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The University of Chicago
Department of Psychology
5848 South University Avenue
Chicago, IL, 60637

Office Phone: (773) 702-0710
Fax: (773) 702-0886
Office: Green Hall 409
Labs: Beecher Hall, 203, 205
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Katherine Kinzler


Katherine D. Kinzler joined the faculty of the University of Chicago in 2008 as a Neubauer Family Assistant Professor in Psychology.  She received her B.A. in Cognitive Science from Yale College, and her Ph.D. in Developmental Psychology from Harvard University in 2008.  Professor Kinzler's research focuses on the development of social cognition, with particular emphasis on investigating infants' and children's attention to language and accent as indicators of group membership.  Her research is funded by the National Institutes of Health.

Research Interests:

Development of social cognition
Social categories
Face perception
Cultural learning
Trust and perceptions of threat

Selected publications

Kinzler, K.D., & Dautel, J. (in press).  Children’s essentialist reasoning about language and race.  Developmental Science.

Kinzler, K.D., Shutts, K., & Spelke, E.S. (in press).  Language-based social preferences among multilingual children in South Africa. Language Learning and Development.

Kinzler, K.D., Corriveau, K.H., & Harris, P.L (2011).  Children’s selective trust in native-accented speakers.  Developmental Science, 14, 106-111.

Kinzler, K.D., & Spelke, E.S. (2011).  Do infants show social preferences for people differing in race?  Cognition, 119, 1-9.

Kinzler, K.D., Shutts, K., & Correll, J. (2010).  Priorities in social categories.  European Journal of Social Psychology:  Special Issue: Children’s Intergroup Attitudes, 40, 581-592.

Kinzler, K.D., Shutts, K., DeJesus, J., & Spelke, E.S. (2009).  Accent trumps race in guiding children’s social preferences.  Social Cognition, 27, 623-634.

Kinzler, D.K., & Shutts, K. (2008).  Memory for “mean” over “nice”: The influence of threat on children’s face memory.  Cognition, 107, 775-783.

Kinzler, K.D., Dupoux, E., & Spelke, E.S. (2007).  The native language of social cognition.  The Proceedings of the National Academy of Sciences of the United States of America, 104, 12577-12580.

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