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University of Wyoming
Karen Bartsch

Karen Bartsch
Professor
Conceptual development (theory of mind) Development of social cognition
Moral development

Ph.D., University of Michigan 1988

M.A., Oxford University 1983

B.S., Colorado State University 1981

bartsch@uwyo.edu • (307) 766-2942 • Bio Sciences Bldg 132

 

Office Hours: M 1:10-3:00pm, & by appointment

 

Academic Positions
2007-present, Professor, Psychology Department,
University of Wyoming
1999-2007, Associate Professor, Psychology Department,
University of Wyoming
1992-1999, Assistant Professor, Psychology Department,
University of Wyoming
1989-1992, Assistant Professor, Psychology Department,
Pennsylvania State University
 

Research Interests:
Conceptual development (theory of mind; theory-theory, recognition of learning)
Development of social cognition (application to persuasion)
Moral development

 

Teaching:
Developmental Psychology (PSYC 2300)
Moral Development (PSYC 3050)
Experimental Psychology (PSYC 4050)
Cognitive Development (PSYC 4150)
Advanced Developmental Psychology (PSYC 5180)
Advanced Social Development (PSYC 5720)
Children's Developing Understanding of Mind (PSYC 5760)
Current Issues in Developmental Psychology (PSYC 5760)
Honors: Mind Bind (HP 3152)

 

Publications:

Representative Grants

Co-PI - Penningworth, S., & Bartsch, K. (2007-8). Prospective memory ability in 2nd and 5th-Graders, University of Wyoming, Faculty Grant-in-Aid.

PI - Bartsch, K. (2002-6). Young children's use of mental state information in persuasion. National Science Foundation.

Representative Publications

Bartsch, K., Wright, J. C., & Estes, D. (in press). Young children's persuasion in everyday conversation: Tactics and attunement to others' mental states. Social Development

Wright, J. C., & Bartsch, K. (2008). Portraite of early moral sensibility in two children's everyday conversations. Merril-Palmer Quarterly, 54(1), 56-85.

*Bartsch, K., Campbell, M. D., & Troseth, G. L.  (2007). Why else does Jenny run? Young children's extended psychological explanations. Journal of Cognition and Development, 8(1), 33-61.

*Bartsch, K., London, K., & Campbell, M.  (2007). Children's attention to beliefs in interactive persuasion. Developmental Psychology, 43(1), 111-120.

Tang, C., Bartsch, K., & Nunez, N.  (2007). Young children's reports of when learning occurred: It depends on the question. Journal of Experimental Child Psychology, 97, 149-164.

*Bartsch, K., & Wright, J. C.  (2005). Towards an intuitionist account of moral development. [Commentary] Behavioral and Brain Sciences, 28, 546-547.

*Bartsch, K., Horvath, K., & Estes, D.  (2003). Young children's talk about learning events. Cognitive Development, 18, 177-193.

Bartsch, K.  (2002). The role of experience in children's developing folk epistemology: Review and analysis from the theory-theory perspective. New Ideas in Psychology, 20, 145-161.

*Bartsch, K. & London, K.  (2000). Children's use of belief information in selecting persuasive arguments. Developmental Psychology, 36, 352-365.

Bartsch, K. & Estes, D.  (1997). Children's and adults' everyday talk about surprise. British Journal of Developmental Psychology, 15, 461-475.

*Miller, J. L. & Bartsch, K.  (1997). Biological explanation: Are children vitalists? Developmental Psychology, 33, 156-164.

Bartsch, K. & Estes, D.  (1996). Individual differences in children's developing theory of mind and implications for metacognition. Learning and Individual Differences, 8(4), 281-304.

Bartsch, K.  (1996). Between desires and beliefs: Young children's action predictions. Child Development, 67, 1671-1685.

Bartsch, K. & Wellman, H. M.  (1995). Children Talk About the Mind. Oxford: Oxford University Press.

 

Press releases:

 

OTHER LINKS: