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[pdf] Donovan, B. M., Syed, A., Arnold, S. H., Lee, D., Weindling, M., Stuhlsatz, M. A. M., Riegle-Crumb, C., & Cimpian, A. (2024). Sex and gender essentialism in textbooks. Science, 383(6685), 822–825. 

[pdf] Bailey, A. H., Dembroff, R., Wodak, D., Ikizer, E. G., & Cimpian, A. (2024). People’s beliefs about pronouns reflect both the language they speak and their ideologies. Journal of Experimental Psychology: General, 153(5), 1388–1406.

[pdf] Goudeau, S., Stephens, N. M., Markus, H. R., Darnon, C., Croizet, J.-C., & Cimpian, A. (in press). What causes social class disparities in education? The role of the mismatches between academic contexts and working-class socialization contexts and how the effects of these mismatches are explained. Psychological Review

[pdf] Renoux, M., Goudeau, S., Alexopoulos, T., Bouquet, C. A., & Cimpian, A. (2024). The inherence bias in preschoolers’ explanations for achievement differences: Replication and extension. npj Science of Learning, 9, 10.

[pdf] Goudeau, S., Sanrey, C., Autin, F., Stephens, N. M., Markus, H. R., Croizet, J.-C., & Cimpian, A. (2023). Unequal opportunities from the start: Socioeconomic disparities in classroom participation in preschool. Journal of Experimental Psychology: General, 152(11), 3135–3152.


[pdf] Muradoglu, M., Marchak, K., Gelman, S. A., & Cimpian, A. (2022). Formal explanations shape children’s representations of animal kinds and social groups. Developmental Psychology, 58, 2322–2335.


[pdf] Valtonen, J., Ahn, W., & Cimpian, A. (2021). Neurodualism: People assume that the brain affects the mind more than the mind affects the brain. Cognitive Science, 45(9), e13034.


[pdf] Goudeau, S., & Cimpian, A. (2021). How do young children explain differences in the classroom? Implications for achievement, motivation, and educational equity. Perspectives on Psychological Science, 16(3), 533552. 


[pdf] Siddiqui, H., Cimpian, A., & Rutherford, M. D. (2020). Canadian children’s concepts of national groups: A comparison with children from the United States. Developmental Psychology, 56(11), 2102–2109.   


[pdf] Horne, Z., & Cimpian, A. (2019). Intuitions about personal identity are rooted in essentialist thinking across development. Cognition, 191, 103981. 


[pdf] Christy, A. G., Schlegel, R. J., & Cimpian, A. (2019). Why do people believe in a “true self”? The role of essentialist reasoning about personal identity and the self. Journal of Personality and Social Psychology, 117(2), 386–416. 


[pdf] Hussak, L. J., & Cimpian, A. (2019). “It feels like it’s in your body”: How children in the United States think about nationality. Journal of Experimental Psychology: General, 148(7), 1153–1168. 


[pdf] *Horne, Z., *Muradoglu, M., & Cimpian, A. (2019). Explanation as a cognitive process. Trends in Cognitive Sciences, 23(3), 187199. 


  • Notes: The authors marked with an asterisk contributed equally to the work. 

[pdf] Sutherland, S. L., & Cimpian, A. (2019). Developmental evidence for a link between the inherence bias in explanation and psychological essentialism. Journal of Experimental Child Psychology, 177, 265281. 


[pdf] Gelman, S. A., Cimpian, A., & Roberts, S. O. (2018). How deep do we dig? Formal explanations as placeholders for inherent explanations. Cognitive Psychology, 106, 4359. 


[pdf] Hussak, L. J., & Cimpian, A. (2018). Investigating the origins of political views: Biases in explanation predict conservative attitudes in children and adults. Developmental Science, 21, e12567. 


[pdf] Cimpian, A., Gollwitzer, P. M., & Oettingen, G. (2018). Intuition. In M. H. Bornstein (Ed.), The SAGE Encyclopedia of Lifespan Human Development (pp. 12191220). Thousand Oaks, CA: Sage.

[pdf] Hussak, L. J., & Cimpian, A. (2018). Memory accessibility shapes explanation: Testing key claims of the inherence heuristic account. Memory & Cognition, 46(1), 68–88


[pdf] Cimpian, A., & Keil, F. C. (2017). Preface for the special issue on the Process of Explanation. Psychonomic Bulletin & Review, 24(5), 13611363. 


[pdf] Tworek, C. M., & Cimpian, A. (2016). Why do people tend to infer ought from is? The role of biases in explanation. Psychological Science, 27(8), 1109–1122.


[pdf] Hussak, L. J., & Cimpian, A. (2015). An early-emerging explanatory heuristic promotes support for the status quo. Journal of Personality and Social Psychology, 109(5), 739–752. 


[pdf] Sutherland, S. L., & Cimpian, A. (2015). An explanatory heuristic gives rise to the belief that words are well suited for their referents. Cognition, 143, 228–240.


[pdf] Cimpian, A. (2015). The inherence heuristic: Generating everyday explanations. In R. Scott & S. Kosslyn (Eds.), Emerging Trends in the Social and Behavioral Sciences (pp. 1–15). Hoboken, NJ: John Wiley and Sons.

[pdf] Cimpian, A., & Salomon, E. (2014). The inherence heuristic: An intuitive means of making sense of the world, and a potential precursor to psychological essentialism. Behavioral and Brain Sciences, 37(5), 461–480. [target article]


[pdf] Cimpian, A., & Salomon, E. (2014). Refining and expanding the proposal of an inherence heuristic in human understanding. Behavioral and Brain Sciences, 37(5), 506–527. [response to commentaries]

[pdf] Cimpian, A., & Steinberg, O. D. (2014). The inherence heuristic across development: Systematic differences between children’s and adults’ explanations for everyday facts. Cognitive Psychology, 75, 130–154.

[pdf] Salomon, E., & Cimpian, A. (2014). The inherence heuristic as a source of essentialist thought. Personality and Social Psychology Bulletin, 40(10), 1297–1315.


[pdf] Cimpian, A., & Petro, G. (2014). Building theory-based concepts: Four-year-olds preferentially seek explanations for features of kinds. Cognition, 131(2), 300–310.

[pdf] 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.

[pdf] 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.

[pdf] 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.

[pdf] 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.

[pdf] 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.

[pdf] 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.

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