Karen Bartsch, PH.D.

Conceptual development (theory of mind), Development of social cognition, Moral development
                          I am not accepting graduate student applications
 

Ph.D., University of Michigan 1988

M.A., Oxford University 1988 (B.A. 1983)

B.S., Colorado State University 1981

 

Academic Positions: 
2022-present, Associate Dean

2007-present, Professor, Psychology Department, University of Wyoming

2013-2018, Professor & Chair, 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)

Cognitive Development (PSYC 4150)

Advanced Cognitive Development (PSYC 5780)

Advanced Social Development (PSYC 5720)

Children's Developing Understanding of Mind (PSYC 5760)

Honors: Mind Bind (HP 3152)

Advanced Cognitive Development (PSYC 5780)

 

Representative Publications:
Bartsch, K. (2020). Children's everyday moral conversation speaks to the emergence of obligation. Behavioral & Brain Science, 43,e59.

 

Bartsch, K. & Estes, D. (2019). Beyond autism: Challenging typical development. Behavioral & Brain Sciences, 42, DOI: 10.10.2023/S0140525X18002273.

 

Estes, D. & Bartsch, K. (2017). Theory of mind: A Foundational component of human general intelligence. Behavioral & Brain Sciences, 40, pp. 28-29.

 

Tang, C. & Bartsch, K. (2012). Children's recognition of how and when knowledge was acquired. Journal of Cognition and Development, 13(3), 372-394.

 

Bartsch, K., Wade, C. E. & Estes, D. (2011) Children's attention to beliefs during persuasion: Improvised and selected arguments to puppets and people. Social Development, 20(2), 316-333.

 

Bartsch, K., Wright, J. C., & Estes, D. (2010). Young children's persuasion in everyday conversation: Tactics and attunement to others' mental states. Social Development, 19(2), 394-416

 

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

 

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

 

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., & 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.

 

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.

OTHER LINKS:
Conceptual and Social Cognitive Development Laboratory