Publications

Books, Monographs, and Special Journal Issues

  • Keil, F. C. (1979). Semantic and conceptual development:  An ontological perspective.  Harvard University Press, Cambridge, MA.(229 pages)
  • Keil, F. C. (1989). Concepts, kinds, and cognitive development.  MIT Press, Cambridge, MA.(343 pages)
  • Ram A.,  Nersessian N.J.,  & Keil F.C. (Eds.) (1997). Special Issue on Conceptual Change  Journal of the Learning Sciences 6 (1) 
  • Keil, F.C. & Wilson, R.A. (1998). Special Issue on Cognition and Explanation, Minds and Machines, 8 (1)
  • Wilson, R.A. & Keil, F.C. (Eds.)  (1999). The MIT Encyclopedia of the Cognitive Sciences, Cambridge,  MIT Press
  • Keil, F.C. & Wilson, R.A. (Eds.) (2000). Explanation and Cognition, Cambridge, MIT Press (396 pages)
  • Wilson, R.A. & Keil, F.C. (Eds.)  (2001). The MIT Encyclopedia of the Cognitive Sciences, Cambridge,  MIT Press (paperback version)
  • NRC (2007). Taking Science to School. National Academies Press (authored a major portion of this book).
  • Keil, F. C. (2014). Developmental Psychology: The Growth of Mind and Behavior.  W.W. Norton (886 pages).
  • Lockhart, K.L. & Keil, F.C. (2018). What Heals and Why? Children’s Emerging Understandings of Medical Treatments, Monographs of the Society for Research in Child Development. (200 pages)
     

Articles and Chapters

  • Richardson E. & Keil F.C., (2020). Children use agents’ response time to distinguish between memory and novel inference. In Proceedings of the 42nd Conference of the Cognitive Science Society (pp 852-858). Toronto, CA: Cognitive Science Society. View
  • Richardson E. & Keil F.C., (2020). Does informational independence always matter? Children believe small group discussion is more accurate than ten times as many independent informants. In Proceedings of the 42nd Conference of the Cognitive Science Society. (pp 266-272). Toronto, CA: Cognitive Science Society. View
  • Keil, F.C. & Lockhart, K.L. (in press). Knowing What Is Known: Emerging Insights into the Limits of Individual and Distributed Knowledge In. N. Ballantyne and D. Dunning Ed. Reason, Bias, and Inquiry: New Perspectives from the Crossroads of Epistemology and Psychology. Oxford Univ.Press
  • Noyes, A. & Keil, F. C. (in press). General collective recognition and function in concepts of institutional social groups. Journal of Experimental Psychology: General
  • Johnson, S. G., Merchant, T., & Keil, F. C. (in press). Belief digitization Do we treat uncertainty as probabilities or as bits?  Journal of Experimental Psychology: General
  • Johnson, S. G., Valenti, J. J., & Keil, F. C. (in press). Simplicity and complexity preferences in causal explanation: An opponent heuristic account, Cognitive Psychology… https://doi.org/10.1016/j.cogpsych.2019.05.004
  • Noyes A., Keil, F.C., & Dunham, Y. (2020). Institutional actors: Children’s emerging beliefs about the causal structure of social roles. Developmental Psychology, 56, 70–80.

  • Noyes A., Dunham, Y. & Keil, F.C. (2020). Dangerous and distinctive properties bias category judgments late in development, Developmental Psychology, 56, 81-9
  • Noyes, A. & Keil, F.C. (2019). Generics designate kinds but not always essences: Implications for social categories and kinds, Proceedings of the National Academy of Sciences,116, 20354-20359.

  • Johnston, A.M., Sheskin, M., & Keil, F.C. (2019). Learning the relevance of relevance and the trouble with truth: Evaluating explanatory relevance across childhood.  Journal of Cognition and Development, 20, 555-572

  • Yousif, S. R. , Aboody, R. & Keil, F.C. (2019). The illusion of consensus: A failure to distinguish between ‘true’ and ‘false’ consensus,  Psychological Science, 30, 1195-1204

  • Noles, N, & Keil, F.C, (2019). Exploring the first possessor bias in children, PLOS ONE, 14, e0209422

  • Keil, F.C. (2019). The Challenges and Benefits of Mechanistic Explanation in Folk Scientific Understanding  in R. Samuels & D. Wilkenfeld (Ed.). Advances in Experimental Philosophy of Science, p. 41-56, Bloomsbury Academic Series: Advances in Experimental Philosophy

  • Keil, F. (2019). How Do Partial Understandings Work? 191-208, in Grimm, S. R. (Ed.) Varieties of Understanding: New Perspectives from Philosophy, Psychology, and Theology. Oxford University Press. 

  • Lockhart, K.L., Chuey, A., Kerr, S., & Keil, F.C. (2019). The Privileged Status of Knowing Mechanistic Information: An Early Epistemic Bias, Child Development, 5, 1772-1788

  • Yousif, S. R. & Keil, F.C. (2019). The additive area heuristic: An efficient but illusory means of visual area approximation, Psychological Science, 30, 495–503
  • Noyes, A. & Keil, F.C. (2018). Asymmetric Mixtures: Common Conceptual Priorities for Social and Chemical Kinds. Psychological Science, 29, 1094-1103. View

  • Fisher, M. & Keil, F.C. (2018). The Binary Bias: A Systematic Distortion in the Integration of Information, Psychological Science, 9, 1846-1858

  • Noyes, A., Keil, F.C., & Dunham, Y. (2018).  The emerging causal understanding of institutional objects, Cognition, 17 ,83-87.

  • Fisher, M., Knobe, J. Strickland, B. & Keil, F.C. (2018).The Tribalism of Truth. Scientific American, 318, 50-53

  • Lockhart, K. L., Goddu, M. K., & Keil, F. C. (2018). When Saying” I’m Best” Is Benign: Developmental Shifts in Perceptions of Boasting. Developmental Psychology. 54, 521-535
  •  Kominsky, J. F.; Zamm, A.P. & Keil, F.C. (2018). Knowing When Help is Needed: A Developing Sense of Causal Complexity, Cognitive Science, 42, 491-523.
  • Johnston, A. M., Sheskin, M., Johnson, S. G. B., & Keil, F. C. (2018). Preferences for Explanation Generality Develop Early in Biology, but not Physics, Child Development.81110-1119.
  • Kominsky, J.F., Strickland. B., Wertz. A.E., Elsner. C. , Wynn, K & Keil, F.C. (2017). Categories and constraints in causal perception, Psychological Science, 28, 1649-1662. View
  • Noyes, A., & Keil, F. C. (2017). Revising deference: Intuitive beliefs about category structure constrain expert deference. Journal of Memory and Language, 95, 68-77. View
  • Strickland, B., Silver, I.  & Keil, F.C. (2017). The texture of causal construals: Domain specific biases shape causal inference from discourse, Memory & Cognition, 45, 442–455 View
  • 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
  • Trouche, E., Chuey, A., Lockhart, K. L., & Keil, F. C. (2017). Why Teach How Things Work? Tracking the Evolution of Children’s Intuitions about Complexity. . In Proceedings of the 39th Annual Conference of the Cognitive Science Society. (pp, 3368-3373)Austin, TX: Cognitive Science Society
  • 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
  • Fisher, M., & Keil, F.C. (2016). 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.
  • 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. View
  • 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.