Social Learning Lab

Stanford University

PDFs can be downloaded for noncommercial, information purposes only, and may not be reposted without permission.

To request manuscripts under review, please email sll [dot] stanford [at] gmail [dot] com.

Under Review / In Press

Vélez, N., Bridgers, S., & Gweon, H. (under review). Statistical information about preferences influences social affiliation judgments.

Gweon, H. & Schulz, L.E. (under review). Uninstructed instruction: Four to six-year-olds learn from exploration and selectively provide costly demonstrations tailored to the learner’s goal and competence.

Gweon, H., Shafto, P. & Schulz, L.E. (under review). Children avoid "too much information" in learning and teaching.

Gweon, H. & Asaba, M. (in press). Order matters: Children’s evaluation of under-informative teachers depends on context. Child Development. (pdf)

Gweon, H., Asaba, M., & Bennett-Pierre, G. (in press). Reverse-engineering the process: Adults and preschoolers’ ability to infer the difficulty of novel tasks. Proceedings of the Cognitive Science Society. (pdf)

Bridgers, S., Altman, S., & Gweon, H. (in press). How can I help? 24- to 48-month-olds provide help specific to the cause of others’ failed actions.Proceedings of the Cognitive Science Society. (pdf).

Bass, I., Bonawitz, L. B. & Gweon, H. (in press). Didn’t know, or didn’t show? Preschoolers consider epistemic state and degree of omission when evaluating teachers. Proceedings of the Cognitive Science Society. (pdf)

Jara-Ettinger, J. & Gweon, H. (in press). Minimal covariation data support future one-shot inferences about unobservable properties of novel agents.Proceedings of the Cognitive Science Society. (pdf)

Journal Articles & Chapters

Enright, E. A., Gweon, H., & Sommerville, J. (2017). ‘To the Victor Go the Spoils’: ‘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, . 1 - 31. DOI: 10.1111/cogs.12480. (pdf)

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. (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. (pdf)

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. (pdf)

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, 335-341. (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. & 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)

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. (pdf)

Gweon, H. & Schulz, L.E. (2011). 16-month-olds rationally infer causes of failed actions. Science, 332(6037), 1524. (pdf) (supporting online material)

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. 322 - 330. (pdf)

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. (pdf)

Refereed Conference Proceedings

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)

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)

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 (565-570). Austin, TX: Cognitive Science Society.(A newer version of the manuscript is under review. Please email to request a copy.)

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)

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)

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)

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. (pdf)

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)

Recent Posters

Bridgers, S. & Gweon, H. (2015). Children Consider Learners' Costs and Rewards When Deciding What to Teach. Poster presented at 9th Biennial Meeting of the Cognitive Developmoent Society. (pdf)

Zhao, X., Malle, B., & Gweon, H. (2015). When (or when not) to adopt her view? Four-year-olds consider others' epistemic states to selectively take their visual perspectives. Poster presented at 9th Biennial Meeting of the Cognitive Developmoent Society. (pdf)