). Mere visual perception of other people’s disease symptoms facilitates a more aggressive immune response. Psychological Science, 21, 649–652.
Schneps, M. H., Sadler, P. M., Woll, S., and Crouse, L. (1988). A private universe. Santa Monica, CA: Pyramid Films. .
Scholl, B. J. (2001). Objects and attention: The state of the art. Cognition, 80, 1–46.
Sclater, P. L. (1864). The mammals of Madagascar. Quarterly Journal of Science, 1, 213–219.
Shea, N. A. (2015). Examining the nexus of science communication and science education: A content analysis of genetics news articles. Journal of Research in Science Teaching, 52, 397–409.
Sheppard, K. (2015). Watch a U. S. Senator use a snowball to deny global warming. Mother Jones. .
Shermer, M. (2001). Fox’s Flapdoodle: Tabloid television offers a lesson in uncritical thinking. Scientific American, 284, 37.
Shtulman, A. (2006). Qualitative differences between naive and scientific theories of evolution. Cognitive Psychology, 52, 170–194.
Shtulman, A. (2008). The development of core knowledge domains. In E. M. Anderman and L. Anderman (eds.), Psychology of classroom learning: An encyclopedia, 320–325. Farmington Hills, MI: Thompson Gale.
Shtulman, A. (2013). Epistemic similarities between students’ scientific and supernatural beliefs. Journal of Educational Psychology, 105, 199–212.
Shtulman, A. (2014). Using the history of science to identify conceptual prerequisites to understanding evolution. Poster presented at the 40th meeting of the Society for Philosophy and Psychology, Vancouver, Canada.
Shtulman, A., and Calabi, P. (2012). Cognitive constraints on the understanding and acceptance of evolution. In K. S. Rosengren, S. Brem, E. M. Evans, and G. Sinatra (eds.), Evolution challenges: Integrating research and practice in teaching and learning about evolution, 47–65. Cambridge, UK: Oxford University Press.
Shtulman, A., and Calabi, P. (2013). Tuition vs. intuition: Effects of instruction on naive theories of evolution. Merrill-Palmer Quarterly, 59, 141–167.
Shtulman, A., and 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.
Shtulman, A., and Harrington, K. (2016). Tensions between science and intuition across the lifespan. Topics in Cognitive Science, 8, 118–137.
Shtulman, A., and Lombrozo, T. (2016). Bundles of contradiction: A coexistence view of conceptual change. In D. Barner and A. Baron (eds.), Core knowledge and conceptual change, 49–67. Oxford, UK: Oxford University Press.
Shtulman, A., and Schulz, L. (2008). The relationship between essentialist beliefs and evolutionary reasoning. Cognitive Science, 32, 1049–1062.
Shtulman, A., and Valcarcel, J. (2012). Scientific knowledge suppresses but does not supplant earlier intuitions. Cognition, 124, 209–215.
Shutts, K., Keen, R., and Spelke, E. S. (2006). Object boundaries influence toddlers’ performance in a search task. Developmental Science, 9, 97–107.
Siegal, M., Butterworth, G., and Newcombe, P. A. (2004). Culture and children’s cosmology. Developmental Science, 7, 308–324.
Siegal, M., Nobes, G., and Panagiotaki, G. (2011). Children’s knowledge of the Earth. Nature Geoscience, 4, 130–132.
Siegal, M., and Share, D. L. (1990). Contamination sensitivity in young children. Developmental Psychology, 26, 455–458.
Siegler, R. S., DeLoache, J. S., and Eisenberg, N. (2010). How children develop. New York: Macmillan.
Skamp, K., Boyes, E., and Stanisstreet, M. (2013). Beliefs and willingness to act about global warming: Where to focus science pedagogy? Science Education, 97, 191–217.
Slaughter, V., and Griffiths, M. (2007). Death understanding and fear of death in young children. Clinical Child Psychology and Psychiatry, 12, 525–535.
Slaughter, V., and Lyons, M. (2003). Learning about life and death in early childhood. Cognitive Psychology, 46, 1–30.
Slotta, J. D., and Chi, M. T. (2006). Helping students understand challenging topics in science through ontology training. Cognition and Instruction, 24, 261–289.
Slotta, J. D., Chi, M. T., and Joram, E. (1995). Assessing students’ misclassifications of physics concepts: An ontological basis for conceptual change. Cognition and Instruction, 13, 373–400.
Smith, C. (2007). Bootstrapping processes in the development of students’ commonsense matter theories: Using analogical mappings, thought experiments, and learning to measure to promote conceptual restructuring. Cognition and Instruction, 25, 337–398.
Smith, C., Carey, S., and Wiser, M. (1985). On differentiation: A case study of the development of the concepts of size, weight, and density. Cognition, 21, 177–237.
Smith, C., Maclin, D., Grosslight, L., and Davis, H. (1997). Teaching for understanding: A comparison of two approaches to teaching students about matter and density. Cognition and Instruction, 15, 317–393.
Smith, C., Solomon, G. E., and Carey, S. (2005). Never getting to zero: Elementary school students’ understanding of the infinite divisibility of number and matter. Cognitive Psychology, 51, 101–140.
Smith, C., and Unger, C. (1997). What’s in dots-per-box? Conceptual bootstrapping with stripped-down visual analogs. Journal of the Learning Sciences, 6, 143–181.
Solomon, G. E. (2002). Birth, kind and naive biology. Developmental Science, 5, 213–218.
Solomon, G. E., and Cassimatis, N. L. (1999). On facts and conceptual systems: young children’s integration of their understandings of germs and contagion. Developmental Psychology, 35, 113–126.
Solomon, G. E., Johnson, S. C., Zaitchik, D., and Carey, S. (1996). Like father, like son: Young children’s understanding of how and why offspring resemble their parents. Child Development, 67, 151–171.
Sousa, P., Atran, S., and Medin, D. (2002). Essentialism and folkbiology: Evidence from Brazil. Journal of Cognition and Culture, 2, 195–223.
Speece, M. W., and Brent, S. B. (1984). Children’s understanding of death: A review of three components of a death concept. Child Development, 55, 1671–1686.
Spelke, E. S. (1994). Initial knowledge: Six suggestions. Cognition, 50, 431–445.
Spelke, E. S. (2005). Sex differences in intrinsic aptitude for mathematics and science? A critical review. American Psychologist, 60, 950–958.
Spelke, E. S., Breinlinger, K., Macomber, J., and Jacobson, K. (1992). Origins of knowledge. Psychological Review, 99, 605–632.
Spelke, E. S., and Kinzler, K. D. (2007). Core knowledge. Developmental Science, 10, 89–96.
Spencer, S. J., Steele, C. M., and Quinn, D. M. (1999). Stereotype threat and women’s math performance. Journal of Experimental Social Psychology, 35, 4–28.
Springer, K. (1995). Acquiring a naive theory of kinship through inference. Child Development, 66, 547–558.
Springer, K., Ngyuen, T., and Samaniego, R. (1996). Early understanding of age-and environment-related noxiousness in biological kinds: Evidence for a naive theory. Cognitive Development, 11, 65–82.
Stavy, R., and Wax, N. (1989). Children’s conceptions of plants as living things. Human Development, 32, 88–94.
Steinberg, M. S., Brown, D. E., and Clement, J. (1990). Genius is not immune to persistent misconceptions: Conceptual difficulties impeding Isaac Newton and contemporary physics students. International Journal of Science Education, 12, 265–273.
Stenn, F. (1980). Nurture turned to poison. Perspectives in Biology and Medicine, 24, 69–80.
Stevenson, R. J., Oaten, M. J., Case, T. I., Repacholi, B. M., and Wagland, P. (2010). Children’s response to adult disgust elicitors: Development and acquisition. Developmental Psychology, 46, 165–177.
Straatemeier, M., van der Maas, H. L., and Jansen, B. R. (2008). Children’s knowledge of the earth: A new methodological and statistical approach. Journal of Experimental Child Psychology, 100, 276–296.
Sylvia, C., Novak W. (1997). A change of heart: A memoir. New York: Time Warner.
Thagard, P (1992). Conceptual revolutions. Princeton, NJ: Princeton University Press.
Thagard, P. (1999). How scientists explain disease. Princeton, NJ: Princeton University Press.
Thagard, P. (2014). Explanatory identities and conceptual change. Science and Education, 23, 1531–1548.
Tomasello, M., and Carpenter, M. (2007). Shared intentionality. Developmental science, 10, 121–125.
Tomasello, M., and Herrmann, E. (2010). Ape and human cognition: What’s the Difference? Current Directions in Psychological Science, 19, 3–8.
Toulmin, S., and Goodfield, J. (1982). The architecture of matter. Chicago: University of Chicago Press.
Trend, R. D. (2001). Deep time framework: A preliminary study of UK primary teachers’ conceptions of geological time and perceptions of geoscience. Journal of Research in Science Teaching, 38, 191–221.
Tufte, E. R. (2001). The visual display of quantitative information (2nd ed.). Cheshire, CT: Graphics Press.
Перевод книги Эдварда Тафти «Представление информации» на русский язык: .
United Nations Educational, Scientific and Cultural Organization (1970). The race concept: Results of an inquiry. Westport, CT: Greenwood Press.
Van der Linden, S., Leiserowitz, A. A., Feinberg, G. D., and Maibach, E. W. (2015). The scientific consensus on climate change as a gateway belief: Experimental evidence. PloS One, 10, e0118489.
Venville, G., Gribble, S. J., and Donovan, J. (2005). An exploration of young children’s understandings of genetics concepts from ontological and epistemological perspectives. Science Education, 89, 614–633.
Vosniadou, S. (1994a). Capturing and modeling the process of conceptual change. Learning and Instruction, 4, 45–69.
Vosniadou, S. (1994b). Universal and culture-specific properties of children’s mental models of the earth. In L. A. Hirschfeld and S. A. Gelman (eds.), Mapping the mind: Domain specificity in cognition and culture, 412–430. Cambridge, UK: Cambridge University Press.
Vosniadou, S., and Brewer, W. F. (1987). Theories of knowledge restructuring in development. Review of Educational Research, 57, 51–67.
Vosniadou, S., and Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535–585.
Vosniadou, S., and Brewer, W. F. (1994). Mental models of the day/night cycle. Cognitive Science, 18, 123–183.
Vosniadou, S., Skopeliti, I., and Ikospentaki, K. (2004). Modes of knowing and ways of reasoning in elementary astronomy. Cognitive Development, 19, 203–222.
Vosniadou, S., Skopeliti, I., and Ikospentaki, K. (2005). Reconsidering the role of artifacts in reasoning: Children’s understanding of the globe as a model of the earth. Learning and Instruction, 15, 333–351.
Ware, E. A., and Gelman, S. A. (2014). You get what you need: An examination of purpose-based inheritance reasoning in undergraduates, preschoolers, and biological experts. Cognitive Science, 38, 197–243.
Waxman, S., Medin, D., and Ross, N. (2007). Folkbiological reasoning from a cross-cultural developmental perspective: Early essentialist notions are shaped by cultural beliefs. Developmental Psychology, 43, 294–308.
Webb, N. (1993). Helping bereaved children: A handbook for practitioners. New York: Guilford.
Wegener, A. (1929/1966). The origin of continents and oceans. New York: Dover.
Wellman, H. M., and Gelman, S. A. (1992). Cognitive development: Foundational theories of core domains. Annual Review of Psychology, 43, 337–375.
White, B. Y. (1984). Designing computer games to help physics students understand Newton’s laws of motion. Cognition and Instruction, 1, 69–108.
Wicker, B., Keysers, C., Plailly, J., Royet, J. P., Gallese, V., and Rizzolatti, G. (2003). Both of us disgusted in my insula: The common neural basis of seeing and feeling disgust. Neuron, 40, 655–664.
Widen, S. C., and Russell, J. A. (2013). Children’s recognition of disgust in others. Psychological Bulletin, 139, 271–299.
Willis, B. (1910). Principles of paleogeography. Science, 31, 241–260.
Winer, G. A., and Cottrell, J. E. (1996). Effects of drawing on directional representations of the process of vision. Journal of Educational Psychology, 88, 704–714.
Winer, G. A., Cottrell, J. E., Karefilaki, K. D., and Chronister, M. (1996). Conditions affecting beliefs about visual perception among children and adults. Journal of Experimental Child Psychology, 61, 93–115.
Winer, G. A., Cottrell, J. E., Karefilaki, K. D., and Gregg, V. R. (1996). Images, words, and questions: Variables that influence beliefs about vision in children and adults. Journal of Experimental Child Psychology, 63, 499–525.
Wiser, M., and Amin, T. (2001). «Is heat hot?» Inducing conceptual change by integrating everyday and scientific perspectives on thermal phenomena. Learning and Instruction, 11, 331–355.
Wiser, M., and Carey, S. (1983). When heat and temperature were one. In D. Gentner and A. L. Stevens (eds.), Mental models, 267–297. Hillsdale, NJ: Erlbaum.
Zacharia, Z. C., and Olympiou, G. (2011). Physical versus virtual manipulative experimentation in physics learning. Learning and Instruction, 21, 317–331.
Zaitchik, D., Iqbal, Y., and Carey, S. (2014). The effect of executive function on biological reasoning in young children: An individual differences study. Child Development, 85, 160–175.
Zaitchik, D., and Solomon, G. E. (2008). Animist thinking in the elderly and in patients with Alzheimer’s disease. Cognitive Neuropsychology, 25, 27–37.
Zaitchik, D., and Solomon, G. E. (2009). Conservation of species, volume, and belief in patients with Alzheimer’s disease: The issue of domain specificity and conceptual impairment. Cognitive Neuropsychology, 26, 511–526.
Zamora, A., Romo, L. F., and Au, T. K. F. (2006). Using biology to teach adolescents about STD transmission and self-protective behaviors. Journal of Applied Developmental Psychology, 27, 109–124.
Zimmerman, C., and Cuddington, K. (2007). Ambiguous, circular and polysemous: Students’ definitions of the «balance of nature» metaphor. Public Understanding of Science, 16, 393–406.
Zuger, A. (2003, March 4). «You’ll catch your death!» An old wives’ tale? New York Times, F1.
