| Math–gender stereotypes in elementary school children D Cvencek, AN Meltzoff, AG Greenwald Child development 82 (3), 766-779, 2011 | 1311 | 2011 |
| Cognitive consistency: A fundamental principle in social cognition B Gawronski, F Strack Guilford press, 2012 | 264 | 2012 |
| Measuring implicit attitudes of 4-year-olds: The preschool implicit association test D Cvencek, AG Greenwald, AN Meltzoff Journal of Experimental Child Psychology 109 (2), 187-200, 2011 | 254 | 2011 |
| Self‐concepts, self‐esteem, and academic achievement of minority and majority north American elementary school children D Cvencek, SA Fryberg, R Covarrubias, AN Meltzoff Child development 89 (4), 1099-1109, 2018 | 200 | 2018 |
| Math achievement, stereotypes, and math self-concepts among elementary-school students in Singapore D Cvencek, M Kapur, AN Meltzoff Learning and Instruction 39, 1-10, 2015 | 188 | 2015 |
| Implicit measures for preschool children confirm self-esteem's role in maintaining a balanced identity D Cvencek, AG Greenwald, AN Meltzoff Journal of Experimental Social Psychology 62, 50-57, 2016 | 167 | 2016 |
| Faking of the Implicit Association Test is statistically detectable and partly correctable D Cvencek, AG Greenwald, AS Brown, NS Gray, RJ Snowden Basic and applied social psychology 32 (4), 302-314, 2010 | 166 | 2010 |
| Best research practices for using the Implicit Association Test AG Greenwald, M Brendl, H Cai, D Cvencek, JF Dovidio, M Friese, ... Behavior research methods, 1-20, 2022 | 163 | 2022 |
| Cognitive consistency and math–gender stereotypes in Singaporean children D Cvencek, AN Meltzoff, M Kapur Journal of experimental child psychology 117, 73-91, 2014 | 147 | 2014 |
| The development of math–race stereotypes:“They say Chinese people are the best at math” D Cvencek, NS Nasir, K O'Connor, S Wischnia, AN Meltzoff Journal of Research on Adolescence 25 (4), 630-637, 2015 | 126 | 2015 |
| Balanced identity theory D Cvencek, AG Greenwald, AN Meltzoff Cognitive consistency: A fundamental principle in social cognition, 157-177, 2012 | 119 | 2012 |
| A review of implicit and explicit substance self-concept as a predictor of alcohol and tobacco use and misuse KP Lindgren, C Neighbors, ML Gasser, JJ Ramirez, D Cvencek The American journal of drug and alcohol abuse 43 (3), 237-246, 2017 | 111 | 2017 |
| The gendered self-concept: How implicit gender stereotypes and attitudes shape self-definition AS Baron, T Schmader, D Cvencek, AN Meltzoff Gender and development, 109-132, 2013 | 90 | 2013 |
| Chilean kindergarten children’s beliefs about mathematics: Family matters. MF del Río, K Strasser, D Cvencek, MI Susperreguy, AN Meltzoff Developmental Psychology 55 (4), 687, 2019 | 77 | 2019 |
| Development of math attitudes and math self‐concepts: Gender differences, implicit–explicit dissociations, and relations to math achievement D Cvencek, R Brečić, D Gacesa, AN Meltzoff Child Development 92 (5), e940-e956, 2021 | 75 | 2021 |
| Meta-analytic use of balanced identity theory to validate the Implicit Association Test D Cvencek, AN Meltzoff, CD Maddox, BA Nosek, LA Rudman, T Devos, ... Personality and Social Psychology Bulletin 47 (2), 185-200, 2021 | 53 | 2021 |
| The Implicit Association Test at age 20: What is known and what is not known about implicit bias AG Greenwald, M Brendl, H Cai, D Cvencek, JF Dovidio, M Friese, ... PsyArXiv, 2020 | 50 | 2020 |
| Early sources of children’s math achievement in Chile: The role of parental beliefs and feelings about math MF del Río, MI Susperreguy, K Strasser, D Cvencek, C Iturra, I Gallardo, ... Early Education and Development 32 (5), 637-652, 2021 | 40 | 2021 |
| Lower implicit self-esteem as a pathway linking childhood abuse to depression and suicidal ideation A Reid-Russell, AB Miller, D Cvencek, AN Meltzoff, KA McLaughlin Development and psychopathology 34 (4), 1272-1286, 2022 | 24 | 2022 |
| Developing implicit social cognition in early childhood: Methods, phenomena, prospects D Cvencek, AN Meltzoff The Routledge international handbook of young children's thinking and …, 2014 | 23 | 2014 |
Andrew N. MeltzoffCo-Director, Institute for Learning & Brain Sciences, Professor of Psychology, Univ. of WashingtonVahvistettu sähköpostiosoite verkkotunnuksessa uw.edu
