Publications

Books and Special Journal Issues

  • Keil, F. C. (1979). Semantic and conceptual development: An ontological perspective. Cambridge, MA: Harvard University Press. (229 pages)
  • Keil, F. C. (1989). Concepts, kinds, and cognitive development. Cambridge, MA: MIT Press. (343 pages)
  • Ram A., Nersessian N.J. and Keil F.C. (Eds.) (1997). Special Issue on Conceptual Change. Journal of the Learning Sciences, 6(1).
  • Keil, F.C. and Wilson, R.A. (1998). Special Issue on Cognition and Explanation. Minds and Machines, 8(1).
  • Wilson, R.A. and Keil, F.C. (Eds.) (1999). The MIT Encyclopedia of Cognitive Sciences. Cambridge, MA: MIT Press.
  • Keil, F.C. and Wilson, R.A. (Eds.) (2000). Explanation and Cognition. Cambridge, MA: MIT Press.
  • Keil, F. C. (2014) Developmental Psychology: The Growth of Mind and Behavior.  W.W. Norton (886 pages).

Articles and Chapters

  • Noyes, A., Dunham, Y. & Keil, F.C. (in press).  The emerging causal understanding of institutional objects, Cognition
  • Lockhart, K. L., Goddu, M. K., & Keil, F.C. (in press). When Saying “I’m Best” is Benign: Developmental Shifts in Perceptions of Boasting, Developmental Psychology
  • Kominsky, J.F., Strickland. B., Wertz. A.E., Elsner. C. , Wynn, K & Keil, F.C. (in press). Categories and constraints in causal perception, Psychological Science
  • Kominsky, J. F.; Zamm, A.P. & Keil, F.C. (in press).  Knowing When Help is Needed: A Developing Sense of Causal Complexity, Cognitive Science
  • Johnston, A. M., Sheskin, M., Johnson, S. G. B., & Keil, F. C. (in press). Preferences for Explanation Generality Develop Early in Biology, but not Physics, Child Development.
  • Fisher, M., & Keil, F.C. (in press). The trajectory of argumentation and its multifaceted functions. In F. Paglieri (Ed.), The Psychology of Argument: Cognitive Approaches to Argumentation and Persuasion. London: College Publications.
  • Noyes, A., & Keil, F. C. (2017). Revising deference: Intuitive beliefs about category structure constrain expert deference. Journal of Memory and Language, 95, 68-77.
  • Johnston, A. M., Johnson, S. G. B., Koven, M. L., & Keil, F. (2017). Little Bayesians or little Einsteins? Probability and explanatory virtue in children’s inferences. Developmental Science. View
  • Ahl, R.E. & Keil, F.C. (2017). Diverse Effects, Complex Causes: Children Use Information About Machines’ Functional Diversity to Infer Internal Complexity. Child Development.88, 828-845. View
  • Lockhart, K. L., Goddu, M. K., & Keil, F.C. (2017). Overoptimism about Future Knowledge: Early Arrogance? Positive Psychology, 12, 36-46. View
  • Fisher, M., Knobe, J., Strickland, B.,  & Keil, F.C. (2017). The influence of social interaction on intuitions of objectivity and subjectivity. Cognitive Science, 41, 1119-1134.View
  • Lockhart, K. L., Goddu, M. K., Smith, E. & Keil, F.C. (2016). What Could You Really Learn on Your Own?: Understanding the Epistemic Limitations of Knowledge Acquisition. Child Development.87, 477-493. View
  • Firestone, C. & Keil, F.C. (2016). Seeing the tipping point: Balance perception and visual shape. Journal of Experimental Psychology: General, 145(7), 872-881. View
  • Johnson, S.G.B, Rajeev-Kumar, G., & Keil F.C. (2016). Sense-making under ignorance.  Cognitive Psychology, 89, 39-70.
  • Kominsky, J., Langthorne, P. & Keil, F.C. (2016) The better part of not knowing: Virtuous ignorance. Developmental Psychology, 42, 31-45View
  • Banerjee, K., Kominsky, J., Fernando, M. & Keil, F.C (2015). Figuring Out Function: Children’s and Adults’ Use of Ownership Information in Judgments of Artifact Function.  Developmental Psychology, 51, 1791–1801 View
  • Fisher, M. & Keil, F.C. (2016). The curse of expertise: When more knowledge leads to miscalibrated explanatory insight. Cognitive Science.,40,1251-1269  View
  • Fisher, M., Goddu, M.K., & Keil, F.C. (2015). Searching for explanations: How the Internet inflates estimates of internal knowledge. Journal of Experimental Psychology: General, 143(3), 674–687. View
  • Edwards, B. J., Burnett, R.C., & Keil, F.C. (2015) Effects of causal structure on decisions about where to intervene on causal systems. Cognitive Science, 39, 1912–1924. View
  • Keil, F. C. & Kominsky, J. (2015). Grounding Concepts, pp. 677-692 in E. Margolis and S. Laurence (eds.) The Conceptual Mind: New Directions in the Study of Concepts, Cambridge, MIT Press.
  • Keil, F.C. & Newman, G. (2015). Order, Order Everywhere, and Only an Agent to Think: The Cognitive Compulsion to Infer Intentional Agents.  Mind and Language, 30, 117-139. View
  • Keil, F.C. (2015). Developmental Insights into Mature Cognition. Cognition, 135, 10-13. View
  • Strickland, B., Fisher, M., Keil, F.C. & Knobe, J. (2014).  Syntax and intentionality: An automatic link between language and theory-of-mind. Cognition 133, 249-261. View
  • Kominsky, J. & Keil, F. C. (2014). Overestimation of knowledge about word meanings: The “misplaced meaning” effect. Cognitive Science,38, 1604-1633. View
  • Johnson, S. G. B. & Keil, F.C. (2014). Causal inference and the hierarchical structure of experience. Journal of Experimental Psychology: General, 143, 2223-2241. View
  • Keil, F. C. (2014). Developing dimensions of deference: the cognitive and social underpinnings of trust in testimony and its development.  pp. 138-150  In. E J. Robinson & Shiri Einav (eds). Trust and Skepticism: Children’s Selective Learning from Testimony, Oxford, Psychology Press
  • Rottman, B.M., Kominsky, J. & Keil, F.C. (2014). Children Use Temporal Cues to Learn Causal Directionality. Cognitive Science 38, 489-513. View
  • Fisher, M. & Keil, F. C. (2014). The Illusion of Argument Justification.  Journal of Experimental Psychology: General, 143, 425-433. View
  • Keil, F. C. (2013). The Roots of Folk Biology. Proceedings of the National Academy of Sciences, 110, 15857-8. View
  • Lockhart, K. L., Keil, F.C. & Aw, J. (2013). A Bias for the Natural? Children’s Beliefs about Traits Acquired through Effort, Bribes or Medicine. Developmental Psychology, 49, 1669-1682. View
  • Lyons, D. E.  & Keil, F. C. (2013). Overimitation and the Development of Causal Understanding. In S. Gelman & M. Banaji (eds). The Development of Social Cognition, Oxford University Press: Oxford. Pp. 145-149.
  • Keil, F. C. & Kominksy, J. (2013) Missing Links in Middle School: Developing Use of Disciplinary Relatedness in Evaluating Internet Search Results. PloS one, 8(6), e67777. View
  • Keil, F.C. (2012). Running on empty? How folk science gets by with less. Current Directions in Psychology, 21, 329-334. View
  • Noles, N. S., Keil, F. C., Bloom, P., & Gelman, S. A. (2012). Children’s and Adults’ Intuitions about Who Can Own Things. Journal of Cognition and Culture, 12, 265-286. View
  • Choe, K. S., Keil, F.C. & Bloom, P. (2012). Developing Intuitions about How Personal and Social Properties are Linked to the Brain and the Body, Infant and Child Development, 21, 430–441. View
  • Rottman, B.M., & Keil, F.C. (2012). Causal Structure Learning over Time: Observations and Interventions. Cognitive Psychology, 64, 93–125. View
  • Keil, F.C. (2012). Does folk science develop?  In S. Carver & J. Shrager (Eds.), The journey from child to scientist: Integrating cognitive development and the education sciences. Washington, D.C.: American Psychological Association.pp. 67-86. View
  • Keil, F. C. (2011). The Problem of Partial Understanding. Current Trends in LSP Research: Aims and Methods Series: Linguistic Insights - 144, 251-276.  View
  • Keil, F.C. (2011). Science Starts Early. Science, 331, 1022-1023.  View
  • Strickland, B. & Keil, F. C. (2011). Event Completion: Event Based Inferences Distort Memory in a Matter of Seconds.  Cognition, 121, 409-415. View
  • Rottman, B.M., & Keil, F.C. (2011). What matters in scientific explanations: Effects of elaboration and content. Cognition, 121, 324-37. View
  • Lyons, D.E., Damrosch, D., Lin, J.K., Simeone, D.M., & Keil, F.C. (2011). The scope and limits of overimitation in the transmission of artefact culture. Proceedings of the Royal Society B: Biological Sciences, 366, 1158-1167. View
  • Rottman, B. B., & Keil, F. C. (2011). Learning causal direction from repeated observations over time. In L. Carlson, C. Hölscher, & T. Shipley (Eds.), Proceedings of the 33th Annual Conference of the Cognitive Science Society. (pp. 1847-1852). View
  • Rottman, B. B., & Keil, F. C. (2011). Which parts of scientific explanations are most important? In L. Carlson, C. Hölscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society. (pp. 378-383). View
  • Noles, N. & Keil, F.C. (2011). Exploring ownership in a developmental context. In H. S. Ross & O. Friedman (eds.) The Developmental Origins of Ownership of Property- New Directions for Child & Adolescent Development, 132, 91-103. View
  • Keil, F. C. (2011) The Hidden Strengths of Weak Theories. Anthropology and Philosophy, 10,59-80. (Special Issue on Concept Formation Edited by Mariano L. Bianca and Paolo Piccari 2009/2010). View
  • Keil, F.C. (2011). Graceful degradation and conceptual development. Behavioral and Brain Sciences, 34, 133-4. View
  • Keil, F. C. (2010). When And Why Do Hedgehogs And Foxes Differ? Critical Review: A Journal of Politics and Society, 22, 415-426. View
  • Keil, F.C. (2010). Conceptual Development and Change. The Cambridge Encyclopedia of the Language Sciences, 197-199, Cambridge Univ. Press.
  • Newman, G.E., Keil, F.C., Kuhlmeier, V., & Wynn, K. (2010). Sensitivity to Design: Early Understandings of the Link between Agents and Order. Proceedings of the National Academy of Sciences, 107, 17140-17145. View
  • Keil, F.C. (2010). The Feasibility of Folk Science. Cognitive Science, 34, 826-862. View
  • Rottman, B. M., & Keil, F. C. (2010). Connecting causal events: Learning causal structures through repeated interventions over time. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society, 907-912. View
  • Keil, F.C. (2010). Hybrid Vigor and Conceptual Structure. Behavioral and Brain Sciences, 33, 215-216. View
  • Keil, F.C., and Newman, G.E. (2010). Darwin and Development: Why Ontogeny Does Not Recapitulate Phylogeny for Human Concepts. In: D. Mareschal, P. Quin, & S. Lea (eds.). The Making of Human Concepts (pp. 313-334). Oxford: Oxford University Press. View
  • Newman, G.E., Lockhart, K.L., & Keil, F.C. (2010). “End-of-life” Biases in Moral Evaluations of Others. Cognition, 115, 343-349. View
  • Keil, F.C., Lockhart, K.L., & Schlegel, E. (2010). A Bump on a Bump?: Emerging Intuitions Concerning The Relative Difficulty of the Sciences. Journal of Experimental Psychology: General, 139, 1-15. View
  • Erickson, J.E. Keil, F.C. & Lockhart, K.L. (2010). Sensing the coherence of biology in contrast to psychology: Young children’s use of causal relations to distinguish two foundational domains. Child Development, 81, 390-409. View
  • Edwards, B.J., Burnett, R.C. & Keil, F.C. (2008). Structural Determinants of Interventions on Causal Systems.Proceedings of the Cognitive Science Society, 2008. View
  • Mills, C.M., & Keil, F.C. (2008). Children’s developing notions of (im)partiality. Cognition, 107, 528-551View
  • Baum, L.A., Danovitch, J.H., & Keil, F.C. (2008). Children’s sensitivity to circular explanations. Journal of Experimental Child Psychology, 100, 146-155. View
  • Keil, F.C., & Newman, G. (2008). Two tales of conceptual change: what changes and what remains the same. In S. Vosniadou (Ed.), Handbook of Research on Conceptual ChangeEarlbaum, 83-101. View
  • Newman, G., & Keil, F.C. (2008). ‘Where’s the Essence?’: Developmental Shifts in Children’s Beliefs About Internal Features. Child Development79, 1344-1356. View
  • Marcus, G., & Keil, F.C. (2008). Concepts, correlations, and some challenges for connectionist cognition. Behavioral and Brain Sciences, 31, 722-723. View
  • Keil, F.C. (2008). Adapted Minds and Evolved Schools. Educational Psychologist, 43, 196-202. View
  • Keil, F.C. (2008). Getting to the Truth: Grounding Incomplete Knowledge. Brooklyn Law Review73 (3),1035-1052. View
  • Calabretta, R., Ferdinando, A.F., Parisi, D., & Keil, F.C. (2008). How to learn multiple tasks. Biological Theory, 3, 30-41. View
  • Keil, F.C. (2008). Space—The Primal Frontier? Spatial Cognition and the Origins of Concepts. Philosophical Psychology, 21(2), 241–250. View
  • Newman, G., Herrmann, P., Wynn, K., & Keil, F.C. (2008). Biases towards internal features in infants’ reasoning about objects. Cognition107, 420–432. View
  • Weisberg, D.S., Keil, F.C., Goodstein, J., Rawson, E., & Gray, J. (2008). The seductive allure of neuroscience explanations. Journal of Cognitive Neuroscience, 20(3), 470-477. View
  • Keil, F.C., Stein, C., Webb, L., Billings, V.D., & Rozenblit, L. (2008). Discerning the Division of Cognitive Labor: An Emerging Understanding of How Knowledge is Clustered in Other Minds. Cognitive Science, 32(2), 259-300. View
  • Lockhart, K.L., Nakashima, N., Inagaki, K., & Keil, F.C. (2008). From Ugly Duckling to Swan? Japanese and American Beliefs about the Stability and Origins of Traits. Cognitive Development, 23, 155-179. View
  • Keil, F.C. (2008). The Shape of Things to Come. Developmental Science, 11(2), 216-222. View
  • Danovitch, J.H., & Keil, F.C. (2008). Young Humeans: The role of emotions in children’s evaluation of moral reasoning abilities. Developmental Science, 11, 33-39. View
  • Lyons, D.E., Young, A.G., & Keil, F.C. (2007). The Hidden Structure of Overimitation. Proceedings of the National Academy of Sciences, 104, 19751-19756.  View  Research Website
  • Keil, F.C., Greif, M.A., & Kerner, R.S. (2007). A World Apart: How concepts of the constructed world are different in representation and in development. In E. Margolis & S. Laurence (Eds.), Creations of the Mind: Essays on Artifacts and their Representation. Oxford: Oxford University Press. View
  • Keil, F.C. (2007). Biology and Beyond: Domain Specificity in a Broader Developmental Context. Human Development, 50(1), 31-38. View
  • Danovitch, J.H., & Keil, F.C. (2007). Choosing between hearts and minds: Children’s understanding of moral advisors. Cognitive Development, 22(1), 110-123. View
  • Keil, F.C. (2006). How Children Grasp the Causal Structure of the World. Proceedings of the 28th International Congress of Psychology. Hove, U.K.: Psychology Press.
  • Keil, F.C. (2006). Cognitive Science and Cognitive Development. In W. Damon & R. Lerner (Series Eds.) & D. Kuhn & R. S. Siegler (Vol. Eds.), Handbook of child psychology: Vol 2: Cognition, perception, and language (6th ed.). New York: Wiley. 
  • Greif, M., Kemler-Nelson, D., Keil, F.C. and Guiterrez, F. (2006). What do children want to know about animals and artifacts?: Domain-specific requests for information. Psychological Science, 17(6), 455-459. View
  • Keil, F.C., Lockhart, K.L., Keil, D.C., Keil, D.R. & Keil, M.F. (2006). Looking for Mr. Smarty Pants: Intelligence and Expertise in The Simpsons. In A. Brown and C. Logan (Eds.), D’Oh The Psychology of the Simpsons. Dallas, Texas: BenBella Books.
  • Lyons, D. E., Santos, L.R. & Keil, F.C. (2006). Reflections of other minds: how primate social cognition can inform the function of mirror neurons. Current Opinion in Neurobiology, 16(2), 230-239.View
  • Keil, F.C. (2006). Patterns of Knowledge Growth and Decline. In E. Bialystok & F.I.M. Craik (Eds.),Lifespan cognition: Mechanisms of change. NY: Oxford University Press.
  • Keil, F.C. (2006). Explanation and Understanding. Annual Review of Psychology. 57, 227-254.View
  • Keil, F.C. (2006). Doubt, Deference and Deliberation. In J. Hawthorne and T. Gendler (Eds.), Oxford Studies in Epistemology. Oxford: Oxford University Press. View
  • Keil, F.C. (2005). Knowledge, categorization and the bliss of ignorance. In L. Gershkoff-Stowe, and D. Rakison (Eds.), Building object categories in developmental time ( pp.309-334). Hillsdale, NJ: Erlbaum. View
  • Keil, F.C. (2005). Exploring Boundary Conditions on the Structure of Knowledge: Some Nonobvious Influencees of Philosopy on Psychology. In D.S. Oderberg (Ed.), The Old New Logic: Essays on the Philosophy of Fred Sommers (pp. 67-84). Cambridge, MA: MIT Press. View
  • Keil, F.C. (2005). The Cradle of Categorization: Supporting Fragile Internal Knowledge Through Commerce with Culture and the World. In W.K. Ahn, R.L. Goldstone, B.C. Love, A. Markman, and P. Wolff (Eds.),Categorization Inside and Outside the Laboratory: Essays in Honor of Doug Medin (pp. 289-302). Washington, D.C.: American Psychological Association. View
  • Choe, K., Keil, F.C., Bloom, P. (2005). Children’s Understanding of the Ulysses Conflict. Developmental Science, 8(5), 387-392. View
  • Mills, C. and Keil, F.C. (2005). The Development of Cynicism. Psychological Science, 16, 385-390(Editors’ Choice selection in Science, 5/13/05) View
  • Danovitch, J. and Keil, F.C. (2004). Should you ask a fisherman or a biologist?: Developmental Shifts in Ways of Clustering Knowledge. Child Development, 75, 918-931. View
  • Keil, F.C., Rozenblit, L.R. and Mills, C. (2004). What lies beneath? Understanding the limits of understanding. In D.T. Levin (Ed.), Thinking and Seeing: Visual Metacognition in Adults and Children. Cambridge: MIT Press. View
  • Mills, C. and Keil, F.C. (2004). Knowing the limits of one’s understanding: The development of an awareness of an illusion of explanatory depth. Journal of Experimental Child Psychology, 87, 1-32. View
  • Keil, F.C. (2004). Review of Pinker’s The Blank SlateLanguage, 80, 859-862. View
  • Keil, F.C. (2003). Categorization, Causation and the Limits of Understanding. Language and Cognitive Processes, 18, 663-692. View
  • Keil, F.C. (2003). That’s Life: Coming to Understand Biology. Human Development, 46, 369-377. View
  • Keil, F.C. (2003). Categories, Cognitive Development and Cognitive Science. In D. H. Rakison & L. M. Oakes (Eds.), Early category and concept development: Making sense of the blooming buzzing confusion (pp. vi-xi). New York: Oxford University Press. View
  • Keil, F.C. (2003). Folkscience: Coarse interpretations of a complex reality. Trends in Cognitive Science, 7, 368-373. View
  • Kim, N.S. and Keil, F.C. (2003). From symptoms to causes: Diversity effects in Causal Reasoning. Memory and Cognition, 31, 155-165. View
  • Keil, F.C., Kim, N.S. & Greif, M.L. (2002). Categories and Levels of Information. In E. Forde and G. Humphreys (Eds.), Category-Specificity in Brain and Mind (pp.375-401). Psychology Press. View
  • Lutz, D.R. and Keil, F.C. (2002). Early Understanding of the Division of Cognitive Labor. Child Development, 73, 1073-1084. View
  • Rozenblit, L.R. and Keil, F.C. (2002). The misunderstood limits of folk science: an illusion of explanatory depth. Cognitive Science, 26, 521-562. View
  • Levin, D.T., Takarae, Y., Miner, A., & Keil, F.C. (2001). Efficient visual search by category: Specifying the features that mark the difference between artifacts and animals in preattentive vision. Perception and Psychophysics, 63, 676-697. View
  • Keil, F.C. (2001). Good Intentions and Bad Words. Behavioral and Brain Sciences, 24, 1110-1111. View
  • Keil, F.C. (2001). The Scope of the Cognitive Sciences. Artificial Intelligence, 130, 217-221. View
  • Bloom, P. & Keil, F.C. (2001). Thinking through language. Mind and Language, 16, 351- 367. View
  • Keil, F.C. (2000). The Origins of Developmental Psychology. Journal of Cognition and Development, 1, 347-357. View
  • Yamamoto, K. & Keil, F.C. (2000). The acquisition of Japanese numerical classifiers - Linkages between grammatical forms and conceptual categories. Journal of East Asian Linguistics, 9, 379-409. View
  • Keil, F.C. (2000). Nurturing Nativism, review of Cowie’s What’s Within. A Field Guide to the Philosophy of MindView
  • Keil, F.C. & Wilson, R.A. (2000). Explaining Explanation. In F.C. Keil and R.A. Wilson (Eds.), Explanation and Cognition (pp.1-18). Cambridge: MIT Press. View
  • Johnson, C. & Keil, F.C. (2000). Explanatory Knowledge and Conceptual Combination. In F.C. Keil and R.A. Wilson (Eds.), Explanation and Cognition (pp.327-359). Cambridge: MIT Press. View
  • Keil, F.C. & Wilson, R.A. (2000). The Concept Concept: The Wayward Path of Cognitive Science, Review of Fodor’s Concepts: Where Cognitive Science Went Wrong. Mind and Language, 15, 308-318. View
  • Johnson, C. & Keil, F.C. (2000). Theoretical Centrality vs Typicality in Conceptual Combinations, In F.C. Keil and R.A. Wilson (Eds.), Explanation and Cognition (pp. 327-360). Cambridge: MIT Press.
  • Keil, F.C. (1999). Developmental Mythology (review of Kagan’s Three Seductive Ideas). Contemporary Psychology, 44, 547-549.
  • Keil, F.C. (1999). Cognition, Content and Development. In M. Bennett (Ed.), Developmental Psychology: Prospects & Achievements (pp. 165-184). London: Psychology Press. View
  • Keil, F.C. , Levin, D., Gutheil, G. and Richman, B. (1999). Explanation, cause and mechanism: The case of contagion. In D. Medin & S. Atran (Eds.), Folkbiology (pp. 285-320). Cambridge: MIT Press. View
  • Keil, F.C. & Lockhart, K.L. (1999). Getting a grip on reality. In E. Winograd, R. Fivush and W. Hirst (Eds.),Ecological Approaches to Cognition: Essays in Honor of Ulric Neisser. Hillsdale, N.J.: Earlbaum. View
  • Keil, F. C. (1999). Nativism. In R. Wilson & F. Keil (Eds.), The MIT Encyclopedia of Cognitive Sciences. Cambridge: MIT Press.
  • Keil, F. C. (1999). Conceptual Change. In R. Wilson & F. Keil (Eds.), The MIT Encyclopedia of Cognitive Sciences. Cambridge: MIT Press.
  • Keil, F.C. and Richardson, D. (1999). Species, Stuff, and Patterns of Causation. In R.A. Wilson (Ed.),Species: New Interdisciplinary Essays (pp. 263-282). Cambridge: MIT Press. View
  • Keil, F.C. and Lockhart, K.L. (1999). Explanatory Understanding in Conceptual Development. In E.K Scholnick, K. Nelson, S. A. Gelman, & P.H. Miller (Eds.), Conceptual Development: Piaget’s Legacy.Hillsdale, N.J.: Earlbaum. View
  • Eichenbaum, H.B., Cahill, L.F., Gluck, M.A., Hasselmo, M.E., Keil, F.C. , Martin, A.J., McGaugh, J.L., Murre, J., Myers, C., Petrides, M., Roozendaal, B., Schacter, D. L., Simons, D. J., Smith, W.C., and Williams, C.L. (1999). Learning and memory: Systems analysis. In M.J. Zigmond, F. E. Bloom, S. C. Landis, J. L. Roberts, and L. R. Squire (Eds.), Fundamental Neuroscience (ch. 56). San Diego: Academic Press. View
  • Keil, F. C. & Gutheil, G. (1998). Cognitive Development. In E. Craig (Ed.), Routledge Encyclopedia of Philosophy. London: Routledge.
  • Fitneva, S. & Keil, F. (1998). The epistemic content of evidentiality: How children use grammar to evaluate the reliability of information. In A. Greenhill, M. Hughes, H. Littlefield & H. Walsh (Eds.), Proceedings of the 22nd annual Boston University Conference on Language Development (Vols. 1-2, pp. 213-223). Somerville, MA: Cascadilla Press.
  • Yamamoto, K. and Keil, F.C. (1998). The Acquisition of Japanese Numeral Classifiers (Linkage between Grammatical Forms and Conceptual Categories). Proceedings of the Twentieth Annual conference of the Cognitive Science Society. Mahwah, N.J.: Lawrence Erbaum Associates.
  • Keil, F.C. (1998). Words, moms, and things: Language as a Road Map to Reality. Monographs of the Society for Research in Child Development63(1), 152-158. View
  • Gutheil, G., Vera, A. and Keil, F.C. (1998). Do houseflies think?: Patterns of induction and biological beliefs in development. Cognition, 66, 33-49. View
  • Wilson, R.A. and Keil, F.C. (1998). The shadows and shallows of explanation. Minds and Machines, 8, 137-159. Reprinted in revised form: Wilson, R.A. and Keil, F.C. (2000). In F.C. Keil and R.A. Wilson (Eds.), Explanation and Cognition. Cambridge: MIT Press. View
  • Keil, F.C. and Wilson, R.A. (1998). Cognition and explanation. Minds and Machines, 8, 1-5. View
  • Keil, F.C, Smith, C.S., Simons, D. and Levin, D. (1998). Two dogmas of conceptual empircism. Cognition,65, 103-135. View
  • Keil, F.C. (1998). Cognitive Science and the origins of thought and knowledge. In R.M. Lerner (Ed.),Theoretical models of human development. Volume 1 of the Handbook of Child Psychology (5th. ed), Editor-in-Chief: William Damon. New York: Wiley.
  • Keil, F.C. (1998). The most basic units of thought do more, and less, than point. Behavioral and Brain Sciences, 21, 75-76.
  • Ram, A., Nersessian N.J., Keil F.C. (1997). Conceptual change. Journal of the Learning Sciences, 6(1), 1-2.
  • Keil, F.C. (1997). Review of H. Roitblat and J. Meyer (Ed.) “Comparative Approaches to Cognitive Science”.Quarterly Review of Biology, 72, 110-111. View
  • Levin, D. T., Miner, A.G., & Keil, F.C. (1997). Understanding the perceptual information that drives visual search for kind. Investigative Opthamology & Visual Science38, 365.
  • Barrett, J. L. and Keil, F.C. (1996). Conceptualizing a non-natural entity: Anthropomorphism in God Concepts. Cognitive Psychology, 31, 219-247. View
  • Keil, F.C and Silberstein, C. S (1996). Schooling and the acquisition of theoretical knowledge. In D.R. Olson & N. Torrance (Eds.), The Handbook of Education and Human Development: New Models of Learning, Teaching and Schooling (pp. 621-645). Oxford, England: Blackwell Publishers, Inc.. View
  • Yamamoto, K. & Keil, F. C. (1996). Acquisition of Japanese Numerical Classifiers. In A. Stringfellow, D. Cahana-Amitay, E. Hughes, and A. Zukowski (Eds.), Proceedings of the 20th Boston University Conference on Language Development. Somerville, MA: Cascadilla Press.
  • Beale, J.M. and Keil, F.C. (1995). Categorical effects in the perception of faces. Cognition57, 217-239. View
  • Beale, J.M. and Keil, F.C. (1995). Categorical perception as an acquired phenomenon: What are the implications?. In L.S. Smith and P.J.B. Hancock (Eds.), Neural Computation and Psychology. London: Springer. View
  • Keil, F.C. (1995). The Growth of Causal Understandings of Natural Kinds: Modes of Construal and the Emergence of Biological Thought. In. A. Premack and D. Sperber (Eds.), Causal Cognition. Oxford: Oxford University Press. View
  • Simons, D. and Keil, F.C. (1995). An abstract to concrete shift in the development of biological thought: theinsides story. Cognition, 56, 129-163. View
  • Keil, F.C. (1994). Explanation Based Constraints on the Acquisition of Word Meaning. Lingua, 92, 169-196. Reprinted: Keil, F.C. (1994). Explanation Based Constraints on the Acquisition of Word Meaning. In L. Gleitman and B. Landau (Eds.), The Acquisition of the Lexicon (pp. 169-196). Cambridge: MIT Press. View
  • Keil, F.C. (1994). The birth and nurturance of concepts by domains: The origins of concepts of living things. In L. A. Hirschfeld and S. A. Gelman (Eds.), Mapping the Mind: Domain Specificity in Cognition and Culture. New York: Cambridge University Press. View
  • Keil, F. C. (1993). Conceptual Change and Other Varieties of Cognitive Development. Proceedings of the 15th Annual Meeting of the Cognitive Science Society, 4. Hilldale, N.J.: Earlbaum.
  • Keil, F.C. (1992). The Origins of an Autonomous Biology. In M. Gunnar and M. Maratsos (Eds.), Modularity and Constraints in Language and Cognition: The Minnesota Symposia. Hilldale, N.J.: Earlbaum. View
  • Keil, F.C.(1991). Godzilla vs. Mothra and the Sydney Opera House: Boundary conditions on functional architecture in infant visual perception and beyond. Mind and Language, 6, 239-251. View
  • Keil, F.C.(1991). On being more than the sum of the parts: The Conceptual Coherence of Cognitive Science.Psychological Science, 2, 283-293. View
  • Keil, F.C. (1991). Theories, concepts, and the acquisition of word meaning. In J. P. Byrnes and S.A. Gelman (Eds.), Perspectives on Language and Cognition: Interrelations in Development (pp. 197-224). Cambridge: Cambridge University Press. View
  • Springer, K. and Keil, F.C. (1991). Early differentiation of causal mechanisms appropriate to biological and nonbiological kinds. Child Development, 62, 767-781. View
  • Keil, F.C. (1991). The Emergence of Theoretical Beliefs as Constraints on Concepts. In S. Carey and R. Gelman (Eds.), The Epigenesis of Mind: Essays on Biology and Cognition (pp. 237-256). Earlbaum. View
  • Keil, F. C. (1991). Intuitive belief systems and informal reasoning in cognitive development. In J. F. Voss, D. N. Perkins and J. Segal (Eds.), Informal reasoning and education (pp. 247-263). Earlbaum. View
  • Keil, F. C. (1991). Review of Markman’s Categorization and Naming in Children. Human Development.
  • Gallistel, C.R., Brown, A.L., Carey, S., Gelman, R. and Keil, F.C.(1991). Lessons from animal learning for the study of cognitive development. In S. Carey and R. Gelman (Eds.), The Epigenesis of Mind: Essays on Biology and Cognition (pp. 3-36). Earlbaum. View
  • Keil, F. C. (1990). Constraints on the acquisition and representation of knowledge. In M. Eysenck (Ed.),Cognitive Psychology An International Review (pp. 197-219). Cambridge, England: Cambridge Univ. Press. View
  • Kelly, M.H., Springer, K., and Keil, F.C. (1990). The relation between syllable number and visual complexity in the acquisition of word meanings. Memory and Cognition, 18, 528-536. View
  • Keil, F. C. (1990). Constraints on constraints: Surveying the Epigenetic Landscape. Cognitive Science, 14,135-168. View
  • Keil, F. C. (1989). Spiders in the web of belief: The tangled relations between concepts and theories. Mind and language, 4, 43-50. View
  • Springer, K., & Keil, F. C. (1989). On the development of biologically specific beliefs: The case of inheritance. Child Development, 60, 637-648. View
  • Keil, F. C. (1988). Entre vista a Frank Keil. Cognitiva, 1(2), 213-222. (Translation of written interview by H. Peraita on concepts, word meanings, and cognitive development.)
  • Keil, F. C. (1988). Conceptual heterogeneity vs. developmental homogeneity (on chairs and bears and other such pairs). Human Development, 31(1), 35-43. View
  • Keil, F. C. (1987). Conceptual Development and Category Structure. In U. Neisser (Ed.), Concepts and Conceptual Development: The ecological and intellectual factors in categorization. Cambridge: Cambridge University Press. View
  • Keil, F. C. (1987). But what are they thinking about? Review of R. Siegler’s Children’s Thinking.Contemporary Psychology, 32(7), 618-619.
  • Keil, F. C., & Kelly, M. H. (1987). Developmental changes in category structure. In S. Harnad (Ed.),Categorical perception (pp. 491-510). Cambridge: Cambridge Univ. Press. View
  • Kelly, M. H. & Keil, F. C. (1987). Metaphor comprehension and knowledge of semantic domains. Metaphor and Symbolic Activity, 2, 33-51. View
  • Keil, F. C. (1986). Conceptual domains and the acquisition of metaphor. Cognitive Development, 1, 73-96. View
  • Keil, F. C. (1986). On the structure dependent nature of stages of cognitive development. In I. Levin (Ed.),Stage and Structure (pp. 144-163). Norwood, New Jersey: Ablex. View
  • Keil, F. C. (1986). The nonrepresentative nature of representational change: Some possible morals to draw from Nelson’s Making Sense. Cognitive Development, 1, 281-291. View
  • Keil, F. C. (1986). The acquisition of natural kind and artifact terms. In W. Demopoulos and A. Marras (Eds.),Language Learning and Concept Acquisition (pp. 133-153). Norwood, New Jersey: Ablex. View
  • Keil, F. C. & Kelly, M. H. (1986). Theories of constraints and constraints on theories. In W. Demopoulos and A. Marras (Eds.), Language Learning and Concept Acquisition (pp. 173-183). Norwood, New Jersey: Ablex. View
  • Kelly, M. H., Bock, K. & Keil, F. C. (1986). Prototypicality in a linguistic context: Effects on sentence production and comprehension. Journal of Memory and Language, 25, 59-74. View
  • Kelly, M. H. & Keil, F. C. (1985). The more things change… : Metamorphoses and conceptual structure.Cognitive Science, 9, 403-416. View
  • Keil, F. C. (1985). Review of R. Lerner, On the nature of human plasticity. American Scientist, 73, 488.
  • Keil, F. C. (1984). Gestalt semantics [Review of Jackendoff’s Semantics and Cognition]. Contemporary Psychology, 20 (12), 949-951.
  • Keil, F. C. (1984). Of Pidgins and Pigeons. The Behavioral and Brain Sciences, 7.
  • Keil, F. C. (1984). Mechanisms in cognitive development and the structure of knowledge. In R. Sternberg (Ed.), Mechanisms of cognitive development (pp. 81-99). San Francisco: W. H. Freeman. View
  • Keil, F. C. & Batterman, N. (1984). A characteristic-to-defining shift in the acquisition of word meaning.Journal of Verbal Learning and Verbal Behavior, 23, 221-236. View
  • Keil, F. C. (1983). On the emergence of semantic and conceptual distinctions. Journal of Experimental Psychology: General, 112 (3), 357-389.
  • Keil, F. C. (1983). Semantic inferences and the acquisition of word meaning. In T. B. Seiler and W. Wannemacher (Eds.), Concept development and the development of word meaning. Berlin: Springer-Verlag. View
  • Keil, F. C. (1982). Intelligence and the rest of cognition. Intelligence, 6, 1-21. View
  • Krumhansl, C. L., & Keil, F. C. (1982). Acquisition of the hierarchy of tonal functions in music. Memory and Cognition, 10, 243-251. View
  • Keil, F. C. (1981). Children’s thinking: What never develops. Cognition, 10, 159-166. View
  • Keil, F. C. (1981). Natural categories and natural concepts. The Behavioral and Brain Sciences, 4, 293-294.
  • Keil, F. C. (1981). Constraints on knowledge and cognitive development. Psychological Review, 88 (3), 197-227. (reprinted in Osherson, 1986) View
  • Keil, F. C. & Carroll, J. J. (1980). The child’s acquisition of “tall”: Implications for an alternative view of semantic development. Papers and Reports on Child Language Development, 19, 21-28. View
  • Keil, F. C. (1980). The development of the ability to perceive ambiguities; Evidence for the task specificity of a linguistic skill. Journal of Psycholinguistic Research, 9(3), 219-229. View
  • Keil, F. C. (1980). Reductionism and Cognitive Flexibility. The Behavioral and Brain Sciences, 3 (1),141-142.
  • Keil, F. C. (1980). Language acquisition: An underrated achievement [Review of Out of the mouth of babes].Contemporary Psychology, 25, 845-846.
  • Keil, F. C. (1980). [Review of N. R. Smith and M. R. Franklin, Symbolic functioning in childhood]. Child development abstracts and bibliography, 54, 251-252.
  • Keil, F. C. (1979). The development of the young child’s ability to anticipate the outcomes of simple causal events. Child Development, 50, 455-462. View
  • Keil, F. C. (1979). [Review of M. Halle, J. Bresnan, and G. Miller (Eds.), Linguistic Theory and Psychological Reality]. American Scientist, 67, 365-366.
  • Lytle, L. D., & Keil, F. C. (1974). Brain and peripheral monoamines: Possible role in the ontogenesis of normal and drug-induced responses in the immature mammal. In K. Fuxe, D. Olsen & Y. Zotterman (Eds.),Dynamics of regeneration and growth in neurons (pp. 575-591). New York: Pergamon Press.
  • Lytle, L. D., McGuire, R. A., Keil, F. C. & Becher, D. (1973). Amphetamine-induced thermic changes in developing rats. In E. Usdin and S. Snyder (eds.), Frontiers in Catecholamine Research (pp. 256-259). New York: Pergamon Press.