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. (in press). What is more informative in the history of science, the signal or the noise? Cognitive Science.
  • [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. (2007). Imagination is only as rational as the purpose to which it is put. Behavioral and Brain Sciences, 30, 465-466.
  • [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.
BOOK CHAPTERS
  • [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. (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.
OTHER PUBLICATIONS
  • [PDF] Shtulman, A. (2014). Science v. Intuition: Why it is difficult for scientific knowledge to take root. Skeptic, 19, 46-50.
  • [PDF] Shtulman, A., & McCallum, K. (2014). Cognitive reflection predicts science understanding. Proceedings of the 36th Annual Conference of the Cognitive Science Society, 2937-2942.
  • [PDF] Shtulman, A., & Lindeman, M. (2014). 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, 2931-2936.
  • [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., & Calabi, P. (2008). Learning, understanding, and acceptance: The case of evolution. Proceedings of the 30th Annual Conference of the Cognitive Science Society, 235-240.
CONFERENCE PRESENTATIONS
  • Cognitive Development Society: 2 talks, 2 posters
  • Cognitive Science Society: 6 talks, 2 posters
  • European Association for Research on Learning and Instruction: 1 talk
  • Jean Piaget Society: 2 talks
  • Psychonomic Society: 1 talk
  • Society for Philosophy and Psychology: 1 talk, 2 posters
  • Society for Research in Child Development: 2 talks, 5 posters
INVITED TALKS
  • UT Austin, Science and Religion Conference, April 2015
  • Yale University, Modality Workshop, August 2014
  • Ohio State, Cognitive and Brain Sciences Colloquium, January 2014
  • UCLA, Behavior, Evolution, and Culture Seminar, October 2011
  • Los Angeles Natural History Museum, Research Presentation, August 2011
  • Northwestern University, Language and Cognition Colloquium, May 2011
  • UCSD, Developmental Colloquium, February 2011
  • ETH Zurich, Life Science Learning Center Symposium, June 2010
  • UNLV, Educational Psychology Colloquium, March 2010
  • UC Berkeley, Cognitive Science Colloquium, November 2009
  • UT Austin, Developmental Colloquium, October 2009
  • USC, Developmental Colloquium, October 2008
  • UCLA, Applied Human Development Colloquium, March 2008
  • UC Riverside, Developmental Colloquium, February 2008
  • Harvard University, Askwith Forum, March 2006
  • Brown University, Belief Symposium, February 2006
  • Harvard University, Mind, Brain, and Behavior Colloquium, April 2005
REVIEWING: JOURNALS
  • British Journal of Developmental Psychology
  • Cell Biology Education: 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
  • Evolution & Human Behavior
  • 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
  • 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)