Scientific knowledge suppresses but does not supplant earlier intuitions

Cited by (424)

Items 101–200 of 424

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2. Using findings from the cognitive science of religion to understand current conflicts between religious and scientific ideologies
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3. How Children’s Cognitive Reflection Shapes Their Science Understanding
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4. Knowing When Help Is Needed: A Developing Sense of Causal Complexity
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5. Inhibitory control and the understanding of buoyancy from childhood to adulthood
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6. Theory of Mind, Personal Epistemology, and Science Learning: Exploring Common Conceptual Components
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7. Testing the whole number interference hypothesis: Contributions of inhibitory control and whole number knowledge to fraction understanding.
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8. A Review of Undergraduate Evolution Education in U.S. Universities: Building a Unifying Framework
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9. Anthropocentric by Default? Attribution of Familiar and Novel Properties to Living Things
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10. Individual differences in executive function and learning: The role of knowledge type and conflict with prior knowledge
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11. Brain activations associated with scientific reasoning: a literature review
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12. Naïve and informed views on the nature of scientific inquiry in large‐scale assessments: Two sides of the same coin or different currencies?
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13. Automated Writing Assessments Measure Undergraduate Learning after Completion of a Computer-Based Cellular Respiration Tutorial
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14. Healing, Mental Energy in the Physics Classroom: Energy Conceptions and Trust in Complementary and Alternative Medicine in Grade 10–12 Students
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15. Refutation texts: Implying the refutation of a scientific misconception can facilitate knowledge revision
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16. The Role of Alternative Theories and Anomalous Evidence in Children’s Scientific Belief Revision
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17. Conceptual change and knowledge integration as learning processes in higher education: A latent transition analysis
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18. Experimental Philosophy of Science
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19. Interference between naïve and scientific theories occurs in mathematics and is related to mathematical achievement
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20. Conceptual Foundations of Sustainability
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21. Descriptive-to-prescriptive (D2P) reasoning: An early emerging bias to maintain the status quo
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22. Dispelling Educational Neuromyths: A Review of In‐Service Teacher Professional Development Interventions
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23. Category change in the absence of cognitive conflict.
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24. Capacity for movement is an organisational principle in object representations
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25. Sustainability, Collective Self‐Regulation, and Human–Nature Interdependence
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26. The impact of psychosocial stress on conceptual knowledge retrieval
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27. Natural selection as an emergent process: instructional implications
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29. Antecedents, Manifestations, and Consequences of Belief in Mind–Body Dualism
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30. The role of executive function in the construction and employment of scientific and mathematical concepts that require conceptual change learning
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31. Reducing demand for ineffective health remedies: overcoming the illusion of causality
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32. Leveraging Math Cognition to Combat Health Innumeracy
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33. Children's structural thinking about social inequities
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34. AIED: From Cognitive Simulations to Learning Engineering, with Humans in the Middle
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35. Students' awareness and conceptions of science‐related communication mechanisms on social media
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36. Neural and Cognitive Underpinnings of Counterintuitive Science and Math Reasoning in Adolescence
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37. Some consequences of normal aging for generating conceptual explanations: A case study of vitalist biology
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38. Specifying the domain-general resources that contribute to conceptual construction: Evidence from the child’s acquisition of vitalist biology
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39. Evaluating the current state of evolution acceptance instruments: a research coordination network meeting report
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40. Students’ preinstructional reasoning with the speed of light in relativistic situations
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41. Historians and conceptual change in history itself: The domain as a unit of analysis
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42. Cognitive Skills You Need for the 21st Century
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43. Toward an Account of Intuitive Time
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44. Overlapping Mental Magisteria: Implications of Experimental Psychology for a Theory of Religious Belief as Misattribution
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45. “It kinda has like a mind”: Children's and parents' beliefs concerning viral disease transmission for COVID-19 and the common cold
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46. Fundamental Concepts Bridging Education and the Brain
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47. Defining deliberation for dual-process models of reasoning
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48. During Pandemic COVID-19, the High-Reliability Organization (HRO) Identifies Maladaptive Stress Behaviors: The Stress-Fear-Threat Cascade
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49. Minimally counterintuitive stimuli trigger greater curiosity than merely improbable stimuli
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50. Persistence of the “Moving Things Are Alive” Heuristic into Adulthood: Evidence from EEG
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51. Reasons Things Happen for a Reason: An Integrative Theory of Teleology
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52. Priors, Progressions, and Predictions in Science Learning: Theory-Based Bayesian Models of Children’s Revising Beliefs of Water Displacement
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53. Explanations in the wild
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54. Children’s predictions and recognition of fall: The role of object mass
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55. Critical ordinary language philosophy: A new project in experimental philosophy
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56. Analysis of students’ conceptual change in learning Newton’s third law with an integrated framework of model analysis and knowledge integration
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57. Inappropriate stereotypical inferences? An adversarial collaboration in experimental ordinary language philosophy
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58. Scientific and Folk Theories of Viral Transmission: A Comparison of COVID-19 and the Common Cold
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59. Holes in the atmosphere of the universe: An empirical qualitative study on mental models of students regarding black holes
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60. The Embodied God: Core Intuitions About Person Physicality Coexist and Interfere With Acquired Christian Beliefs About God, the Holy Spirit, and Jesus
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61. Reprint of “Conceptual change and knowledge integration as learning processes in higher education: A latent transition analysis”
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62. VISUAL AND ANALYTIC STRATEGIES IN GEOMETRY
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63. Intuitive biological thinking in Chinese 8th graders
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64. How Accurate Are Students in Self‐Assessing Their Conceptions of Evolution?
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65. Leveraging Student Misconceptions to Improve Teaching of Biochemistry & Cell Biology
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66. Effects of Prior Knowledge on Comprehending Text About Learning Strategies
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67. Conceptual change in natural resource management students’ ecological literacy
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70. The structure of learners’ perceptions of models (not only) in quantum physics: spotlight on Fidelity of Gestalt and Functional Fidelity
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72. Neural Correlates Associated With Novices Correcting Errors in Electricity and Mechanics
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73. Assessing Analytic Geometry Understanding: Van Hiele, SOLO, and Beyond
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74. Interference between naïve and scientific theories in mathematics and science: An fMRI study comparing mathematicians and non-mathematicians
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76. Teaching Critical Thinking: Sense-Making, Explanations, Language, and Habits
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77. Differences in brain signal complexity between experts and novices when solving conceptual science problem: a functional near-infrared spectroscopy study
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78. History and International Relations
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80. IN-DEPTH TEACHING AS ORIENTED-RESEARCH ABOUT SEASONS AND THE SUN/EARTH MODEL: EFFECTS ON CONTENT KNOWLEDGE ATTAINED BY PRE-SERVICE PRIMARY TEACHERS
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82. The Development and Application of Scientific Reasoning
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83. How laypeople evaluate scientific explanations containing jargon
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84. An understanding of falling bodies across schooling and experience based on the conceptual prevalence framework
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86. Scientific reasoning and counterfactual reasoning in development
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87. A Deliberate Practice Approach to Teaching Phylogenetic Analysis
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88. The effect of abstract versus concrete framing on judgments of biological and psychological bases of behavior
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