The DOI matches its Crossref record; 32 of the 32 references it cites were found in a registry or an index.
Childhood Origins of Adult Resistance to Science
Abstract
Resistance to certain scientific ideas derives in large part from assumptions and biases that can be demonstrated experimentally in young children and that may persist into adulthood. In particular, both adults and children resist acquiring scientific information that clashes with common-sense intuitions about the physical and psychological domains. Additionally, when learning information from other people, both adults and children are sensitive to the trustworthiness of the source of that information. Resistance to science, then, is particularly exaggerated in societies where nonscientific ideologies have the advantages of being both grounded in common sense and transmitted by trustworthy sources.
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“Although previous scholars had noted the difficulties posed by false beliefs that students bring into the classroom (e.g., Bloom & Weisberg, 2007;McDevitt & Ormrod, 2008), very little prior research clearly demonstrates its relationship to learning.”
From Lessons from the field: Isn't it just common sense? Naïve realism as a barrier to learning (2024) · cites this paper as Bloom & Weisberg, 2007
In the citing paper
“A resistance to science when it conflicts with beliefs derived from personal experiences is developmentally normal, but creates a barrier to learning (Bloom & Weisberg, 2007).”
From Lessons from the field: Isn't it just common sense? Naïve realism as a barrier to learning (2024) · cites this paper as Bloom & Weisberg, 2007
Citations
Cites
The emotional dog and its rational tail: A social intuitionist approach to moral judgment.
Haidt, J. (2001) · Psychological Review · doi:10.1037/0033-295x.108.4.814 · Cited by 8,048
How Children Learn the Meanings of Words
Bloom, P. (2000) · The MIT Press eBooks · doi:10.7551/mitpress/3577.001.0001 · Cited by 1,995
Self-citationMental models of the earth: A study of conceptual change in childhood
Vosniadou, S., & Brewer, W. F. (1992) · Cognitive Psychology · doi:10.1016/0010-0285(92)90018-w · Cited by 1,662
Party Over Policy: The Dominating Impact of Group Influence on Political Beliefs.
Cohen, G. L. (2003) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.85.5.808 · Cited by 1,400
Taking the intentional stance at 12 months of age
Gergely, G., Nádasdy, Z., Csibra, G., & Bı́ró, S. (1995) · Cognition · doi:10.1016/0010-0277(95)00661-h · Cited by 1,389
Initial knowledge: six suggestions
Spelke, E. S. (1994) · Cognition · doi:10.1016/0010-0277(94)90039-6 · Cited by 835
Public Acceptance of Evolution
Miller, J. D., Scott, E. C., & Okamoto, S. (2006) · Science · doi:10.1126/science.1126746 · Cited by 828
Crick, F. H. C. (1996) · The Journal of Nervous and Mental Disease · doi:10.1097/00005053-199606000-00013 · Cited by 794
Trust in Testimony: Children's Use of True and False Statements
Koenig, M. A., Clément, F., & Harris, P. L. (2004) · Psychological Science · doi:10.1111/j.0956-7976.2004.00742.x · Cited by 783
For the law, neuroscience changes nothing and everything
Zeki, S., Goodenough, O. R., Greene, J. D., & Cohen, J. D. (2004) · Philosophical Transactions of the Royal Society B Biological Sciences · doi:10.1098/rstb.2004.1546 · Cited by 711
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Items 201–206 of 206
Embodied constructivism: the imagination as a vehicle for mental time travel
Fatona, B. (2025) · Religious Studies · doi:10.1017/s0034412525100905
Cruz, F., & Mata, A. (2025) · Learning and Instruction · doi:10.1016/j.learninstruc.2025.102252 · Cited by 1
da Silva, M. E. C., Moura, E. D. A., & do Carmo, R. S. (2025) · INTERNATIONAL JOURNAL EDUCATION AND TEACHING (PDVL) · doi:10.31692/2526-7701.xiicointerpdvl.0159
Sousa, T. (2025) · The Philosophical Forum · doi:10.1111/phil.70009
Smith, E. I. (2011) · eScholarship (California Digital Library)
Making Sense of Science Denialism
Billon, A. (2026) · Social Epistemology · doi:10.1080/02691728.2026.2625257
Metadata
- Authors
- Bloom, P., & Weisberg, D. S.
- Affiliations
- Yale University (US)
- Venue
- Science
- Published
- 2007-05-18
- Volume
- 316
- Issue
- 5827
- Pages
- 996-997
- ISSN
- 0036-8075 (ISSN-L)
- 1095-9203
- OpenAlex
- W2033699840
- Cited by
- 210
- References
- 32
- Citations by year
- 2026: 1 · 2025: 9 · 2024: 4 · 2023: 3 · 2022: 5 · 2021: 7 · 2020: 9 · 2019: 4 · 2018: 36 · 2017: 9 · 2016: 4 · 2015: 16 · 2014: 8 · 2013: 14 · 2012: 18
- FWCI
- 10.20
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Science (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Arts and Humanities › History and Philosophy of Science › Evolution and Science Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Keywords
- scientific literacy, cognitive biases, child development, trust in information sources, misinformation, pseudoscience, ideology
- MeSH terms
- Adult, Brain, Child, Culture, Biological Evolution, Humans, Learning, Neurosciences, Psychology, Science, United States, Intuition, Trust
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