Social Learning Lab

Stanford University

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

For questions, please email sll.stanford [at] gmail.com.

In-Press / Under Review

Gweon, H. (in press). The role of communication in acquisition, curation, and transmission of culture. (*Commentary on Veissière et al. Thinking Through Other Minds: A Variational Approach to Cognition and Culture). Behavioral and Brain Sciences. [PDF]

Bridgers, S., Jara-Ettinger, J., & Gweon, H. (2019). Young children consider the expected utility of others' learning to decide what to teach. Nature Human Behaviour doi: 10.1038/s41562-019-0748-6 . [repository] [PDF] [SI]

Asaba, M. & Gweon, H. (in press). Learning about others to learn about the self: Early reasoning about the informativeness of others’ praise. In E. Brummelman (Ed.), Psychological perspectives on praise. Abingdon, UK: Routledge. [PDF coming soon]

Vélez, N., & Gweon, H. (in press). Neural mechanisms underlying the computation of socially inferred rewards. CCN (Computational Cognitive Neuroscience) Proceedings . [PDF]

Asaba, M., & Gweon, H. (under review). Young children rationally infer and revise what others think of them. [repository] [preprint coming soon]

Hawkins, R., Gweon, H., & Goodman, N. (under review). Division of labor in communication: Speakers account for asymmetries in visual perspectives. [repository] [preprint]

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

Richardson, H., Gweon, H., & Saxe, R. (under review). Response patterns in the developing social brain are organized by social and emotion features and disrupted in children diagnosed with autism spectrum disorder.

Zhao, A., Zhao, X., Gweon, H., & Kushnir, T. (under review). Leaving a Choice for Others: Children’s Social Evaluations of Considerate Actions.

2019

Vélez, N., Bridgers, S., & Gweon, H. (2019). Rare preference effect: Statistical information influences social affiliation judgments. Cognition, 192, 103994. doi: 10.1016/j.cognition.2019.06.006 [repository] [preprint] [SI] [PDF]

Gweon, H. (2019). Understanding others to learn and to inform: Foundations of distinctively human social learning. In S. Grimm (Ed.), Varieties of Understanding: New Perspectives from Philosophy, Psychology, and Theology. Oxford University Press. [PDF]

Asaba, M., Ong, D., & Gweon, H. (2019). Integrating expectations and outcomes: Preschoolers’ developing ability to reason about others’ emotions. Developmental Psychology, 55(8), 1680-1693. doi: 10.1037/dev0000749. [repository] [preprint] [PDF]

Gweon, H., & Schulz, L.E. (2019). From exploration to instruction: Children learn from exploration and tailor their demonstrations to observers’ goals and competence. Child Development, 90(1), e148-e164. doi:10.1111/cdev.13059. [repository] [PDF]

Asaba, M., Li, X., Yow, W. Q., & Gweon, H. (2019). A friend, or a toy? Four-year-olds strategically demonstrate their competence to a puppet but only when others treat it as an agent. CogSci Proceedings 2019. [PDF]

Dietz, G., Landay, J., & Gweon, H. (2019). Building blocks of computational thinking: Young children’s developing capacities for problem decomposition. CogSci Proceedings 2019. [PDF]

Leonard, J., Bennett-Pierre, G., & Gweon, H. (2019). Who is better? Preschoolers infer relative competence based on efficiency of process and quality of outcome. CogSci Proceedings 2019. [PDF]

Wu, Y., & Gweon, H. (2019). Preschoolers jointly consider others’ expressions of surprise and common ground to decide when to explore. CogSci Proceedings 2019. [preprint]

Wu, Y., & Gweon, H. (2019). Surprisingly unsurprising! Infants’ looks to probable vs. improbable events are modulated by others’ expressions of surprise. CogSci Proceedings 2019. [preprint]

Yildirim, I., Saeed, B., Bennett-Pierre, G., Gerstenberg, T., Tenenbaum, J., & Gweon, H. (2019). Explaining intuitive difficulty judgments by modeling physical effort and risk. CogSci Proceedings 2019. [preprint]

2018

Vélez, N., & Gweon, H. (2018). Integrating incomplete information with imperfect advice. Topics in Cognitive Science, 1 - 17. doi: 10.1111/tops.12388 [repository] [preprint][SI] [PDF]

Bridgers, S., & Gweon, H. (2018). Means-Inference as a source of variability in early helping. Frontiers in Psychology, 9, 1735. doi: 10.3389/fpsyg.2018.01735 [PDF]

Gweon, H., Shafto, P. & Schulz, L.E. (2018). Development of children's sensitivity to over-informativeness in learning and teaching. Developmental Psychology. , 54(11), 2113-2125. doi: http://dx.doi.org/10.1037/dev00005802113 [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. In Kalish, C., Rau, M., Zhu, J., & Rogers, T. (Eds.), Proceedings of the 40th Annual Conference of the Cognitive Science Society (pp. 106-111). Austin, TX: Cognitive Science Society. [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. In Kalish, C., Rau, M., Zhu, J., & Rogers, T. (Eds.), Proceedings of the 40th Annual Conference of the Cognitive Science Society (pp. 112-117). Austin, TX: Cognitive Science Society. [repository] [PDF]

Bennett-Pierre, G., Asaba, M., & Gweon, H. (2018). Preschoolers consider expected task difficulty to decide what to do and whom to help. In Kalish, C., Rau, M., Zhu, J., & Rogers, T. (Eds.), Proceedings of the 40th Annual Conference of the Cognitive Science Society (pp. 1359-1364). Austin, TX: Cognitive Science Society. [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. In Kalish, C., Rau, M., Zhu, J., & Rogers, T. (Eds.), Proceedings of the 40th Annual Conference of the Cognitive Science Society (pp. 1402-1407). Austin, TX: Cognitive Science Society. [PDF]

Vélez, N., Yuerui, W., & Gweon, H. (2018). Consistent but not diagnostic: Preschooler's intuitions about shared preferences within social groups. In Kalish, C., Rau, M., Zhu, J., & Rogers, T. (Eds.), Proceedings of the 40th Annual Conference of the Cognitive Science Society (pp. 2621-2626). Austin, TX: Cognitive Science Society. [PDF]

Yoon, E., MacDonald, K., Asaba, M., Gweon, H., & Frank, M. (2018). Balancing informational and social goals in active learning. In Kalish, C., Rau, M., Zhu, J., & Rogers, T. (Eds.), Proceedings of the 40th Annual Conference of the Cognitive Science Society (pp. 1218-1223). Austin, TX: Cognitive Science Society. [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]