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In Press

Cimpian, A., & Park, J. J. (in press). Tell me about pangolins! Evidence that children are motivated to learn about kinds. Journal of Experimental Psychology: General.
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. (2013). Generic statements, causal attributions, and children’s naive theories. In M. R. Banaji & S. A. Gelman (Eds.), Navigating the social world: What infants, children, and other species can teach us (pp. 269–274). New York: Oxford University Press.


Brandone, A. C., Cimpian, A., Leslie, S. J., & Gelman, S. A. (2012). Do lions have manes? For children, generics are about kinds rather than quantities. Child Development, 83(2), 423–433.
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., & Erickson, L. C. (2012). The effect of generic statements on children’s causal attributions: Questions of mechanism. Developmental Psychology, 48(1), 159-170.
Cimpian, A., & Scott, R. M. (2012). Children expect generic knowledge to be widely shared. Cognition, 123(3), 419-433
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., & 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., Meltzer, T. J., & Markman, E. M. (2011). Preschoolers' use of morphosyntactic cues to identify generic sentences: Indefinite singular noun phrases, tense, and aspect. Child Development, 82(5), 1561-1578.


Cimpian, A. (2010). The impact of generic language about ability on children's achievement motivation. Developmental Psychology, 46(5), 1333-1340.
Cimpian, A., & Cadena, C. (2010). Why are dunkels sticky? Preschoolers infer functionality and intentional creation for artifact properties learned from generic language. Cognition, 117(1), 62-68.
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., Gelman, S. A., & Brandone, A. C. (2010). Theory-based considerations influence the interpretation of generic sentences. Language and Cognitive Processes, 25(2), 261-276.


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.


Cimpian, A., & Markman, E. M. (2005). The absence of a shape bias in children's word learning. Developmental Psychology, 41(6), 1003–1019.

Last Updated: June 8, 2013
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