| The development of scientific thinking in elementary school: A comprehensive inventory S Koerber, D Mayer, C Osterhaus, K Schwippert, B Sodian Child development 86 (1), 327-336, 2015 | 160 | 2015 |
| Scaling of advanced theory‐of‐mind tasks C Osterhaus, S Koerber, B Sodian Child development 87 (6), 1971-1991, 2016 | 142 | 2016 |
| Individual Differences in Early Scientific Thinking: Assessment, Cognitive Influences, and Their Relevance for Science Learning S Koerber, C Osterhaus Journal of Cognition and Development 20 (4), 510-533, 2019 | 131 | 2019 |
| The development of advanced theory of mind in middle childhood: A longitudinal study from age 5 to 10 years C Osterhaus, S Koerber Child Development 92 (5), 1872-1888, 2021 | 80 | 2021 |
| Scientific thinking in elementary school: Children’s social cognition and their epistemological understanding promote experimentation skills. C Osterhaus, S Koerber, B Sodian Developmental psychology 53 (3), 450, 2017 | 77 | 2017 |
| Looking for the lighthouse: A systematic review of advanced theory-of-mind tests beyond preschool C Osterhaus, SL Bosacki Developmental Review 64, 101021, 2022 | 47 | 2022 |
| The relation between the control-of-variables strategy and content knowledge in physics in secondary school M Schwichow, C Osterhaus, PA Edelsbrunner Contemporary Educational Psychology 63, 101923, 2020 | 37 | 2020 |
| The Science-P Reasoning Inventory (SPR-I): measuring emerging scientific-reasoning skills in primary school C Osterhaus, S Koerber, B Sodian International Journal of Science Education 42 (7), 1087-1107, 2020 | 32 | 2020 |
| Some but not all aspects of (advanced) theory of mind predict loneliness S Koerber, C Osterhaus British Journal of Developmental Psychology 38 (1), 144-148, 2020 | 25 | 2020 |
| Testing primary‐school children's understanding of the nature of science S Koerber, C Osterhaus, B Sodian British Journal of Developmental Psychology 33 (1), 57-72, 2015 | 22 | 2015 |
| The complex associations between scientific reasoning and advanced theory of mind C Osterhaus, S Koerber Child Development 94 (1), e18-e42, 2023 | 17 | 2023 |
| Children's Understanding of Experimental Contrast and Experimental Control: An Inventory for Primary School. C Osterhaus, S Koerber, B Sodian Frontline Learning Research 3 (4), 56-94, 2015 | 17 | 2015 |
| Social cognition during and after kindergarten: The relations between first-order and advanced theories of mind C Osterhaus, S Koerber European Journal of Developmental Psychology 18 (4), 573-592, 2021 | 16 | 2021 |
| How to measure scientific reasoning in primary school: A comparison of different test modalities K Nyberg, S Koerber, C Osterhaus European Journal of Science and Mathematics Education 8 (3), 137-144, 2020 | 15 | 2020 |
| the emergence and development of scientific thinking during the early years: basic processes and supportive contexts C Osterhaus, AC Brandone, S Vosniadou, A Nicolopoulou Frontiers in Psychology 12, 629384, 2021 | 14 | 2021 |
| Science competencies in kindergarten: A prospective study in the last year of kindergarten S Koerber, C Osterhaus Unterrichtswissenschaft 49, 117-136, 2021 | 13 | 2021 |
| Science-P II: Modeling scientific reasoning in primary school S Koerber, B Sodian, C Osterhaus, D Mayer, N Kropf, K Schwippert Competence assessment in education: Research, models and instruments, 19-29, 2017 | 13 | 2017 |
| Theory of Mind and diverse intelligences in 4‐year‐olds: Modelling associations of false beliefs with children’s numerate‐spatial, verbal, and social intelligence C Osterhaus, DL Putnick, S Kristen‐Antonow, D Kloo, MH Bornstein, ... British Journal of Developmental Psychology 38 (4), 580-593, 2020 | 12 | 2020 |
| Supporting successful interpretations of covariation data: Beneficial effects of variable symmetry and problem context C Osterhaus, J Magee, A Saffran, MW Alibali Quarterly Journal of Experimental Psychology 72 (5), 994-1004, 2019 | 11 | 2019 |
| The impact of theory of mind and executive function on math and reading abilities: A longitudinal study D Kloo, C Osterhaus, S Kristen‐Antonow, B Sodian Infant and Child Development 31 (6), e2356, 2022 | 10 | 2022 |
Martha W. AlibaliProfessor of Psychology, University of WisconsinVerified email at wisc.edu
