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Andrei Cimpian

Division: Developmental

Assistant Professor of Psychology

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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., 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., 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. (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., & 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.