[pdf] Porter, T., Catalán Molina, D., Cimpian, A., Roberts, S., Frederiks, A., Blackwell, L. S., & Trzesniewski, K. (in press). Growth mindset intervention delivered by teachers boosts achievement in early adolescence. Psychological Science.
[pdf] Vial, A. C., Muradoglu, M., Newman, G., & Cimpian, A. (in press). An emphasis on brilliance fosters masculinity contest cultures. Psychological Science.
[pdf] Yeager, D. S., Carroll, J. M., Buontempo, J., Cimpian, A., Woody, S., Crosnoe, R., Muller, C., Murray, J., Mhatre, P., Kersting, N., Hulleman, C., Kudym, M., Murphy, M., Duckworth, A., Walton, G. M., & Dweck, C. S. (in press). Teacher mindsets help explain where a growth mindset intervention does and doesn’t work. Psychological Science.
[pdf] Muradoglu, M., Horne, Z., Hammond, M. D., Leslie, S. J., & Cimpian, A. (in press). Women—particularly underrepresented minority women—and early-career academics feel like impostors in fields that value brilliance. Journal of Educational Psychology.
[pdf] Heck, I. A., Santhanagopalan, R., Cimpian, A., & Kinzler, K. D. (2021). Understanding the developmental roots of gender gaps in politics. Psychological Inquiry, 32(2), 53–71. [target article]
[pdf] Heck, I. A., Santhanagopalan, R., Cimpian, A., & Kinzler, K. D. (2021). An integrative developmental framework for studying gender inequities in politics. Psychological Inquiry, 32(2), 137–152. [response to commentaries]
[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), 533–552.
[pdf] Hammond, M. D., & Cimpian, A. (2021). “Wonderful but weak”: Children’s ambivalent attitudes toward women. Sex Roles, 84, 76–90.
[pdf] Storage, D., Charlesworth, T. E. S., Banaji, M. R., & Cimpian, A. (2020). Adults and children implicitly associate brilliance with men more than women. Journal of Experimental Social Psychology, 90, 104020.
[pdf] Muradoglu, M., & Cimpian, A. (2020). Children’s intuitive theories of academic performance. Child Development, 91(4), e902–e918.
[pdf] Vial, A. C., & Cimpian, A. (2020). Evaluative feedback expresses and reinforces cultural stereotypes. In E. Brummelman (Ed.), Psychological Perspectives on Praise (pp. 119–128). Abingdon, UK: Routledge.
[pdf] Foster-Hanson, E., Cimpian, A., Leshin, R. A., & Rhodes, M. (2020). Asking children to “be helpers” can backfire after setbacks. Child Development, 91(1), 236–248.
[pdf] Heyder, A., Weidinger, A. F., Cimpian, A., & Steinmayr, R. (2020). Teachers’ belief that math requires innate ability predicts lower intrinsic motivation among low-achieving students. Learning and Instruction, 65, 101220.
[pdf] *Jaxon, J., *Lei, R. F., Shachnai, R., Chestnut, E. K., & Cimpian, A. (2019). The acquisition of gender stereotypes about intellectual ability: Intersections with race. Journal of Social Issues, 75(4), 1192–2015.
Notes: The authors marked with an asterisk contributed equally to the work.
[pdf] Bian, L., Leslie, S. J., & Cimpian, A. (2018). Evidence of bias against girls and women in contexts that emphasize intellectual ability. American Psychologist, 73(9), 1139–1153.
[pdf] Boston, J. S., & Cimpian, A. (2018). How do we encourage gifted girls to pursue and succeed in science and engineering? Gifted Child Today, 41(4), 196–207.
Media/Blogs: The Conversation
[pdf] Chestnut, E. K., Lei, R. F., Leslie, S. J., & Cimpian, A. (2018). The myth that only brilliant people are good at math and its implications for diversity. Education Sciences, 8(2), 65.
Notes: Invited contribution to the special issue on Dispelling Myths about Mathematics, edited by J. Boaler.
Media/Blogs: Blog on Learning and Development (BOLD)
[pdf] Bian, L., Leslie, S. J., Murphy, M. C., & Cimpian, A. (2018). Messages about brilliance undermine women’s interest in educational and professional opportunities. Journal of Experimental Social Psychology, 76, 404–420.
[pdf] Cimpian, A., Hammond, M. D., Mazza, G., & Corry, G. (2017). Young children’s self-concepts include representations of abstract traits and the global self. Child Development, 88(6), 1786–1798.
[pdf] Cimpian, A., & Leslie, S. J. (2017). The brilliance trap: How a misplaced emphasis on genius subtly discourages women and African-Americans from certain academic fields. Scientific American, 317, 60–65.
[pdf] Hammond, M. D., & Cimpian, A. (2017). Investigating the cognitive structure of stereotypes: Generic beliefs about groups predict social judgments better than statistical beliefs. Journal of Experimental Psychology: General, 146(5), 607–614.
[pdf] Bian, L., Leslie, S. J., & Cimpian, A. (2017). Gender stereotypes about intellectual ability emerge early and influence children's interests. Science, 355(6323), 389–391.
Notes: Ranked 5th in Altmetric's Top 100 most-discussed papers of 2017 (out of 2.2 million research outputs tracked).
Media/Blogs: The New York Times, Scientific American, The Atlantic, NPR, Sunday Night with Megyn Kelly, The Washington Post (N. Anderson), The Washington Post (R. Gebelhoff), Los Angeles Times, The Associated Press, National Science Foundation, Smithsonian, The Guardian, BBC News, The Philadelphia Inquirer, CNN, Quartz, Huffington Post, Mashable, The Onion
[pdf] Cimpian, A. (2017). Early reasoning about competence is not irrationally optimistic, nor does it stem from inadequate cognitive representations. In A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds.), Handbook of Competence and Motivation (2nd Edition): Theory and Application (pp. 387–407). New York: Guilford Press.
[pdf] Bian, L., & Cimpian, A. (2017). Are stereotypes accurate? A perspective from the cognitive science of concepts. Behavioral and Brain Sciences, 40, e3. [commentary]
Resources: BBS target article
[pdf] Qu, Y., Pomerantz, E. M., Wang, M., Cheung, C., & Cimpian, A. (2016). Conceptions of adolescence: Implications for differences in engagement in school over early adolescence in the United States and China. Journal of Youth and Adolescence, 45(7), 1512–1526.
[pdf] Storage, D., Horne, Z., Cimpian, A., & Leslie, S. J. (2016). The frequency of “brilliant” and “genius” in teaching evaluations predicts the representation of women and African Americans across fields. PLOS ONE, 11(3), e0150194.
Notes: Top 1% most downloaded of all PLOS ONE articles published in 2016.
Resources: Supplementary Materials
[pdf] Cimpian, A., & Leslie, S. J. (2015). Response to comment on “Expectations of brilliance underlie gender distributions across academic disciplines.” Science, 349(6246), 391.
[pdf] Meyer, M., Cimpian, A., & Leslie, S. J. (2015). Women are underrepresented in fields where success is believed to require brilliance. Frontiers in Psychology, 6, 235.
Notes: Invited contribution to the special issue on the Underrepresentation of Women in Science: International and Cross-Disciplinary Evidence and Debate, edited by S. J. Ceci, W. M. Williams, and S. Kahn.
[pdf] *Leslie, S. J., *Cimpian, A., Meyer, M., & Freeland, E. (2015). Expectations of brilliance underlie gender distributions across academic disciplines. Science, 347(6219), 262–265.
Notes: The authors marked with an asterisk contributed equally to the work.
Media/Blogs: Edge, Science, Science Friday (NPR), The Economist, The Wall Street Journal, The Washington Post, National Science Foundation, The Chronicle of Higher Education, Science News, Illinois News Bureau, NBC, Smithsonian
[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., 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.
[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. (2010). The impact of generic language about ability on children’s achievement motivation. Developmental Psychology, 46(5), 1333–1340.
[pdf] 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.
Resources: Supplementary Materials (Script)