Dario Cvencek, Ph.D.

Research Scientist

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Bio

Dr. Cvencek is a Research Scientist working with Dr. Andrew Meltzoff. Before coming to the Institute, he earned a Ph.D. in cognitive psychology at the University of Washington, working with Tony Greenwald. Dr. Cvencek’s research interests focus on the development of academic gender stereotypes towards math and reading in elementary school children.  Dr. Cvencek investigates the role of social learning in the development of stereotypes, for example math–gender stereotypes. He also considers how this learning of stereotypes in children may be facilitated by a tendency of the human mind to keep one's cognitions consistent with one another

Publications:

Cvencek, D., Nasir, N. S., O’Connor, K., Wischnia, S., & Meltzoff, A. N. (in press). The development of math–race stereotypes: “They say Chinese people are the best at math.” Journal of Research on Adolescence. Click here to receive a reprint

Cvencek, D., & Meltzoff, A. N. (in press). Developing implicit social cognition in early childhood: Methods, phenomena, prospects. In S. Flannery Quinn & S. Robson (Eds.), Routledge international handbook of young children’s thinking and understanding (pp. 43–53). London, England: Routledge.

Baron, A. S., Schmader, T., Cvencek, D., & Meltzoff, A. N. (2014). The gendered self-concept: How implicit gender stereotypes and attitudes shape self-definition. In P. J. Leman & H. R. Tenenbaum (Eds.), Gender and development (pp. 109–132). East Sussex, England: Psychology Press. Click here to receive a reprint

Cvencek, D., Meltzoff, A. N., & Kapur, M. (2014). Cognitive consistency and math-gender stereotypes in Singaporean children. Journal of Experimental Child Psychology, 117, 73–91. Click here to receive a reprint

Cvencek, D., & Meltzoff, A. N. (2012). Math–gender stereotypes in elementary school children. In J. A. Banks (Ed.), Encyclopedia of diversity in education, (Vol. 3, pp. 1455–1460). Thousand Oaks, CA: Sage. Click here to receive a reprint

Cvencek, D., Meltzoff, A. N., & Baron, A. S. (2012). Implicit measures of attitudes of preschool children. In J. A. Banks (Ed.), Encyclopedia of diversity in education, (Vol. 1, pp. 192–196). Thousand Oaks, CA: Sage. Click here to receive a reprint

Cvencek, D., Greenwald, A. G., & Meltzoff, A. N. (2012). Balanced identity theory: Evidence for implicit consistency in social cognition. In B. Gawronski & F. Strack (Eds.), Cognitive consistency: A unifying concept in social psychology (pp. 157–177). Guilford, NY: Guilford Press. Click here to receive a reprint

Cvencek, D., Greenwald, A. G., & Meltzoff, A. N. (2011). Measuring implicit attitudes of 4-year-olds: The Preschool Implicit Association Test. Journal of Experimental Child Psychology, 109, 187–200. Click here to receive a reprint

Cvencek, D., Meltzoff, A. N., & Greenwald, A.G. (2011). Math–gender stereotypes in elementary school children. Child Development, 82, 776–779. Click here to receive a reprint

Cvencek, D., Greenwald, A. G., Brown, A. S., Gray, N. S., & Snowden, R. J. (2010). Faking of the Implicit Association Test is statistically detectable and partly correctable. Basic and Applied Social Psychology, 32, 302–314. Click here to receive a reprint

Contact

Phone Number: 
(206) 616-6107

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