Сбитые с толку. Почему наши интуитивные представления о мире часто ошибочны

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. https://www.learner.org/vod/vod_window.html?pid=9.

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. https://www.motherjones.com/blue-marble/2015/02/inhofe-snowball-climate-change/.

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.