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Cited by

• 1997A cross-linguistic study of early word meaning: universal ontology and linguistic influence597 cited
• 2003Category use and category learning.380 cited
• 2005The Embodied Nature of Implicit Theories: The Consistency of Ideas About the Nature of Matter74 cited
• 2009Learning and Teaching about Matter in Grades K–8: When Should the Atomic-Molecular Theory be Introduced?72 cited
• 2012Epistemic similarities between students' scientific and supernatural beliefs.68 cited
• 2007Bootstrapping Processes in the Development of Students' Commonsense Matter Theories: Using Analogical Mappings, Thought Experiments, and Learning to Measure to Promote Conceptual Restructuring62 cited
• 2008Differences in preschoolers’ and adults’ use of generics about novel animals and artifacts: A window onto a conceptual divide60 cited
• 2001On the functional orgins of essentialism57 cited
• 2004Relationships between everyday knowledge and scientific knowledge: understanding how matter changes55 cited
• 2001On the Functional Origins of Essentialism50 cited
• 2014What is this Substance? What Makes it Different? Mapping Progression in Students’ Assumptions about Chemical Identity46 cited
• 2012Learning Progressions as Tools For Curriculum Development43 cited
• 2009Validating justifications in preschool girls' and boys' friendship group talk: implications for linguistic and socio-cognitive development