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Opfer, J. E., and Siegler, R. S. (2004). Revisiting preschoolers’ living things concept: A microgenetic analysis of conceptual change in basic biology. Cognitive Psychology, 49, 301–332.

Orenstein, W. A., Papania, M. J., and Wharton, M. E. (2004). Measles elimination in the United States. Journal of Infectious Diseases, 189, 1–3.

Oreskes, N. (1999). The rejection of continental drift: Theory and method in American earth science. Oxford, UK: Oxford University Press.

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Osthaus, B., Slater, A. M., and Lea, S. E. (2003). Can dogs defy gravity? A comparison with the human infant and a non-human primate. Developmental Science, 6, 489–497.

Ozsoy, S. (2012). Is the earth flat or round? Primary school children’s understandings of the planet earth. International Electronic Journal of Elementary Education, 4, 407–415.

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Panagiotaki, G., Nobes, G., Ashraf, A., and Aubby, H. (2015). British and Pakistani children’s understanding of death: Cultural and developmental influences. British Journal of Developmental Psychology, 33, 31–44.

Panagiotaki, G., Nobes, G., and Banerjee, R. (2006). Children’s representations of the earth: A methodological comparison. British Journal of Developmental Psychology, 24, 353–372.

Pemberton, S. G., Gingras, M. K., and MacEachern, J. A. (2007). Edward Hitchcock and Roland Bird: Two early titans of vertebrate ichnology in North America. In W. Miller (ed.). Trace fossils: Concepts, problems, prospects, 30–49. Amsterdam: Elsevier.

Pennisi, E. (2003). Modernizing the tree of life. Science, 300, 1692–1697.

Pew Research Center (2009). Public opinion on religion and science in the United States. Washington, DC: Pew Research Center.

Pew Research Center (2015). Public and scientists’ views on science and society. Washington, DC: Pew Research Center.

Phillips, B. C., Novick, L. R., Catley, K. M., and Funk, D. J. (2012). Teaching tree thinking to college students: It’s not as easy as you think. Evolution: Education and Outreach, 5, 595–602.

Piaget, J. (1929/2007). The child’s conception of the world. New York: Routledge. Издание на русском языке: Пиаже, Ж. Речь и мышление ребенка / Ж. Пиаже. М.: Педагогика-Пресс, 1994.

Piaget, J. (1941/2001). The child’s conception of number. New York: Routledge. Издание на русском языке: Пиаже, Ж. Генезис числа у ребенка // Пиаже Ж. Избранные психологические труды. М.: Просвещение, 1969 и 1994.

Piaget, J. (1937/1954). The construction of reality in the child. New York: Basic Books.

Poling, D. A., and Evans, E. M. (2004). Religious belief, scientific expertise, and folk ecology. Journal of Cognition and Culture, 4, 485–524.

Poling, D. A., and Hupp, J. M. (2008). Death sentences: A content analysis of children’s death literature. Journal of Genetic Psychology, 169, 165–176.

Potter, M. E., Kaufmann, A. F., Blake, P A., and Feldman, R. A. (1984). Unpasteurized milk: The hazards of a health fetish. Journal of the American Medical Association, 252, 2048–2052.

Potvin, P, Masson, S., Lafortune, S., and Cyr, G. (2015). Persistence of the intuitive conception that heavier objects sink more: A reaction time study with different levels of interference. International Journal of Science and Mathematics Education, 13, 21–43.

Priest, S. H., Bonfadelli, H., and Rusanen, M. (2003). The «trust gap» hypothesis: Predicting support for biotechnology across national cultures as a function of trust in actors. Risk Analysis, 23, 751–766.

Public Policy Polling (2013). Democrats and Republicans differ on conspiracy theory beliefs. Raleigh, NC: Public Policy Polling.

Punter, P, Ochando-Pardo, M., and Garcia, J. (2011). Spanish secondary school students’ notions on the causes and consequences of climate change. International Journal of Science Education, 33, 447–464.

Quoidbach, J., Gilbert, D. T., and Wilson, T. D. (2013). The end of history illusion. Science, 339, 96–98.

Raman, L., and Gelman, S. A. (2004). A cross-cultural developmental analysis of children’s and adults’ understanding of illness in South Asia (India) and the United States. Journal of Cognition and Culture, 4, 293–317.

Raman, L., and Gelman, S. A. (2005). Children’s understanding of the transmission of genetic disorders and contagious illnesses. Developmental Psychology, 41, 171–182.

Raman, L., and Winer, G. A. (2004). Evidence of more immanent justice responding in adults than children: A challenge to traditional developmental theories. British Journal of Developmental Psychology, 22, 255–274.

Ranney, M. A., and Clark, D. (2016). Climate change conceptual change: Scientific information can transform attitudes. Topics in Cognitive Science, 8, 49–75.

Rappolt-Schlichtmann, G., Tenenbaum, H. R., Koepke, M. F., and Fischer, K. W. (2007). Transient and robust knowledge: Contextual support and the dynamics of children’s reasoning about density. Mind, Brain, and Education, 1, 98–108.

Reiner, M., Slotta, J. D., Chi, M. T. H., and Resnick, L. B. (2000). Naive physics reasoning: A commitment to substance-based conceptions. Cognition and Instruction, 18, 1–34.

Renken, M. D., and Nunez, N. (2010). Evidence for improved conclusion accuracy after reading about rather than conducting a belief-inconsistent simple physics experiment. Applied Cognitive Psychology, 24, 792–811.

Renken, M. D., and Nunez, N. (2013). Computer simulations and clear observations do not guarantee conceptual understanding. Learning and Instruction, 23, 10–23.

Riedel, S. (2005). Edward Jenner and the history of smallpox and vaccination. Baylor University Medical Center Proceedings, 18, 21–25.

Rosenberg, R. D. (2008). Infants’ and young children’s representations of objects and non-cohesive entities: Implications for the core cognition hypothesis (unpublished doctoral dissertation). Cambridge, MA: Harvard University.

Rosenberg, N. A., Pritchard, J. K., Weber, J. L., Cann, H. M., Kidd, K. K., Zhivotovsky, L. A., and Feldman, M. W. (2002). Genetic structure of human populations. Science, 298, 2381–2385.

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