Psychologists have studied the question of what happens to naïve or intuitive concepts about science that form before accepted scientific ideas have been taught. Studies find that both the accuracy and time required to decide about the accuracy of carefully crafted statements reveal remnants of intuitive models of science. This is true even after formal instruction has occurred and more accurate concepts have been accepted. How these extant ideas influence learning and attendant assessment may be worth further consideration by chemistry educators and education researchers.