Our Publications

*corresponding author(s), Undergraduate or graduate student 
2021
Landrum, A. R.* (in press). Are women a missing audience for science on YouTube? An exploratory study. Frontiers in Communication. doi: 10.3389/fcomm.2021.610920 | PDF
Janét, K., Richards, O., & Landrum*, A. R. (in press). Headline Format Influences Evaluation of, but not Engagement with, Environmental News. Journalism Practice. doi: 10.1080/17512786.2020.1805794 | ​PDF
Weisberg, D. S., Landrum, A. R., Hamilton, J., & Weisberg, M. (2021). Understanding the nature of science moderates the effect of identity factors on public acceptance of science. Public Understanding of Science, 30(2), 120-138. doi: 10.1177/0963662520977700 | PDF
Landrum, A. R.*, Olshansky, A., & Richards, O. (2021). Differential Susceptibility to Misleading Flat Earth Arguments on YouTube. Media Psychology, 24(1), 136-165. doi: 10.1080/15213269.2019.1669461 |​ PDF
2020
Landrum, A. R.*, & Vasquez, R. (2020). U.S. Publics, Pope Francis, and Climate Change: A review of the studies and data collected around the 2015 Papal Encyclical. WIREs Climate Change, 11(6), e674. doi: 10.1002/wcc.674 | PDF
Landrum, A. R.*, & Slater, M. H. (2020). Open Questions in Scientific Consensus Messaging Research. Environmental Communication, 14(8), 1033-1046. ​doi: 10.0180/17524032.2020.1776746 | PDF
Olshansky*, A., Peaslee, R. M., & Landrum, A. R. (2020). Flat-Smacked! Converting to Flat Eartherism. Journal of Media & Religion, 19(2), 46-59. doi: 10.1080/15348423.2020.1774257 | PDF
​Shtulman*, A., Share, I., Silber-Marker, R., & Landrum, A. R. (2020). OMG GMO! Parent-Child Conversations about Genetically modified foods. Cognitive Development, 55, 1000895. ​doi: 10.1016/j.cogdev.2020.100895
Landrum, A. R.* & Olshansky, A. (2020). ​Third-person Perceptions and Calls for Censorship of Flat Earth Videos on YouTube. Media & Communication, 8(2), 387-400. doi: 10.17645/mac.v8i2.2853 | PDF
2019
Landrum, A. R., & Olshansky, A. (2019). The Role of Conspiracy Mentality in Denial of Science and Susceptibility to Viral Deception about Science. Politics and the Life Sciences, 38(2), 193-209. doi: 10.1017/pls.2019.9 | PDF
Holland*, D., Janét, K., & Landrum, A. R. (2019). Experience is Key: Examining the relative importance of factors influencing individuals' water conservation. ​Water, 11(9), 193-209. doi: 10.3390/w11091870 | PDF
Suldovsky*, B., Landrum, A. R., Stroud, N. (in press). Public perceptions of who counts as a scientist for controversial science. Public Understanding of Science. | PDF
​Landrum*, A. R., Hallman, W. K., & Jamieson, K. H. (2019). Examining the Impact of Expert Voices: Communicating the scientific consensus on genetically modified organisms. Environmental Communication, 13(1), 51-70. doi: 10.1080/17524032.2018.1502201 | PDF

2018

​Yu*, Y., Landrum, A. R., Bonawitz, E., Shafto, P. (2018). Questioning supports effective transmission of knowledge and increased exploratory learning in pre-kindergarten children. Developmental Science. doi: 10.1111/desc.12696 | PDF
Weisberg, D. S., Landrum, A. R., Metz, S. E., Weisberg*, M. (2018). No Missing Link: Knowledge predicts acceptance of evolution in the United States. BioScience, 68(3), 212-222. doi: 10.1093/biosci/bix161 | PDF
Johnston*, B. T., Landrum, A. R., & McCloskey, K. (2018). Attitudes in the 21st Century: Accomplishments, Challenges, and Gaps. In D. Albarracín & B.T. Johnson (Eds) Handbook of Attitudes and Attitude Change: Volume 1, Basic Principles (2nd ed.), New York: Taylor & Francis.

2017

​Landrum*, A. R., & Lull, R. B. (2017). Stop preaching to the converted. Nature Climate Change, 7(8), 538-540. doi: 10.1038/nclimate3355 | PDF
Landrum*, A. R., Lull, R., Akin, H., Hassel, A. & Jamieson, K. H. (2017). Processing the Papal Encyclical through Perceptual Filters: Pope Francis, Identity-Protective Cognition, and Climate Change Concern. Cognition, 166, 1-12. doi: 10.1016/j.cognition.2017.05.015 |  PDF 
Selected as Editor Choice by Cognition;
Featured as a Research Highlight in Nature Climate Change (doi: 10.1038/nclimate3341)
Landrum*, A. R., & Hallman, W. K. (2017) Engaging in Effective Science Communication: a Response to Blancke et al. (2017) on Deproblematizing GMOs. Trends in Biotechnology, 35(5), 378-379. doi: 10.1016/j.tibtech.2017.01.006 | PDF
Kahan*, D. M., Landrum, A. R., Carpenter, K., Helft, L., & Jamieson, K, H. (2017). Science Curiosity and Political Information Processing. Advances in Political Psychology, 38(S1), 179-199. doi: 10.1111/pops.12396 | PDF
Kahan*, D. M., Jamieson, K. H., Landrum, A. R., & Winneg, K. (2017). Culturally antagonistic memes and the Zika virus: An experimental test. Journal of Risk Research, 20(1), 1-40. doi: 10.1080/13669877.2016.1260631 | PDF
​Kahan*, D. M. & Landrum, A. R., (2017). A Tale of Two Vaccines—and their Science Communication Environments. In K. H. Jamieson, D. A. Scheufele, and D. M. Kahan (Eds) Oxford Handbook of the Science of Science Communication (pp 165-172). New York, NY: Oxford University Press.
Landrum*, A. R. (2017). The Role of Intermediaries in Communicating Science. In K. H. Jamieson, D. A. Scheufele, and D. M. Kahan (Eds) Oxford Handbook of the Science of Science Communication (pp 253-258). New York, NY: Oxford University Press.
​Akin*, H., & Landrum*, A. R. (2017). Heuristics, Biases, Values and Other Challenges to Communicating Science. In K. H. Jamieson, D. A. Scheufele, and D. M. Kahan (Eds) Oxford Handbook of the Science of Science Communication (pp 455-460). New York, NY: Oxford University Press.

2016

​Landrum*, A. R., Hilgard, J., Akin, H., Li, N., & Kahan, D. M. (2016). Measuring Interest in Science: The Science Curiosity Scale. In A. Papagragou, D. Grodner, D. Mirman, & J. C. Trustwell (Eds), Proceedings of the 38th Annual Meeting of the Cognitive Science Society. (pp. 1619-1624), Austin, TX: Cognitive Science Society.  https://mindmodeling.org/cogsci2016/papers/0285/paper0285.pdf
​Landrum*, A. R., Pflaum¨, A. D., & Mills, C. M. (2016). Inducing knowledgeability from niceness: Children use social features for epistemic inferences. Journal of Cognition and Development, 17(5), 699-717. doi: 10.1080/15248372.2015.1135799
​Mills*, C. M., & Landrum, A. R. (2016). Children adjust their inquiry to gather information from others. Frontiers in Psychology, 7:951. doi: 10.3389/fpsyg.2016.00951

2015 and earlier

Landrum*, A. R., Eaves, B. S., Jr., & Shafto, P. (2015). Learning to trust and trusting to learn: A theoretical framework. Trends in Cognitive Sciences, 19(3), 109-111. doi: 10.1006/j.tics.2014.12.007 | PDF
Landrum*, A. R., & Mills, C. M. (2015). Developing expectations regarding the boundaries of expertise. ​Cognition, 134(1), 215-231. doi: 10.1016/j.cognition.2014.10.013.
​Johnston, A. M., Mills, C. M., & Landrum, A. R. (2015). How do children weigh competence and benevolence when deciding whom to trust? Cognition, 144, 76-90. doi: 10.1/j.cognition.2015.07.015.
​Landrum*, A. R., Cloudy, J., & Shafto, P. (2015). More than true: Developmental changes in the use of inductive strength for selective trust. In D. C., Noelle, R. Dale, A. S. Warlaumont, J. Yoshimi, T. Matlock, C. D., Jennings, & P. P. Jaglio (Eds) Proceedings of the 37th Annual Meeting of the Cognitive Science Society (pp. 1249-1254). Austin, TX: Cognitive Science Society.
​Mills*, C. M, & Landrum, A. R. (2014). Inquiring minds: Using questions to gather information from others. In E. Robinson’s and S. Einav’s (Eds) Trust and Skepticism: Children’s Selective Learning from Testimony (pp. 55-68). New York, NY: Psychology Press.
Landrum*, A. R., Mills, C. M., & Johnston, A. M. (2013). When do children trust the expert? Benevolence information influences children’s trust more than expertise. Developmental Science, 16(4), 622-638. doi: 10.1111/desc.12059
​Mills*, C. M., & Landrum. A. R. (2012). Judging Judges: How do children weigh the importance of competence and benevolence for being a good decision maker? British Journal of Developmental Psychology, 30(3), 393-414. doi: 10.1111/j.2044-835X/2011.02047.x.
​Mills*, C. M., Legare, C. H., Grant, M. A., & Landrum, A. R. (2011). Determining whom to question, what to ask, and how much information to ask for: The development of inquiry in young children. Journal of Experimental Child Psychology, 110(1), 539-560. doi: 10.1016/j.jecp.2011.06.003.

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