Lista de obras - Andrei Cimpian - Dominio Público Uruguay

"It feels like it's in your body": How children in the United States think about nationality

artículo científico publicado en 2019

An early-emerging explanatory heuristic promotes support for the status quo.

artículo científico publicado en 2015

An explanatory heuristic gives rise to the belief that words are well suited for their referents.

artículo científico publicado en 2015

Are stereotypes accurate? A perspective from the cognitive science of concepts.

artículo científico publicado en 2017

Asking Children to "Be Helpers" Can Backfire After Setbacks

artículo científico publicado en 2018

Author's reply: refining and expanding the proposal of an inherence heuristic in human understanding

artículo científico publicado en 2014

Building theory-based concepts: four-year-olds preferentially seek explanations for features of kinds.

artículo científico publicado en 2014

Canadian children's concepts of national groups: A comparison with children from the United States

artículo científico publicado en 2020

Children expect generic knowledge to be widely shared

artículo científico publicado en 2012

Children show heightened knew-it-all-along errors when learning new facts about kinds: Evidence for the power of kind representations in children's thinking.

artículo científico publicado en 2015

Children's Intuitive Theories of Academic Performance

scientific article published on 21 October 2019

Conceptions of Adolescence: Implications for Differences in Engagement in School Over Early Adolescence in the United States and China.

artículo científico publicado en 2016

Data from a pre-publication independent replication initiative examining ten moral judgement effects

artículo científico publicado en 2016

Developmental evidence for a link between the inherence bias in explanation and psychological essentialism

article

Differences in the Evaluation of Generic Statements About Human and Non-Human Categories.

artículo científico publicado en 2016

Do lions have manes? For children, generics are about kinds rather than quantities

artículo científico publicado en 2012

Evidence of bias against girls and women in contexts that emphasize intellectual ability

scientific article published on 01 December 2018

Expectations of brilliance underlie gender distributions across academic disciplines.

artículo científico publicado en 2015

Explanation as a Cognitive Process

scientific article published on 15 January 2019

Gender stereotypes about intellectual ability emerge early and influence children's interests.

artículo científico publicado en 2017

How deep do we dig? Formal explanations as placeholders for inherent explanations

artículo científico publicado en 2018

How does social essentialism affect the development of inter-group relations?

artículo científico publicado en 2017

Inductive generalization relies on category representations.

artículo científico

Information learned from generic language becomes central to children's biological concepts: evidence from their open-ended explanations

artículo científico publicado en 2009

Intuitions about personal identity are rooted in essentialist thinking across development

scientific article published on 10 July 2019

Investigating the cognitive structure of stereotypes: Generic beliefs about groups predict social judgments better than statistical beliefs

artículo científico publicado en 2017

Investigating the origins of political views: biases in explanation predict conservative attitudes in children and adults

artículo científico publicado en 2017

Memory accessibility shapes explanation: Testing key claims of the inherence heuristic account

artículo científico publicado en 2017

Memory errors reveal a bias to spontaneously generalize to categories.

artículo científico publicado en 2014

Preface for the special issue on The Process of Explanation : Guest Editors: Andrei Cimpian (New York University) and Frank Keil (Yale University).

artículo científico publicado en 2017

Preschool children's use of cues to generic meaning.

artículo científico

Preschoolers’ Use of Morphosyntactic Cues to Identify Generic Sentences: Indefinite Singular Noun Phrases, Tense, and Aspect ⬇️

artículo científico publicado el 25 de julio de 2011

Remembering kinds: New evidence that categories are privileged in children’s thinking ⬇️

artículo científico publicado el 21 de diciembre de 2011

Tell me about Pangolins! Evidence that children are motivated to learn about kinds ⬇️

artículo científico publicado el 4 de febrero de 2013

The Brilliance Trap

artículo científico publicado en 2017

The Frequency of "Brilliant" and "Genius" in Teaching Evaluations Predicts the Representation of Women and African Americans across Fields.

artículo científico publicado en 2016

The effect of generic statements on children's causal attributions: questions of mechanism.

artículo científico publicado en 2011

The generic/nongeneric distinction influences how children interpret new information about social others

artículo científico publicado en 2011

The impact of generic language about ability on children's achievement motivation.

artículo científico publicado en 2010

The inherence heuristic across development: systematic differences between children's and adults' explanations for everyday facts

artículo científico publicado en 2014

The inherence heuristic as a source of essentialist thought.

artículo científico publicado en 2014

The inherence heuristic: an intuitive means of making sense of the world, and a potential precursor to psychological essentialism

artículo científico publicado en 2014

The pipeline project: Pre-publication independent replications of a single laboratory's research pipeline

scholarly article

Theory-based considerations influence the interpretation of generic sentences

artículo científico publicado en 2010

WOMEN IN SCIENCE. Response to Comment on "Expectations of brilliance underlie gender distributions across academic disciplines".

artículo científico publicado en 2015

Which role models are effective for which students? A systematic review and four recommendations for maximizing the effectiveness of role models in STEM

artículo científico publicado en 2021

Who is good at this game? Linking an activity to a social category undermines children's achievement.

artículo científico publicado en 2012

Why Do People Tend to Infer "Ought" From "Is"? The Role of Biases in Explanation.

artículo científico publicado en 2016

Why are dunkels sticky? Preschoolers infer functionality and intentional creation for artifact properties learned from generic language

artículo científico publicado en 2010

Why do people believe in a "true self"? The role of essentialist reasoning about personal identity and the self

artículo científico publicado en 2019

Women are underrepresented in fields where success is believed to require brilliance.

artículo científico publicado en 2015

Women—particularly underrepresented minority women—and early-career academics feel like impostors in fields that value brilliance.

artículo científico publicado en 2022

Young Children's Self-Concepts Include Representations of Abstract Traits and the Global Self.

artículo científico publicado en 2017

Lista de obras de Andrei Cimpian

"It feels like it's in your body": How children in the United States think about nationality

An early-emerging explanatory heuristic promotes support for the status quo.

An explanatory heuristic gives rise to the belief that words are well suited for their referents.

Are stereotypes accurate? A perspective from the cognitive science of concepts.

Asking Children to "Be Helpers" Can Backfire After Setbacks

Author's reply: refining and expanding the proposal of an inherence heuristic in human understanding

Building theory-based concepts: four-year-olds preferentially seek explanations for features of kinds.

Canadian children's concepts of national groups: A comparison with children from the United States

Children expect generic knowledge to be widely shared

Children show heightened knew-it-all-along errors when learning new facts about kinds: Evidence for the power of kind representations in children's thinking.

Children's Intuitive Theories of Academic Performance

Conceptions of Adolescence: Implications for Differences in Engagement in School Over Early Adolescence in the United States and China.

Data from a pre-publication independent replication initiative examining ten moral judgement effects

Developmental evidence for a link between the inherence bias in explanation and psychological essentialism

Differences in the Evaluation of Generic Statements About Human and Non-Human Categories.

Do lions have manes? For children, generics are about kinds rather than quantities

Evidence of bias against girls and women in contexts that emphasize intellectual ability

Expectations of brilliance underlie gender distributions across academic disciplines.

Explanation as a Cognitive Process

Gender stereotypes about intellectual ability emerge early and influence children's interests.

How deep do we dig? Formal explanations as placeholders for inherent explanations

How does social essentialism affect the development of inter-group relations?

Inductive generalization relies on category representations.

Information learned from generic language becomes central to children's biological concepts: evidence from their open-ended explanations

Intuitions about personal identity are rooted in essentialist thinking across development

Investigating the cognitive structure of stereotypes: Generic beliefs about groups predict social judgments better than statistical beliefs

Investigating the origins of political views: biases in explanation predict conservative attitudes in children and adults

Memory accessibility shapes explanation: Testing key claims of the inherence heuristic account

Memory errors reveal a bias to spontaneously generalize to categories.

Preface for the special issue on The Process of Explanation : Guest Editors: Andrei Cimpian (New York University) and Frank Keil (Yale University).

Preschool children's use of cues to generic meaning.

Preschoolers’ Use of Morphosyntactic Cues to Identify Generic Sentences: Indefinite Singular Noun Phrases, Tense, and Aspect ⬇️

Remembering kinds: New evidence that categories are privileged in children’s thinking ⬇️

Tell me about Pangolins! Evidence that children are motivated to learn about kinds ⬇️

The Brilliance Trap

The Frequency of "Brilliant" and "Genius" in Teaching Evaluations Predicts the Representation of Women and African Americans across Fields.

The effect of generic statements on children's causal attributions: questions of mechanism.

The generic/nongeneric distinction influences how children interpret new information about social others

The impact of generic language about ability on children's achievement motivation.

The inherence heuristic across development: systematic differences between children's and adults' explanations for everyday facts

The inherence heuristic as a source of essentialist thought.

The inherence heuristic: an intuitive means of making sense of the world, and a potential precursor to psychological essentialism

The pipeline project: Pre-publication independent replications of a single laboratory's research pipeline

Theory-based considerations influence the interpretation of generic sentences

WOMEN IN SCIENCE. Response to Comment on "Expectations of brilliance underlie gender distributions across academic disciplines".

Which role models are effective for which students? A systematic review and four recommendations for maximizing the effectiveness of role models in STEM

Who is good at this game? Linking an activity to a social category undermines children's achievement.

Why Do People Tend to Infer "Ought" From "Is"? The Role of Biases in Explanation.

Why are dunkels sticky? Preschoolers infer functionality and intentional creation for artifact properties learned from generic language

Why do people believe in a "true self"? The role of essentialist reasoning about personal identity and the self

Women are underrepresented in fields where success is believed to require brilliance.

Women—particularly underrepresented minority women—and early-career academics feel like impostors in fields that value brilliance.

Young Children's Self-Concepts Include Representations of Abstract Traits and the Global Self.