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Andrei Cimpian

Division: Developmental

Assistant Professor of Psychology

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Contact Information:

Specializations

  • categorization & inductive inference
  • naive theories
  • motivation & achievement
  • psychological essentialism
  • social cognition
  • stereotyping & gender gaps
  • language acquisition

Education

  • Ph.D., Stanford University

Courses

  • PSYC 216, Child Psychology (Fall 2008 - present)
  • PSYC 462, How Children Think (Spring 2009 - Spring 2011)
  • PSYC 593, Language and Thought (Fall 2009)

Recent Publications

Cimpian, A., & Salomon, E. (in press). The inherence heuristic: An intuitive means of making sense of the world, and a potential precursor to psychological essentialism. Behavioral and Brain Sciences. [target article]

Cimpian, A., & Park, J. J. (2014). Tell me about pangolins! Evidence that children are motivated to learn about kinds. Journal of Experimental Psychology: General, 143(1), 46–55.

Cimpian, A., & Petro, G. (2014). Building theory-based concepts: Four-year-olds preferentially seek explanations for features of kinds. Cognition, 131(2), 300–310.

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., 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., & 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., Arce, H. C., Markman, E. M., & Dweck, C. S. (2007). Subtle linguistic cues affect children’s motivation. Psychological Science, 18(4), 314–316.