EDUCATION
  • Harvard University, Ph.D. in Psychology, 2006
  • Princeton University, B.A. in Psychology, 2001
ACADEMIC POSITIONS
  • Associate Professor, Occidental College, 2013-present
  • Assistant Professor, Occidental College, 2007-2013
  • Postdoctoral Fellow, Massachusetts Institute of Technology, 2006-2007
GRANTS & FELLOWSHIPS
  • National Science Foundation Faculty Early Career Development Award, CAREER: Investigating the Causes and Consequences of Conceptual Change, $470,754, 2010-2015
  • National Evolutionary Synthesis Center Catalysis Meeting Grant, Developing Best Practices for Teaching Evolution in the Social Sciences, co-PIs: Cristine Legare, John Opfer, 2014
  • McDonnell Collaborative on Causal Learning Postdoctoral Fellowship, 2006-2007
  • National Science Foundation Graduate Research Fellowship, 2003-2006
AWARDS & HONORS
  • Science Magazine's "Editors' Choice," July 2012
  • ScienceDirect's "Hottest Article" in Cognition, summer 2012
  • ScienceDirect's "Hottest Article" in Cognitive Psychology, spring 2006
  • Derek Bok Center Certificate of Distinction for Excellence in Teaching, Harvard University, 2004
  • George W. Goethals Teaching Prize, Harvard University, 2003
  • Magna Cum Laude, Princeton University, 2001
  • George A. Miller Prize in Cognitive Science, Princeton University, 2001
  • Phi Beta Kappa, 2001
COURSES TAUGHT
  • PSYC 101: Introduction to Psychology
  • PSYC 111: The Origins of Knowledge
  • PSYC 200: Methods in Psychological Science
  • PSYC 306: Cognitive Psychology
  • PSYC 444: Thinking and Reasoning
  • COGS 101: Introduction to Cognitive Science
  • CSP 66: The Science of Morality
JOURNAL ARTICLES
  • [PDF] Shtulman, A., & Yoo, R. I. (in press). Children's understanding of physical possibility constrains their belief in Santa Claus. Cognitive Development.
  • [PDF] Shtulman, A., & Tong, L. (2013). Cognitive parallels between moral judgment and modal judgment. Psychonomic Bulletin & Review, 20, 1327-1335.
  • [PDF] Shtulman, A. (2013). Epistemic similarities between studentsí scientific and supernatural beliefs. Journal of Educational Psychology, 105, 199-212.
  • [PDF] Shtulman, A., & Calabi, P. (2013). Tuition vs. intuition: Effects of instruction on naive theories of evolution. Merrill-Palmer Quarterly, 59, 141-167.
  • [PDF] Shtulman, A., & Valcarcel, J. (2012). Scientific knowledge suppresses but does not supplant earlier intuitions. Cognition, 124, 209-215.
  • [PDF] Shtulman, A., & 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.
  • [PDF] Shtulman, A. (2009). The development of possibility judgment within and across domains. Cognitive Development, 24, 293-309.
  • [PDF] Shtulman, A. (2009). Rethinking the role of resubsumption in conceptual change. Educational Psychologist, 44, 41-47.
  • [PDF] Shtulman, A. (2008). Variation in the anthropomorphization of supernatural beings and its implications for cognitive theories of religion. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 1123-1138.
  • [PDF] Shtulman, A., & Schulz, L. (2008). The relation between essentialist beliefs and evolutionary reasoning. Cognitive Science, 32, 1049-1062.
  • [PDF] Shtulman, A., & Carey, S. (2007). Improbable or impossible? How children reason about the possibility of extraordinary events. Child Development, 78, 1015-1032.
  • [PDF] Lombrozo, T., Shtulman, A., & Weisberg, M. (2006). The intelligent design controversy: Lessons from psychology and education. Trends in Cognitive Sciences, 10, 56-57.
  • [PDF] Shtulman, A. (2006). Qualitative differences between naive and scientific theories of evolution. Cognitive Psychology, 52, 170-194.
OTHER PUBLICATIONS
  • [PDF] Shtulman, A. (in press). Science v. Intuition: Why it is difficult for scientific knowledge to take root. Skeptic.
  • [PDF] Shtulman, A., & McCallum, K. (in press). Cognitive reflection predicts science understanding. Proceedings of the 36th Annual Conference of the Cognitive Science Society.
  • [PDF] Shtulman, A., & Lindeman, M. (in press). God can hear but does he have ears? Dissociations between psychological and physiological dimensions of anthropomorphism. Proceedings of the 36th Annual Conference of the Cognitive Science Society.
  • [PDF] Shtulman, A. (2014). How not to teach a class. In E. M. Furtak & I. P. Renga (Eds.), The road to tenure (pp. 67-80). Lanham, MA: Rowman & Littlefield.
  • [PDF] 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.
  • [PDF] Shtulman, A. & Valcarcel, J. (2011). Ghosts of theories past: The ever-present influence of long-discarded theories. Proceedings of the 33rd Annual Conference of the Cognitive Science Society, 213-218.
  • [PDF] Shtulman, A. (2011). Why people do not understand evolution: An analysis of the cognitive barriers to fully grasping the unity of life. Skeptic, 16, 41-46.
  • [PDF] Shtulman, A. (2010). Confidence without competence in the evaluation of scientific claims. Proceedings of the 32nd Annual Conference of the Cognitive Science Society, 302-307.
  • [PDF] Shtulman, A. (2010). Theories of God: Explanatory coherence in a non-scientific domain. Proceedings of the 32nd Annual Conference of the Cognitive Science Society, 1295-1300.
  • [PDF] Shtulman, A. (2008). The development of core knowledge domains. In E. M. Anderman & L. Anderman (Eds.), Psychology of Classroom Learning: An Enclyclopedia (pp. 320-325). Farmington Hills, MI: Thompson Gale.
  • [PDF] Shtulman, A., & Calabi, P. (2008). Learning, understanding, and acceptance: The case of evolution. Proceedings of the 30th Annual Conference of the Cognitive Science Society, 235-240.
  • [PDF] Shtulman, A. (2007). Imagination is only as rational as the purpose to which it is put. Behavioral and Brain Sciences, 30, 465-466.
CONFERENCE PRESENTATIONS (PAST 5 YEARS)
  • Shtulman, A. (2014). Using the history of science to identify conceptual prerequisites to understanding evolution. Poster to be presented at the 40th meeting of the Society for Philosophy and Psychology, Vancouver, Canada.
  • Shtulman, A., & McCallum, K. (2014). Cognitive reflection predicts science understanding. Poster to be presented at the 36th annual meeting of the Cognitive Science Society, Quebec City, Canada.
  • Shtulman, A., & Lindeman, M. (2014). God can hear but does he have ears? Dissociations between psychological and physiological dimensions of anthropomorphism. Poster to be presented at the 36th annual meeting of the Cognitive Science Society, Quebec City, Canada.
  • Shtulman, A., & Checa, I. (2014). Parent-child conversations about evolution in the context of an interactive museum display. Talk presented at the Living Laboratory Symposium, Portland, OR.
  • Shtulman, A. (2013). Conceptual and epistemic obstacles to achieving scientific literacy. Talk presented at the 54th meeting of the Psychonomic Society, Toronto, Canada.
  • Shtulman, A., & Yoo, R. I. (2013). How childrenís understanding of physical possibility constrains their belief in Santa Claus. Talk presented at the 8th biennial meeting of the Cognitive Development Society, Memphis, TN.
  • Shtulman, A., Shermer, D., & Villalobos, A. (2013). Parental input about unpleasant aspects of the biological world. Poster presented at the 8th biennial meeting of the Cognitive Development Society, Memphis, TN.
  • Shtulman, A., & Harrington, K. (2013). The resilience of naÔve theories across the lifespan. Talk to be presented at the 35th meeting of the Cognitive Science Society, Berlin, Germany.
  • Shtulman, A., & Checa, I. (2013). Parent-child conversations about evolution in the context of an interactive museum display. Talk presented at the biennial meeting of the Society for Research in Child Development, Seattle, WA.
  • Shtulman, A. & Tong, L. (2012). Cognitive parallels between modal judgment and moral judgment. Talk presented at the 38th meeting of the Society for Philosophy and Psychology, Bolder, CO.
  • Shtulman, A. (2011). The combined use of qualitative and quantitative measures for identifying domain-specific trajectories of conceptual change. Talk presented at the 14th meeting of the European Association for Research on Learning and Instruction, Exeter, UK.
  • Shtulman, A. & Valcarcel, J. (2011). Ghosts of theories past: The ever-present influence of long-discarded theories. Talk presented at the 33rd meeting of the Cognitive Science Society, Boston, MA.
  • Shtulman, A., & Yoo, R. I. (2011). How childrenís understanding of physical possibility constrains their acceptance of extraordinary testimony. Talk presented at the 41st meeting of the Jean Piaget Society, Berkeley, CA.
  • Shtulman, A., & Calabi, P. (2011). Trajectories of conceptual change in evolutionary biology. Talk presented at the 41st meeting of the Jean Piaget Society, Berkeley, CA.
  • Shtulman, A., & Morgan, C. (2011). Children's causal expectations guide their interpretation of magical events. Poster presented at the biennial meeting of the Society for Research in Child Development, Montreal, Canada.
  • Shtulman, A. (2011). Darwin vs. God: Developmental Origins of Origin Beliefs. Talk presented at the quarterly meeting of the Southern California Working Group on Culture, Cognition, and Religion, Riverside, CA.
  • Shtulman, A. (2010). Confidence without competence in the evaluation of scientific claims. Talk presented at the 32nd meeting of the Cognitive Science Society, Portland, OR.
  • Shtulman, A. (2010). Theories of God: Explanatory coherence in a non-scientific domain. Talk presented at the 32nd meeting of the Cognitive Science Society, Portland, OR.
  • Calabi, P., & Shtulman, A. (2010). Pre and post assessment: Changes in teaching practice based on data.Talk presented at the 95th meeting of the Ecological Society of America, Pittsburgh, PA.
INVITED TALKS
  • University of Texas Austin, Science and Religion Conference, April 2015
  • Yale University, Modality Workshop, August 2014
  • Ohio State University, Cognitive and Brain Sciences Colloquium, January 2014
  • University of California Los Angeles, Behavior, Evolution, and Culture Seminar, October 2011
  • Los Angeles Natural History Museum, Research Presentation, August 2011
  • Northwestern University, Language and Cognition Colloquium, May 2011
  • University of California San Diego, Developmental Colloquium, February 2011
  • Swiss Federal Institute of Technology, Life Science Learning Center Symposium, June 2010
  • University of Nevada Las Vegas, Educational Psychology Colloquium, March 2010
  • University of California Berkeley, Cognitive Science Colloquium, November 2009
  • University of Texas Austin, Developmental Colloquium, October 2009
  • University of Southern California, Developmental Colloquium, October 2008
  • University of California Los Angeles, Applied Human Development Colloquium, March 2008
  • University of California Riverside, Developmental Colloquium, February 2008
  • Harvard University, Askwith Forum, March 2006
  • Brown University, Belief Symposium, February 2006
  • Harvard University, Mind, Brain, & Behavior Colloquium, April 2005
REVIEWING: JOURNALS
  • British Journal of Developmental Psychology
  • CBE-Life Sciences Education
  • Child Development
  • Child Development Perspectives
  • Cognition
  • Cognitive Development
  • Cognitive Science
  • Cognitive Psychology
  • Developmental Psychology
  • Developmental Science
  • Educational Psychologist
  • European Journal of the Psychology of Education
  • Evolutionary Psychology
  • International Electronic Journal of Elementary Education
  • Journal of Applied Research in Memory and Cognition
  • Journal of Cognition and Development
  • Journal of Cognitive Psychology
  • Journal of Experimental Child Psychology
  • Journal of Experimental Psychology: Applied
  • Journal of Experimental Psychology: Learning, Memory, and Cognition
  • Journal of Personality and Social Psychology
  • Learning and Instruction
  • Merrill-Palmer Quarterly
  • Mind, Brain, and Education
  • PLoS ONE
  • Psychological Science
  • Review of General Psychology
  • SAGE Open
  • Science
  • Science & Education
REVIEWING: ORGANIZATIONS
  • Cognitive Science Society
  • National Science Foundation, Cultural Anthropology program
  • National Science Foundation, Developmental and Learning Sciences (DLS) program
  • National Science Foundation, Research and Evaluation on Education in Science and Engineering (REESE) program
  • Netherlands Organization for Scientific Research
  • Research Foundation of Flanders
  • Sage Publications
  • Society for Philosophy and Psychology
  • Society for Research in Child Development
  • Swiss National Science Foundation
REVIEWING: PANELS & COMMITTEES
  • Cognitive Science Society annual meeting program committee, 2011
  • Concord Consortium's Evolution Readiness project advisory panel, 2008-2010
  • National Science Foundation, Faculty Early Career Development (CAREER) program, 2010
  • National Science Foundation, Climate Change Education Partnership (CCEP) program, 2010
  • National Science Foundation, Research and Evaluation on Education in Science and Engineering (REESE) program, 2007
FACULTY LEADERSHIP
  • Chair, Occidental Department of Cognitive Science (2013-2014)
  • Chair, Occidental Undergraduate Research Committee (2011-2014)
  • Administrator, Occidental Online Research Participation System (2008-present)