The Reboot Foundation is dedicated to fostering critical thinking at all levels of society. Our research, programming, and tools are guided by the latest research in psychology, cognitive science, child development, and education.
Our efforts are developed in consultation with an advisory board comprised of researchers and academics. We’ve selected our board members based on their experience, the quality of their work, and their commitment to research that has a public impact. The advisory members offer the foundation insights and background knowledge, directing our team to the most reliable information and the most promising new research. We are very grateful for the continued support and guidance of our advisory board.
While the experts on the advisory board provide the foundation with advice and feedback, they are in no way responsible for the analysis, recommendations, or conclusions made by the foundation.
Ahn’s main area of research interest is higher-level reasoning processes. In particular, she studies how people learn and represent concepts and causal relations, how causal explanations shape our thinking processes, and in what ways our reasoning deviates from rational principles. She also studies applied issues, such as how expert clinicians’ causal explanations for mental disorders affect their diagnoses, and how learning about their genetic predispositions affects people’s expectations about their symptoms of mental illnesses. She has been teaching undergraduate and graduate courses on critical thinking and rationality. She served as the associate editor of Journal of Experimental Psychology: General and Cognitive Research: Principles and Implications. She is a fellow of American Psychological Association, a fellow of the Association for Psychological Science, and a professor at Yale University.
Gilles Dowek is a researcher at INRIA (the French National Research Institute for Research in Digital Science and Technology) and a professeur attaché at the ENS Paris-Saclay (Ecole Normale Supérieure Paris-Saclay, one of France’s best “grandes écoles” and also a research center). His research interests are in the formalization of mathematics, proof processing systems, the physics of computation, the safety of aerospace systems, and the epistemology and ethics of informatics. Gilles is a member of Cerna (Commission de réflexion sur l’éthique de la recherche en sciences et technologies du numérique), of the Scientific board of the Société Informatique de France, and of the Scientific board of La main à la pâte, a French foundation dedicated to improving the quality of science and technology teaching in primary and middle schools. He recently published Ce dont on ne peut parler, il faut l’écrire : Langues et langages (Le Pommier, 2019).
William T. Gormley, Jr.
William T. Gormley, Jr. is University Professor at Georgetown University. He is also co-director of the Center for Research on Children in the U.S. (CROCUS). Dr. Gormley is the author of several books, including Everybody’s Children: Child Care as a Public Problem (Brookings, 1995), Organizational Report Cards (Harvard University Press, 1999), and Voices for Children: Rhetoric and Public Policy (Brookings, 2012). His latest book is The Critical Advantage: Developing Critical Thinking Skills in School (Harvard Education Press, 2017). His research on early childhood education has been featured in The New York Times and on NPR, the PBS News Hour, and the CBS Evening News. Dr. Gormley is a Fellow of the National Academy of Public Administration and a past president of the Public Policy Section of the American Political Science Association.
Andrew Shtulman is a Professor of Psychology and Cognitive Science at Occidental College. He holds an A.B. in Psychology from Princeton University and a Ph.D. in Psychology from Harvard University. His research explores conceptual development and conceptual change, particularly as they relate to science education. He is a recipient of an Early Career Development Award from the National Science Foundation and an Understanding Human Cognition Scholar Award from the James S. McDonnell Foundation, and he is the author of Scienceblind: Why Our Intuitive Theories About the World Are So Often Wrong (Basic Books, 2017).