Document

Andrei Cimpian (moving to NYU as of Fall 2016)

Section 1

Program Area: Developmental

Associate Professor of Psychology

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Contact Information:

Specializations

  • motivation and academic achievement
  • gender gaps in achievement and representation
  • stereotypes and prejudice
  • explanation in everyday and scientific contexts
  • concepts, categorization, and inductive generalization
  • psychological essentialism
  • social cognition
  • language acquisition

Education

  • PhD, Stanford University

Courses

  • PSYC 216, Child Psychology (Fall 2008 - present)
  • PSYC 462, How Children Think (Spring 2009 - present)
  • PSYC 593, Language and Thought (Fall 2009)
  • PSYC 593, Causes of Academic Gender Gaps (Fall 2013)

Recent Publications

Tworek, C. M., & Cimpian, A. (in press). Why do people tend to infer ought from is? The role of biases in explanation. Psychological Science.

Hussak, L. J., & Cimpian, A. (2015). An early-emerging explanatory heuristic promotes support for the status quo. Journal of Personality and Social Psychology, 109(5), 739–752.

*Leslie, S. J., *Cimpian, A., Meyer, M., & Freeland, E. (2015). Expectations of brilliance underlie gender distributions across academic disciplines. Science, 347, 262–265. [* = These authors contributed equally to the work.]

Cimpian, A., & Salomon, E. (2014). The inherence heuristic: An intuitive means of making sense of the world, and a potential precursor to psychological essentialism. Behavioral and Brain Sciences, 37(5), 461–480. [target article with commentaries]

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. (2010). The impact of generic language about ability on children’s achievement motivation. Developmental Psychology, 46(5), 1333–1340.

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., 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.

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.

Section 2

Sections

Facilities Information

Building Remodeling Projects

Click on the title to check out these pictures from the classroom remodeling project in the basement. A second project to replace the elevators will begin in September. Beginning with the freight elevator, each elevator will be out of service for three months. To get quickly from one floor to another, and improve your fitness, we will encourage the use of the stairs. The repainting of the northeast stairwell has been completed, and the painter is starting on the southwest stairwell.