Gutheil, G., Vera, A., and Keil, F. C. (1998). Do houseflies think? Patterns of induction and biological beliefs in development. Cognition, 66, 33–49.

Haidt, J., McCauley, C., and Rozin, P. (1994). Individual differences in sensitivity to disgust: A scale sampling seven domains of disgust elicitors. Personality and Individual Differences, 16, 701–713.

Halloun, I. A., and Hestenes, D. (1985). Common sense concepts about motion. American Journal of Physics, 53, 1056–1065.

Hannust, T., and Kikas, E. (2010). Young children’s acquisition of knowledge about the earth: A longitudinal study. Journal of Experimental Child Psychology, 107, 164–180.

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. Journal of Educational Psychology, 98, 307–326.

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?» Science Education, 95, 477–496.

Harris, P. L., and Gimenez, M. (2005). Children’s acceptance of conflicting testimony: The case of death. Journal of Cognition and Culture, 5, 143–164.

Harrison, E. R. (1981). Cosmology. Cambridge, UK: Cambridge University Press.

Haslam, N., Rothschild, L., and Ernst, D. (2000). Essentialist beliefs about social categories. British Journal of Social Psychology, 39, 113–127.

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. Cognitive Development, 8, 47–62.

Hayes, B. K., Goodhew, A., Heit, E., and Gillan, J. (2003). The role of diverse instruction in conceptual change. Journal of Experimental Child Psychology, 86, 253–276.

Heddy, B. C., and Nadelson, L. S. (2012). A global perspective of the variables associated with acceptance of evolution. Evolution: Education and Outreach, 5, 412–418.

Heddy, B. C., and Nadelson, L. S. (2013). The variables related to public acceptance of evolution in the United States. Evolution: Education and Outreach, 6, 1–14.

Heinrich, B. (1999). Mind of the raven. New York: Harper Collins.

Herrmann, P., Waxman, S. R., and Medin, D. L. (2010). Anthropocentrism is not the first step in children’s reasoning about the natural world. Proceedings of the National Academy of Sciences, 107, 9979–9984.

Hespos, S. J., and Baillargeon, R. (2008). Young infants’ actions reveal their developing knowledge of support variables: Converging evidence for violation-of-expectation findings. Cognition, 107, 304–316.

Hood, B. M. (1995). Gravity rules for 2- to 4-year olds? Cognitive Development, 10, 577–598.

Hood, B. M. (1998). Gravity does rule for falling events. Developmental Science, 1, 59–63.

Hood, B., Carey, S., and Prasada, S. (2000). Predicting the outcomes of physical events: Two-year-olds fail to reveal knowledge of solidity and support. Child Development, 71, 1540–1554.

Hood, B. M., Hauser, M. D., Anderson, L., and Santos, L. (1999). Gravity biases in a non-human primate? Developmental Science, 2, 35–41.

Hood, B. M., Santos, L., and Fieselman, S. (2000). Two-year-olds’ naive predictions for horizontal trajectories. Developmental Science, 3, 328–332.

Hood, B. M., Wilson, A., and Dyson, S. (2006). The effect of divided attention on inhibiting the gravity error. Developmental Science, 9, 303–308.

Horne, Z., Powell, D., Hummel, J. E., and Holyoak, K. J. (2015). Countering antivaccination attitudes. Proceedings of the National Academy of Sciences, 112, 10321–10324.

Hotchkiss, J. H. (2001). Lambasting Louis: Lessons from pasteurization. In A. Eaglesham, S. G. Pueppke, and R. W. F. Hardy (eds.), Genetically modified food and the consumer, 51–68. Ithaca, NY: National Agricultural Biotechnology Council.

Howe, C., Tavares, J. T., and Devine, A. (2012). Everyday conceptions of object fall: Explicit and tacit understanding during middle childhood. Journal of Experimental Child Psychology, 111, 351–366.

Hrepic, Z., Zollman, D. A., and Rebello, N. S. (2010). Identifying students’ mental models of sound propagation: The role of conceptual blending in understanding conceptual change. Physical Review Special Topics: Physics Education Research, 6, 1–18.

Huntley-Fenner, G., Carey, S., and Solimando, A. (2002). Objects are individuals but stuff doesn’t count: Perceived rigidity and cohesiveness influence infants’ representations of small groups of discrete entities. Cognition, 85, 203–221.

IFLScience (2015, January 29). Richard Dawkins reads hate mail from «fans». Retrieved from www.iflscience.com/editors-blog/richard-dawkins-reads-hate-mail-fans.

Inagaki, K., and Hatano, G. (1993). Young children’s understanding of the mind-body distinction. Child Development, 64, 1534–1549.

Inagaki, K., and Hatano, G. (1996). Young children’s recognition of commonalities between animals and plants. Child Development, 67, 2823–2840.

James, W. (1890/1950). The principles of psychology. Mineola, NY: Dover Publications. Изадние на русском языке: Джеймс, У… Научные основы психологии / У. Джеймс. М., 2003.

Jarrett, C. (2014). Great myths of the brain. Hoboken, NJ: Wiley-Blackwell.

Jaswal, V. K. (2010). Believing what you’re told: Young children’s trust in unexpected testimony about the physical world. Cognitive Psychology, 61, 248–272.

Jee, B. D., Uttal, D. H., Spiegel, A., and Diamond, J. (2015). Expert-novice differences in mental models of viruses, vaccines, and the causes of infectious disease. Public Understanding of Science, 24, 241–256.

Joh, A. S., Jaswal, V. K., and Keen, R. (2011). Imagining a way out of the gravity bias: Preschoolers can visualize the solution to a spatial problem. Child Development, 82, 744–750.

Johnson, S. (2007). The ghost map. New York: Riverhead Books.

Johnson, S. C., and Carey, S. (1998). Knowledge enrichment and conceptual change in folkbiology: Evidence from Williams syndrome. Cognitive Psychology, 37, 156–200.

Johnson, S. C., and Solomon, G. E. (1997). Why dogs have puppies and cats have kittens: The role of birth in young children’s understanding of biological origins. Child Development, 68, 404–419.

Kahan, D. M., Peters, E., Wittlin, M., Slovic, P., Ouellette, L. L., Braman, D., and Mandel, G. (2012). The polarizing impact of science literacy and numeracy on perceived climate change risks. Nature Climate Change, 2, 732–735.