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Psychology

D-Index
39
Citations
8723
World Ranking
8450
National Ranking
4518

Overview

Andrei Cimpian is affiliated with New York University in the United States. Their research primarily focuses on social sciences and psychology, with a significant emphasis on gender studies, experimental and cognitive psychology, education, social psychology, and sociology and political science.

The scientist's work addresses a range of topics, including education, achievement, and giftedness; social and intergroup psychology; early childhood education and development; gender roles and identity studies; gender diversity and inequality; grit, self-efficacy, and motivation; and career development and diversity.

Recent notable publications by Andrei Cimpian include:

  • Teacher Mindsets Help Explain Where a Growth-Mindset Intervention Does and Doesn't Work (2021, Psychological Science)
  • Which role models are effective for which students? A systematic review and four recommendations for maximizing the effectiveness of role models in STEM (2021, International Journal of STEM Education)
  • Crowdsourcing hypothesis tests: Making transparent how design choices shape research results (2020, Psychological Bulletin)
  • Adults and children implicitly associate brilliance with men more than women (2020, Journal of Experimental Social Psychology)
  • Women-particularly underrepresented minority women-and early-career academics feel like impostors in fields that value brilliance (2021, Journal of Educational Psychology)

The scientist frequently publishes in venues such as Developmental Psychology, SSRN Electronic Journal, Faculty Opinions - Post-Publication Peer Review of the Biomedical Literature, Psychological Science, and Journal of Experimental Psychology General.

Andrei Cimpian collaborates regularly with several coauthors, including Melis Muradoglu, Sébastien Goudeau, April H. Bailey, Tenelle Porter, and Sophie H. Arnold.

Best Publications

  • Expectations of brilliance underlie gender distributions across academic disciplines

    Sarah Jane Leslie;Andrei Cimpian;Meredith Meyer;Edward Freeland

  • Gender stereotypes about intellectual ability emerge early and influence children’s interests

    Lin-Gen Bian;Lin-Gen Bian;Sarah-Jane Leslie;Andrei Cimpian;Andrei Cimpian

  • Subtle Linguistic Cues Affect Children's Motivation

    Andrei Cimpian;Holly Marie C. Arce;Ellen M. Markman;Carol S. Dweck

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

    Andrei Cimpian;Erika Salomon

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

    Meredith Meyer;Andrei Cimpian;Sarah Jane Leslie

  • Generic Statements Require Little Evidence for Acceptance but Have Powerful Implications

    Andrei Cimpian;Amanda C. Brandone;Susan A. Gelman

  • Messages about brilliance undermine women's interest in educational and professional opportunities

    Lin Bian;Sarah Jane Leslie;Mary C. Murphy;Andrei Cimpian

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

    Andrei Cimpian;Ellen M. Markman

  • Crowdsourcing hypothesis tests: Making transparent how design choices shape research results

    Justin F Landy;Miaolei Liam Jia;Isabel L Ding;Domenico Viganola

  • The Generic/Nongeneric Distinction Influences How Children Interpret New Information About Social Others

    Andrei Cimpian;Ellen M. Markman

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

    Larisa J. Hussak;Andrei Cimpian

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

    Martin Schweinsberg;Nikhil Madan;Michelangelo Vianello;S. Amy Sommer

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

    Lin Bian;Sarah Jane Leslie;Andrei Cimpian

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

    Marjorie Rhodes;Sarah Jane Leslie;Katya Saunders;Yarrow Dunham

  • Preschool children's use of cues to generic meaning

    Andrei Cimpian;Ellen M. Markman

  • Teachers’ belief that math requires innate ability predicts lower intrinsic motivation among low-achieving students

    Anke Heyder;Anne F. Weidinger;Andrei Cimpian;Ricarda Steinmayr

  • Adults and children implicitly associate brilliance with men more than women

    Daniel Storage;Tessa E.S. Charlesworth;Mahzarin R. Banaji;Andrei Cimpian

  • Who Is Good at This Game? Linking an Activity to a Social Category Undermines Children’s Achievement

    Andrei Cimpian;Yan Mu;Lucy C. Erickson

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

    Andrei Cimpian

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

    Melis Muradoglu;Zachary Horne;Matthew D. Hammond;Sarah-Jane Leslie

  • Why Do People Tend to Infer “Ought” From “Is”? The Role of Biases in Explanation:

    Christina M. Tworek;Andrei Cimpian

  • Inherence heuristic versus essentialism: Issues of antecedence and cognitive mechanism

    Vincent Y. Yzerbyt;Stéphanie Demoulin

Frequent Co-Authors

Jay J. Van Bavel
Jay J. Van Bavel New York University
Susan A. Gelman
Susan A. Gelman University of Michigan–Ann Arbor
Ellen M. Markman
Ellen M. Markman Stanford University
Eric-Jan Wagenmakers
Eric-Jan Wagenmakers University of Amsterdam
Peter H. Ditto
Peter H. Ditto University of California, Irvine
Daniel C. Molden
Daniel C. Molden Northwestern University
Sapna Cheryan
Sapna Cheryan University of Washington
Marjorie Rhodes
Marjorie Rhodes New York University
Fiery Cushman
Fiery Cushman Harvard University

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