Social Learning Lab

Stanford University

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In-Press / Under Review

Bridgers, S., & Gweon, H. (in press). Means-Inference as a source of variability in early helping. Frontiers in Psychology. doi: 10.3389/fpsyg.2018.01735 [PDF]

Vélez, N., & Gweon, H. (in press). Integrating incomplete information with imperfect advice. Topics in Cognitive Science, 1 - 17. doi: 10.1111/tops.12388 [repository][preprint] [PDF]

Gweon, H., Shafto, P. & Schulz, L.E. (in press). Development of children's sensitivity to over-informativeness in learning and teaching. Developmental Psychology. doi: 10.1037/dev0000580 [repository] [PDF]

Bridgers, S., Jara-Ettinger, J., & Gweon, H. (under revision). Young children consider the expected utility of others' learning to decide what to teach. Nature Human Behaviour. [repository] [preprint]

Vélez, N., Bridgers, S., & Gweon, H. (under revision). Rare preference effect: Statistical information influences affiliation judgments. Cognition. [preprint]

Asaba, M., Ong, D., & Gweon, H. (under review). Integrating expectations and outcomes: Preschoolers’ developing ability to reason about others’ emotions [repository] [preprint]

Hawkins, R., Gweon, H., & Goodman, N. (under review). Speakers account for asymmetries in visual perspective so listeners don't have to. [repository] [preprint]

Richardson, H., Gweon, H., Alves, L., & Saxe, R. (under review). Longitudinal Studies of Behavioral and Neural Theory of Mind Development.

2018

Gweon, H., & Schulz, L.E. (2018). From exploration to instruction: Children learn from exploration and tailor their demonstrations to observers’ goals and competence. Child Development. doi:10.1111/cdev.13059. [repository] [PDF]

Gweon, H., & Asaba, M. (2018). Order matters: Children’s evaluation of under-informative teachers depends on context. Child Development, 89(3),e278-e292. doi: 10.1111/cdev.12825 [PDF]

Asaba, M. & Gweon, H. (2018). Look, I can do it! Young children forego opportunities to teach others to demonstrate their own competence. CogSci 2018. [repository] [PDF]

Asaba, M., Hembacher, E., Qiu, H., Anderson, B., Frank, M., & Gweon, H. (2018). Young children use statistical evidence to infer the informativeness of praise. CogSci 2018. [repository] [PDF]

Bennett-Pierre, G., Asaba, M., & Gweon, H. (2018). Preschoolers consider expected task difficulty to decide what to do and whom to help. CogSci 2018. [PDF]

Bridgers, S., Gweon, H., Bretzke, M., & Ruggeri, A. (2018). How you learned matters: The process by which others’ learn informs young children’s decisions about whom to ask for help. CogSci 2018. [PDF]

Vélez, N., Yuerui, W., & Gweon, H. (2018). Consistent but not diagnostic: Preschooler's intuitions about shared preferences within social groups. CogSci 2018. [PDF]

Yoon, E., MacDonald, K., Asaba, M., Gweon, H., & Frank, M. (2018). Balancing informational and social goals in active learning. CogSci 2018. [repository] [PDF]

2017

Enright, E. A., Gweon, H., & Sommerville, J. (2017). ‘To the victor go the spoils’: Infants expect resources to align with dominance structures. Cognition , 164, 8-11. doi: 10.1016/j.cognition.2017.03.008 [PDF]

Gershman, S., Pouncy, T., & Gweon, H. (2017). Learning the structure of social influence. Cognitive Science, , 41(S3). 1-31. doi: 10.1111/cogs.12480 [PDF]

Gweon, H., Asaba, M., & Bennett-Pierre, G. (2017). Reverse-engineering the process: Adults and preschoolers’ ability to infer the difficulty of novel tasks. In Gunzelmann, G., Howes, A., Tenbrink, T., & Davelaar, E. (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 458-463). Austin, TX: Cognitive Science Society. [PDF]

Bridgers, S., Altman, S., & Gweon, H. (2017). How can I help? 24- to 48-month-olds provide help specific to the cause of others’ failed actions. In Gunzelmann, G., Howes, A., Tenbrink, T., & Davelaar, E. (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 162-167). Austin, TX: Cognitive Science Society. [PDF].

Bass, I., Bonawitz, L. B., & Gweon, H. (2017). Didn’t know, or didn’t show? Preschoolers consider epistemic state and degree of omission when evaluating teachers. In Gunzelmann, G., Howes, A., Tenbrink, T., & Davelaar, E. (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 105-110). Austin, TX: Cognitive Science Society. [PDF]

Jara-Ettinger, J., & Gweon, H. (2017). Minimal covariation data support future one-shot inferences about unobservable properties of novel agents. In Gunzelmann, G., Howes, A., Tenbrink, T., & Davelaar, E. (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 570-575). Austin, TX: Cognitive Science Society. [PDF]

2016

Jara-Ettinger, J., Gweon, H., Schulz, L. E., & Tenenbaum, J. B. (2016). The naïve utility calculus: Computational principles underlying commonsense psychology.Trends in Cognitive Sciences, 20(8), 589-604. doi: 10.1016/j.tics.2016.05.011 [PDF]

Shneidman, L., Gweon, H., Schulz, L. E., & Woodward, A. (2016). Learning from others and spontaneous exploration: A cross-cultural investigation. Child Development, 87(3), 723–735. doi: 10.1111/cdev.12502 [PDF]

Vélez, N., Bridgers, S., & Gweon, H. (2016). Not all overlaps are equal: Social affiliation and rare overlaps of preferences. In Papafragou, A., Grodner, D., Mirman, D., & J.C., Trueswell (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp. 1985-1990). Austin, TX: Cognitive Science Society. [PDF]

Bridgers, S., Jara-Ettinger, J., & Gweon, H. (2016). Children consider others’ expected costs and rewards when deciding what to teach. In Papafragou, A., Grodner, D., Mirman, D., & J.C., Trueswell (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp. 710-715). Austin, TX: Cognitive Science Society.[PDF]

Vélez, N.*, Leong, Y. C.*, Pan, C., Zaki, J., & Gweon, H. (2016). Learning and making novel predictions about others’ preferences. (*Equal contributors). In Papafragou, A., Grodner, D., Mirman, D., & J.C., Trueswell (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp. 966-971). Austin, TX: Cognitive Science Society. [PDF]

Asaba, M., & Gweon, H. (2016). Who should I tell? Young children correct and maintain others’ beliefs about the self. In Papafragou, A., Grodner, D., Mirman, D., & J.C., Trueswell (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp. 1529-1534). Austin, TX: Cognitive Science Society. [PDF]

Zhao, X., Malle, B., & Gweon, H. (2016). Is it a 9 or a 6? Prosocial and selective perspective taking at age four. In Papafragou, A., Grodner, D., Mirman, D., & J.C., Trueswell (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp. 924-929). Austin, TX: Cognitive Science Society. [PDF]

Ong, D.*, Asaba, M.*, & Gweon, H. (2016). Young children and adults integrate past expectations and current outcomes to reason about others’ emotions. (*Equal contributors). In Papafragou, A., Grodner, D., Mirman, D., & J.C., Trueswell (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp. 135-140). Austin, TX: Cognitive Science Society. [PDF]

2015

Jara-Ettinger, J., Gweon, H., Tenenbaum, J. B., & Schulz, L. E. (2015). Children's understanding of the costs and rewards underlying rational action. Cognition, 140, 14-23. doi: 10.1016/j.cognition.2015.03.006 [PDF]

Bass, I., Hawthorne, D., Goodman, N. D., & Gweon, H. (2015). Not by number alone: The effect of teacher's knowledge and its value in evaluating "sins of omission." In D.C. Noelle, R. Dale, A.S. Warlaumont, J. Yoshimi, T. Matlock, C.D. Jennings, & P.P. Maglio (Eds.), Proceedings of the 37th Annual Conference of the Cognitive Science Society (pp. 166-171). Austin, TX: Cognitive Science Society.[PDF]

Gweon, H., & Asaba, M. (2015). Knowing what he could have shown: The role of alternatives in children's evaluation of under-informative teachers. In D.C. Noelle, R. Dale, A.S. Warlaumont, J. Yoshimi, T. Matlock, C.D. Jennings, & P.P. Maglio (Eds.), Proceedings of the 37th Annual Conference of the Cognitive Science Society (pp. 848-853). Austin, TX: Cognitive Science Society. [PDF]

2014

Gweon, H., Pelton, H., Konopka, J.A., & Schulz, L.E. (2014). Sins of omission: Children selectively explore when agents fail to tell the whole truth. Cognition, 132(3), 335-341. doi: 10.1016/j.cognition.2014.04.013 [PDF]

Koldewyn, K., Yendiki, A., Weigelt, S., Gweon, H., Julian, J., Richardson, H., Malloy, C., Saxe, R., Fischl, B., & Kanwisher, N. (2014). Differences in the right inferior longitudinal fasciculus but no general disruption of white matter tracts in children with autism spectrum disorder. Proceedings of the National Academy of Sciences, 111(5), 1981-1986. [PDF]

Gweon, H., Chu, V., & Schulz, L. E. (2014). To give a fish or to teach how to fish? Children weigh costs and benefits in considering what information to transmit. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp. 559-564). Austin, TX: Cognitive Science Society. [PDF]

Gweon, H., Shafto, P., & Schulz, L. E. (2014). Children consider prior knowledge and the cost of information both in learning from and teaching others. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society. (pp.565-570). Austin, TX: Cognitive Science Society. [PDF]

Jara-Ettinger, J., Gweon, H., Tenenbaum, J. B., & Schulz, L. E. (2014). I’d do anything for a cookie (but I won’t do that): Children’s understanding of the costs and rewards underlying rational action. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp.678-683). Austin, TX: Cognitive Science Society. [PDF]

2013

Gweon, H., & Saxe, R. (2013). Developmental cognitive neuroscience of Theory of Mind. In J. Rubenstein & P. Rakic (Eds.), Neural Circuit Development and Function in the Brain: Comprehensive Developmental Neuroscience. Elsevier. [PDF]

2012

Gweon, H., Dodell-Feder, D., Bedny, M., & Saxe, R. (2012). Theory of Mind performance in children correlates with functional specialization of a brain region for thinking about thoughts. Child Development, 83(6), 1853-1868. doi: 10.1111/j.1467-8624.2012.01829.x [ToM battery OSF repository] [SI] [PDF]

Shafto, P., Gweon, H., Fargen, C., & Schulz, L. (2012). Enough is enough: Inductive sufficiency guides learners' ratings of informant helpfulness. In N. Miyake, D. Peebles, & R. P. Cooper (Eds.), Proceedings of the 34th Annual Conference of the Cognitive Science Society (pp. 977-982). Austin, TX: Cognitive Science Society. [PDF]

2011

Gweon, H., & Schulz, L. E. (2011). 16-month-olds rationally infer causes of failed actions. Science, 332(6037), 1524. doi: 10.1126/science.1204493 [PDF] [SI]

Bonawitz, E., Shafto, P., Gweon, H., Goodman, N. D., Spelke, E., & Schulz, L. (2011). The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery. Cognition, 120(3), 322-330. doi: 10.1016/j.cognition.2010.10.001 [PDF]

Gweon, H., Young, L., & Saxe, R. (2011). Theory of Mind for you, and for me: behavioral and neural similarities and differences in thinking about beliefs of the self and other. In L. Carlson, C. Hölscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 2492 - 2497). Austin, TX: Cognitive Science Society. [PDF]

Gweon, H., Pelton, H., & Schulz, L.E. (2011). Adults and school-aged children accurately evaluate sins of omission in pedagogical contexts. In L. Carlson, C. Hölscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual conference of the Cognitive Science Society, (pp. 1242-1247). Austin, TX: Cognitive Science Society. [PDF]

2010

Gweon, H., Tenenbaum, J. B., & Schulz, L. E. (2010). Infants consider both the sample and the sampling process in inductive generalization. Proceedings of the National Academy of Sciences, 107(20), 9066-9071. doi: 10.1073/pnas.1003095107 [PDF] [SI]

Gweon, H., & Schulz, L. E. (2010). Is it me or the world? 16-month-olds distinguish competing hypotheses about the cause of failed interventions. Proceedings of the 32nd Annual Conference of the Cognitive Science Society, 2846-2851. **Recipient of Marr Prize 2010 (best student paper). [PDF]

pre-2010

Gweon, H., Tenenbaum, J. B., & Schulz, L. E. (2009). What are you trying to tell me? A Bayesian model of how toddlers can simultaneously infer property extension and sampling processes. Proceedings of the 31st Annual Conference of the Cognitive Science Society, 1282-1287. [PDF]

Bonawitz, E. B., Shafto, P., Gweon, H., Chang, I., Katz, S., & Schulz, L. (2009) The double-edged sword of pedagogy: Modeling the effect of pedagogical contexts on preschoolers’ exploratory play. Proceedings of the 31st Annual Conference of the Cognitive Science Society, 1575-1580. [PDF]

Gweon, H., & Schulz, L. E. (2008). Stretching to learn: Ambiguous evidence and variability in preschoolers’ exploratory play. In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 570-574). Austin, TX: Cognitive Science Society. [PDF]