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 focuses on the developmental origins of social cognition and its links to education. Dr. Cvencek investigates the role of social learning in the development of children’s gender stereotypes about math, in-group attitudes, and self-esteem using implicit and explicit measures. He also considers how this social-cognitive development in children may be facilitated by a tendency of the human mind to keep one's cognitions consistent with one another.

Publications:

Lindgren, K. P., Neighbors, C., Gasser, M. L., Ramirez, J. J., & Cvencek, D. (2016). A review of implicit and explicit substance self-concept as a predictor of alcohol and tobacco use and misuse. The American Journal of Drug and Alcohol Abuse. Click here to receive a reprint

Cvencek, D., Greenwald, A. G., & Meltzoff, A. N. (2016). Implicit measures for preschool children confirm self-esteem's role in maintaining a balanced identity. Journal of Experimental Social Psychology, 62, 50–57. Click here to receive a reprint

Cvencek, D., Kapur, M., & Meltzoff, A. N. (2015). Math achievement, stereotypes, and math self-concepts among elementary-school students in Singapore. Learning and Instruction, 39, 1–10. Click here to receive a reprint

Cvencek, D., Nasir, N. S., O’Connor, K., Wischnia, S., & Meltzoff, A. N. (2015). The development of math–race stereotypes: “They say Chinese people are the best at math.” Journal of Research on Adolescence, 25, 630-637. Click here to receive a reprint

Cvencek, D., & Meltzoff, A. N. (2015). Developing implicit social cognition in early childhood: Methods, phenomena, prospects. In S. Flannery Quinn & S. Robson (Eds.), The Routledge international handbook of young children’s thinking and understanding (pp. 43–53). Abingdon, England: Routledge. Click here to receive a reprint

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) 543-8029

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