Geerdts, M. S., Van de Walle, G. A., and LoBue, V. (2015). Daily animal exposure and children’s biological concepts.
Gelman, S. A., and Legare, C. H. (2011). Concepts and folk theories.
Gelman, S. A., Ware, E. A., and Kleinberg, F. (2010). Effects of generic language on category content and structure.
Gelman, S. A., and Wellman, H. M. (1991). Insides and essences: Early understandings of the non-obvious.
Gervais, W. M. (2015). Override the controversy: Analytic thinking predicts endorsement of evolution.
Goldberg, R. F., and Thompson-Schill, S. L. (2009). Developmental «roots» in mature biological knowledge.
Gopnik, A. (1997).
Gopnik, A., and Wellman, H. M. (2012). Reconstructing constructivism: Causal models, Bayesian learning mechanisms, and the theory theory.
Gottesman, M. (1973). Conservation development in blind children.
Gould, S. J. (1985, June). The median isn’t the message.
Gould, S. J. (1987). Bushes all the way down.
Gould, S. J. (1992).
Gould, S. J. (1996).
Gould, S. J. (1997). Redrafting the tree of life.
Gregg, V. R., Winer, G. A., Cottrell, J. E., Hedman, K. E., and Fournier, J. S. (2001). The persistence of a misconception about vision after educational interventions.
Gregory, T. R. (2009). Understanding natural selection: Essential concepts and common misconceptions.
Gripshover, S. J., and Markman, E. M. (2013). Teaching young children a theory of nutrition: Conceptual change and the potential for increased vegetable consumption.
Gruber, H. E. (1981).
Gutheil, G., Vera, A., and Keil, F. C. (1998). Do houseflies think? Patterns of induction and biological beliefs in development.
Haidt, J., McCauley, C., and Rozin, P. (1994). Individual differences in sensitivity to disgust: A scale sampling seven domains of disgust elicitors.
Halloun, I. A., and Hestenes, D. (1985). Common sense concepts about motion.
Hannust, T., and Kikas, E. (2010). Young children’s acquisition of knowledge about the earth: A longitudinal study.
Hardy, I., Jonen, A., Möller, K., and Stern, E. (2006). Effects of instructional support within constructivist learning environments for elementary school students’ understanding of floating and sinking.
Harlow, D. B., Swanson, L. H., Nylund-Gibson, K., and Truxler, A. (2011). Using latent class analysis to analyze children’s responses to the question, «What is a day?»
Harris, P. L., and Gimenez, M. (2005). Children’s acceptance of conflicting testimony: The case of death.
Harrison, E. R. (1981).
Haslam, N., Rothschild, L., and Ernst, D. (2000). Essentialist beliefs about social categories.
Hatano, G., Siegler, R. S., Richards, D. D., Inagaki, K., Stavy, R., and Wax, N. (1993). The development of biological knowledge: A multi-national study.