This research is based, in part, on a doctoral dissertation submitted to Stanford University by Cimpian. Generous financial support was provided to Cimpian by the University of Illinois and by an Elizabeth Munsterberg Koppitz Child Psychology Graduate Fellowship from the American Psychological Foundation. Portions of this research were presented at the 2009 biennial meeting of the Society for Research in Child Development in Denver, CO. We would like to thank Lera Boroditsky, Herb Clark, Carol Dweck, Cindy Fisher, Vikram Jaswal, Yuyan Luo, Meredith Meyer, and Joe Robinson for their helpful comments on this research and on the manuscript; Adrienne Sussman, Ben Boldt, and the Cognitive Development Lab team at the University of Illinois for their able assistance in data collection and coding; and the children, parents, and teachers at Bing Nursery School, where much of this research was conducted.
The Generic/Nongeneric Distinction Influences How Children Interpret New Information About Social Others
Version of Record online: 9 MAR 2011
© 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.
Volume 82, Issue 2, pages 471–492, March/April 2011
How to Cite
Cimpian, A. and Markman, E. M. (2011), The Generic/Nongeneric Distinction Influences How Children Interpret New Information About Social Others. Child Development, 82: 471–492. doi: 10.1111/j.1467-8624.2010.01525.x
- Issue online: 24 MAR 2011
- Version of Record online: 9 MAR 2011
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