Andrei Cimpian
Andrei Cimpian
Associate Professor, Dept. of Psychology, New York University
Verified email at nyu.edu - Homepage
TitleCited byYear
Expectations of brilliance underlie gender distributions across academic disciplines
SJ Leslie, A Cimpian, M Meyer, E Freeland
Science 347 (6219), 262-265, 2015
6162015
Subtle linguistic cues affect children's motivation
A Cimpian, HMC Arce, EM Markman, CS Dweck
Psychological Science 18 (4), 314-316, 2007
3912007
Gender stereotypes about intellectual ability emerge early and influence children’s interests
L Bian, SJ Leslie, A Cimpian
Science 355 (6323), 389-391, 2017
3322017
The inherence heuristic: An intuitive means of making sense of the world, and a potential precursor to psychological essentialism
A Cimpian, E Salomon
Behavioral and Brain Sciences 37 (5), 461-480, 2014
1522014
Information learned from generic language becomes central to children’s biological concepts: Evidence from their open-ended explanations
A Cimpian, EM Markman
Cognition 113 (1), 14-25, 2009
1212009
Preschool children’s use of cues to generic meaning
A Cimpian, EM Markman
Cognition 107 (1), 19-53, 2008
1022008
Generic statements require little evidence for acceptance but have powerful implications
A Cimpian, AC Brandone, SA Gelman
Cognitive Science 34 (8), 1452-1482, 2010
992010
The generic/nongeneric distinction influences how children interpret new information about social others
A Cimpian, EM Markman
Child Development 82 (2), 471-492, 2011
942011
Women are underrepresented in fields where success is believed to require brilliance
M Meyer, A Cimpian, SJ Leslie
Frontiers in Psychology 6, 235, 2015
892015
The pipeline project: Pre-publication independent replications of a single laboratory's research pipeline
M Schweinsberg, N Madan, M Vianello, SA Sommer, J Jordan, W Tierney, ...
Journal of Experimental Social Psychology 66, 55-67, 2016
712016
The impact of generic language about ability on children's achievement motivation.
A Cimpian
Developmental Psychology 46 (5), 1333-1340, 2010
672010
Who is good at this game? Linking an activity to a social category undermines children’s achievement
A Cimpian, Y Mu, LC Erickson
Psychological Science 23 (5), 533-541, 2012
642012
The absence of a shape bias in children's word learning.
A Cimpian, EM Markman
Developmental Psychology 41 (6), 1003-1019, 2005
642005
The frequency of “brilliant” and “genius” in teaching evaluations predicts the representation of women and African Americans across fields
D Storage, Z Horne, A Cimpian, SJ Leslie
PLOS ONE 11 (3), e0150194, 2016
612016
Theory-based considerations influence the interpretation of generic sentences
A Cimpian, SA Gelman, AC Brandone
Language and Cognitive Processes 25 (2), 261-276, 2010
502010
Remembering kinds: New evidence that categories are privileged in children’s thinking
A Cimpian, LC Erickson
Cognitive Psychology 64 (3), 161-185, 2012
492012
Why are dunkels sticky? Preschoolers infer functionality and intentional creation for artifact properties learned from generic language
A Cimpian, C Cadena
Cognition 117 (1), 62-68, 2010
422010
How does social essentialism affect the development of inter‐group relations?
M Rhodes, SJ Leslie, K Saunders, Y Dunham, A Cimpian
Developmental Science 21 (1), e12509, 2018
412018
The inherence heuristic as a source of essentialist thought
E Salomon, A Cimpian
Personality and Social Psychology Bulletin 40 (10), 1297-1315, 2014
412014
Do lions have manes? For children, generics are about kinds rather than quantities
AC Brandone, A Cimpian, SJ Leslie, SA Gelman
Child Development 83 (2), 423-433, 2012
402012
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