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REASON Postdoctoral Research Associate

Dr. Christopher Osterhaus

Postdoctoral Research Associate
International doctoral school REASON ENB


Leopoldstrasse 44
80802 München

Room: 607
Phone: +49-(0)89-2180-72542


Further Information

My research explores how children acquire scientific-thinking skills. Also, I am interested in how the basic methods of science can be made accessible to (young) children.

Research interests

  • Development of scientific thinking from kindergarten to adolescence
  • Science education
  • Mathematical reasoning
  • Advanced theory of mind
  • Modeling of cognitive development

Curriculum vitae

  • Postdoctoral Research Associate, University of Wisconsin-Madison, Cognitive Development & Communication Lab (Prof. Dr. Martha Alibali), 2016-2017
  • Feodor Lynen Research Fellow, Alexander von Humboldt-Foundation, 2016-2017
  • Dr. phil., Psychology, Freiburg University of Education, 2016
  • M.S., Psychology, University of Amsterdam, 2011
  • M.A., Philosophy of Science, University of Amsterdam, 2010
  • B.A., Philosophy, University of Amsterdam, 2009
  • B.S., Psychology, University of Amsterdam, 2007

Selected publications

  • Knöchelmann, N., Krueger, S., Flack, A., & Osterhaus, C. (2019). Adults’ ability to interpret covariation data presented in bar graphs depends on the context of the problem. Frontline Learning Research, 7(4), 58–65. doi:10.14786/flr.v7i4.471 
  • Koerber, S., & Osterhaus, C. (2019). Individual differences in early scientific thinking: Assessment, cognitive influences, and their relevance for science learning. Journal of Cognition and Development, 20, 510–533. doi: 10.1080/15248372.2019.1620232
  • Koerber, S., & Osterhaus, C. (2019). Some but not all aspects of (advanced) Theory of Mind predict loneliness. British Journal of Developmental Psychology. doi:10.1111/bjdp.12302
  • Osterhaus, C., Magee, J., Saffran, A., & Alibali, M. W. (2019). Supporting successful interpretations of covariation data: Beneficial effects of variable symmetry and problem context. Quarterly Journal of Experimental Psychology, 72, 994–1004. doi:10.1177/1747021818775909
  • Osterhaus, C., Koerber, S., & Sodian, B. (2017). Scientific thinking in elementary school: Children's social cognition and their epistemological understanding promote experimentation skills. Developmental Psychology, 53, 450–462. doi:10.1037/dev0000260
  • Osterhaus, C., Koerber, S., & Sodian, B. (2016). Scaling of advanced theory-of-mind tasks. Child Development, 87, 1971–1991. doi:10.1111/cdev.12566
  • Koerber, S., Osterhaus, C., & Sodian, B. (2015). Testing primary-school children’s understanding of the nature of science. British Journal of Developmental Psychology, 33, 57–72. doi:10.1111/bjdp.12067
  • Osterhaus, C., Koerber, S., & Sodian, B. (2015). Children’s understanding of experimental contrast and experimental control: An inventory for primary school. Frontline Learning Research, 3(4), 56–94. doi:10.1111/cdev.12298
  • Koerber, S., Mayer, D., Osterhaus, C., Schwippert, K., & Sodian, B. (2015). The development of scientific thinking in elementary school: A comprehensive inventory. Child Development, 86, 327–336. doi:10.1111/cdev.12298