Allen, S., & Gutwill, J. P. (2004). Designing with multiple interactives: Five common pitfalls. Curator, 47, 199-212.
Anggoro, F. K., Waxman, S. R., & Medin, D. L. (2008). Naming practices and the acquisition of key biological concepts: Evidence from English and Indonesian. Psychological Science 19, 314-319.
Asterhan, C. S. C., & Schwartz, B. B. (2007). The effects of monological and dialogical argumentation on concept learning in evolutionary theory. Journal of Educational Psychology, 99, 626-639.
Asterhan, C. S. C., & Schwartz, B. B. (2009). Argumentation and explanation in conceptual change: Indications from protocol analyses of peer-to-peer dialog. Cognitive Science, 33, 374-400.
Baum, D. A., Smith, D. S., & Donovan, S. S. S. (2005). The tree-thinking challenge. Science, 310, 979-980.
Berti, A. E., Toneatti, L., & Rosati, V. (2010). Children’s conceptions about the origin of species: A studyof Italian children’s conceptions with and without instruction. Journal of the Learning Sciences, 19, 506-538.
Bishop, B. & Anderson, C.A. (1990). Student conceptions of natural selection and its role in evolution. Journal of Research in Science Teaching, 27, 415-427.
Brumby, M. N. (1984). Misconceptions about the concept of natural selection by medical biology students. Science Education, 68, 493-503.
Catley, K. M., & 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., Novick, L. R., & Shade, C. K. (2010). Interpreting evolutionary diagrams: When topology and process conflict. Journal of Research in Science Teaching, 47, 861–882.
Craig, S. D., Chi, M. T. H., & VanLehn, K. (2009). Improving classroom learning by collaboratively observing human tutoring videos while problem solving. Journal of Educational Psychology, 101, 779-789.
Crowley, K., Callanan, M., Jipson, J., Galco, J., Topping, K., & Shrager, J. (2001). Shared scientific thinking in everyday parent-child activity. Science Education, 85, 712-732.
Crowley, K., Callanan, M.A., Tenenbaum, H. R., & Allen, E. (2001). Parents explain more often to boys than to girls during shared scientific thinking. Psychological Science, 12, 258-261.
Diamond, J. (1994). Sex differences in science museums: A review. Curator, 37, 17-24.
Jipson, J. L., & Callanan, M. (2003). Mother-child conversation and children's understanding of biological and non-biological changes in size. Child Development, 74, 629-644.
Evans, E. M., Spiegel, A., Gram, W., Frazier, B. F., Tare, M., Thompson, S., & Diamond, J. (2010). A conceptual guide to natural history museum visitors’ understanding of evolution. Journal of Research in Science Teaching, 47, 326-353.
Gelman, S. A. (2003). The essential child. Oxford, UK: Oxford University Press.
Gelman, S. A., & Coley, J. D. (1990). The importance of knowing a dodo is a bird: Categories and inferences in 2-year-old children. Developmental Psychology, 26, 796-804.
Gleason, M. E., & Schauble, L. (2000). Parents’ assistance of their children’s scientific reasoning. Cognition and Instruction, 17, 343-378.
Gunderson, E. A., & Levine, S. C. (2011). Some types of parent number talk count more than others: Relations between parents’ input and children’s cardinal-number knowledge. Developmental Science, 14, 1021-1032.
Gregory, T. R. (2008). Understanding evolutionary trees. Evolution: Education and Outreach, 1, 121-137.
Gregory, T. R. (2009). Understanding natural selection: Essential concepts and common misconceptions. Evolution: Education and Outreach, 2, 156-175.
Griffith, J. A., & Brem, S. K. (2004). Teaching evolutionary biology: pressures, stress, and coping. Journal of Research in Science Teaching, 41, 791-809.
Hatano, G., & Inagaki, K. (1994). Young children’s naïve theory of biology. Cognition, 50, 171-188.
Legare, C. H., Lane, J., & Evans, E. M. (in press). Anthropomorphizing science: How does it affect the development of evolutionary concepts? Merrill-Palmer Quarterly.
Mayr, E. (1982). The growth of biological thought: Diversity, evolution, and inheritance. Cambridge: Harvard University Press.
Meir, E., Perry, J, Herron, J. C., & Kingsolver, J. (2007). College students’ misconceptions about evolutionary trees. American Biology Teacher, 69, 71-76.
Miller, J. D., Scott, E. C., & Okamoto, S. (2006). Public acceptance of evolution. Science, 313, 765-766.
National Research Council (1996). National science education standards. Washington, DC: National Academy Press.
National Research Council (1998). Teaching about evolution and the nature of science. Washington, DC: National Academy Press.
Nettle, D. (2010). Understanding of evolution may be improved by thinking about people. Evolutionary Psychology, 8, 205-228.
Newport, F. (2010). Four in 10 Americans believe in strict creationism. Gallup Organization.
Novick, L. R., & Catley, K. M. (2007). Understanding phylogenies in biology: The influence of a Gestalt perceptual principle. Journal of Experimental Psychology: Applied, 13, 197-223.
Novick, L. R., Shade, C. K., & Catley, K. M. (2010). Linear versus branching depictions of evolutionary history: Implications for design. Topics in Cognitive Science, 3, 536-559.
Okada, T., & Simon, H. (1997). Collaborative discovery in a scientific domain. Cognitive Science, 21, 109-146.
Rigney, J. C., & Callanan, M. A. (2011). Patterns in parent-child conversations about animals at a marine science center. Cognitive Development, 26, 155-171.
Samarapungavan, A. & Wiers, R. W. (1997). Children’s thoughts on the origin of species: A study of explanatory coherence. Cognitive Science, 21, 147-177.
Schwarz, B. B., Neuman, Y., & Biezuner, S. (2000). Two wrongs may make a right...if they argue together! Cognition & Instruction, 18, 461-494.
Shtulman, A. (2006). Qualitative differences between naive and scientific theories of evolution. Cognitive Psychology, 52, 170-194.
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). Cambridge, UK: Oxford University Press.
Shtulman, A., & Calabi, P. (in press). Tuition vs. intuition: Effects of instruction on naive theories of evolution. Merrill-Palmer Quarterly.
Shtulman, A., & Schulz, L. (2008). The relation between essentialist beliefs and evolutionary reasoning. Cognitive Science, 32, 1049-1062.
Sinatra, G. M., Brem, S. K., & Evans, E. M. (2008). Changing minds? Implications of conceptual change for teaching and learning about biological evolution. Evolution: Education and Outreach, 1, 189-195.
Solomon, G. E. A., & Zaitchik, D. (2012). Folkbiology. WIREs Cognitive Science, 3, 105-115.
Southerland, S. A., Abrams, E., Cummins, C. L., & Anzelmo, J. (2001). Understanding students’ explanations of biological phenomena: Conceptual frameworks or p-prims? Science Education, 85, 328-348.
Spiegel, A., Evans, E. M., Frazier, B. F., Hazel, A., Tare, M., Gram, W., & Diamond, J. (2012). Changing museum visitors’ concepts of evolution. Evolution: Education and Outreach, 5, 43-61.
Tare, M., French, J., Frazier, B., Diamond, J., & Evans, E. M. (2011). Explanatory parent-child conversation predominates at an evolution exhibit. Science Education, 95, 720-744.
Tenenbaum, H. R., Prior, J., Dowling, C. L., & Frost, R. E. (2010) Supporting parent-child conversations in a history museum. British Journal of Educational Psychology, 80, 241-254.
Torrens, E., & Barahona, A. (2012). Why are some evolutionary trees in natural history museums prone to being misinterpreted? Evolution: Education and Outreach, 5, 76-100.
van Schijndel, T. J. P., Franse, R. K., & Raijmakers, M. E. J. (2010). The exploratory behavior scale: assessing young visitors hands-on behavior in science museums. Science Education, 94, 794-809.
Waxman, S., Medin, D., & Ross, N. (2007). Folkbiological reasoning from a cross-cultural developmental perspective: Early essentialist notions are shaped by cultural beliefs. Developmental Psychology, 43, 294-308.