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  1. Andrei Cimpian & Gina Petro (2014). Building Theory-Based Concepts: Four-Year-Olds Preferentially Seek Explanations for Features of Kinds. Cognition 131 (2):300-310.
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  2. Amanda Brandone, Andrei Cimpian, Sarah-Jane Leslie & Susan Gelman (2012). Do Lions Have Manes? For Children, Generics Are About Kinds, Not Quantities. Child Development 83:423-433.
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  3. Andrei Cimpian & Rose M. Scott (2012). Children Expect Generic Knowledge to Be Widely Shared. Cognition 123 (3):419-433.
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  4. Andrei Cimpian, Amanda C. Brandone & Susan A. Gelman (2010). Generic Statements Require Little Evidence for Acceptance but Have Powerful Implications. Cognitive Science 34 (8):1452-1482.
    Generic statements (e.g., “Birds lay eggs”) express generalizations about categories. In this paper, we hypothesized that there is a paradoxical asymmetry at the core of generic meaning, such that these sentences have extremely strong implications but require little evidence to be judged true. Four experiments confirmed the hypothesized asymmetry: Participants interpreted novel generics such as “Lorches have purple feathers” as referring to nearly all lorches, but they judged the same novel generics to be true given a wide range of prevalence (...)
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  5. Andrei Cimpian & Cristina Cadena (2010). Why Are Dunkels Sticky? Preschoolers Infer Functionality and Intentional Creation for Artifact Properties Learned From Generic Language. Cognition 117 (1):62-68.
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  6. Andrei Cimpian & Ellen M. Markman (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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  7. Andrei Cimpian & Ellen M. Markman (2008). Preschool Children's Use of Cues to Generic Meaning. Cognition 107 (1):19-53.
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