Development of the Animate-Inanimate Distinction

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Cognitive foundations for science assessment design: Knowing what students know about evolution (2012, background): “For example, when solving biology problems that apply equally to plants and animals, early learners—who typically have much more experience with animals than plants—often succeed when the problems are about animals, but not when they are about plants (Opfer & Gelman, 2010).”
Relational Reasoning and Its Manifestations in the Educational Context: a Systematic Review of the Literature (2013, background): “First, the literature does include instances of experts reasoning by antinomy (e.g., Angers 2010), and the ability to deal with seeming incompatibilities or paradoxes has been shown to be basic to conceptual development in classification-based sciences (Opfer and Gelman 2011; Slotta and Chi 2006).”