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. (in press). Conceptual Development and Change. The Cambridge Encyclopedia of the Language Sciences.

Keil, F.C. (in press). Getting to the Truth. Brooklyn Law Review.

Keil, F.C., & Newman, G. (in press). Two tales of conceptual change: what changes and what remains the same. In S. Vosniadou (Ed.), Handbook of Research on Conceptual Change. Taylor & Francis, Inc.

Newman, G., & Keil, F.C. (in press). 'Where's the Essence?': Developmental Shifts in Children's Beliefs About the Nature of Essential Features. Child Development.

Marcus, G., & Keil, F.C. (in press). Concepts, correlations, and some challenges for connectionist cognition. Behavioral and Brain Sciences.

Calabretta, R., Ferdinando, A.F., Parisi, D., & Keil, F.C. (in press). How to learn multiple tasks. Biological Theory: Integrating Development, Evolution, and Cognition.

Newman, G., Herrmann, P., Wynn, K., & Keil, F.C. (in press). Biases towards internal features in infants' reasoning about objects. Cognition. View

Baum, L.A., Danowitch, J.H., & Keil, F.C. (in press). Children's sensitivity to circular explanations. Journal of Experimental Child Psychology. View

Mills, C.M., & Keil, F.C. (in press). Children's developing notions of (im)partiality. Cognition. 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. Research Website View

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.

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. View

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. View

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 Slate. Language, 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 Mind. View

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 Development, 63(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 Science, 38, 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. Cognition, 57, 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: the insides 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.

[back to top]