Assistant Professor of Psychology
- categorization & inductive inference
- naive theories
- psychological essentialism
- motivation & achievement
- social cognition
- stereotyping & gender gaps
- language acquisition
- Ph.D., Stanford University
- PSYC 216, Child Psychology (Fall 2008 - present)
- PSYC 462, How Children Think (Spring 2009 - Spring 2011)
- PSYC 593, Language and Thought (Fall 2009)
Cimpian, A., Mu, Y., & Erickson, L. C. (2012). Who is good at this game? Linking an activity to a social category undermines children’s achievement. Psychological Science, 23(5), 533–541.
Cimpian, A., & Scott, R. M. (2012). Children expect generic knowledge to be widely shared. Cognition, 123(3), 419–433.
Cimpian, A., & Erickson, L. C. (2012). Remembering kinds: New evidence that categories are privileged in children’s thinking. Cognitive Psychology, 64(3), 161–185.
Cimpian, A., & Markman, E. M. (2011). The generic/nongeneric distinction influences how children interpret new information about social others. Child Development, 82(2), 471–492.
Cimpian, A. (2010). The impact of generic language about ability on children’s achievement motivation. Developmental Psychology, 46(5), 1333–1340.
Cimpian, A., & Markman, E. M. (2009). Information learned from generic language becomes central to children’s biological concepts: Evidence from their open-ended explanations. Cognition, 113(1), 14–25.
Cimpian, A., Brandone, A. C., & Gelman, S. A. (2010). Generic statements require little evidence for acceptance but have powerful implications. Cognitive Science, 34(8), 1452–1482.
Cimpian, A., & Markman, E. M. (2008). Preschool children’s use of cues to generic meaning. Cognition, 107(1), 19–53.
Cimpian, A., Arce, H. C., Markman, E. M., & Dweck, C. S. (2007). Subtle linguistic cues affect children’s motivation. Psychological Science, 18(4), 314–316.