Hyowon Gweon
Hyowon Gweon
Associate Professor, Stanford
Verified email at stanford.edu - Homepage
Cited by
Cited by
The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery
E Bonawitz, P Shafto, H Gweon, ND Goodman, E Spelke, L Schulz
Cognition 120 (3), 322-330, 2011
Infants consider both the sample and the sampling process in inductive generalization
H Gweon, JB Tenenbaum, LE Schulz
Proceedings of the National Academy of Sciences 107 (20), 9066-9071, 2010
The naïve utility calculus: Computational principles underlying commonsense psychology
J Jara-Ettinger, H Gweon, LE Schulz, JB Tenenbaum
Trends in cognitive sciences 20 (8), 589-604, 2016
Theory of mind performance in children correlates with functional specialization of a brain region for thinking about thoughts
H Gweon, D Dodell‐Feder, M Bedny, R Saxe
Child development 83 (6), 1853-1868, 2012
16-month-olds rationally infer causes of failed actions
H Gweon, L Schulz
Science 332 (6037), 1524-1524, 2011
Sins of omission: Children selectively explore when teachers are under-informative
H Gweon, H Pelton, JA Konopka, LE Schulz
Cognition 132 (3), 335-341, 2014
Differences in the right inferior longitudinal fasciculus but no general disruption of white matter tracts in children with autism spectrum disorder
K Koldewyn, A Yendiki, S Weigelt, H Gweon, J Julian, H Richardson, ...
Proceedings of the National Academy of Sciences 111 (5), 1981-1986, 2014
Children’s understanding of the costs and rewards underlying rational action
J Jara-Ettinger, H Gweon, JB Tenenbaum, LE Schulz
Cognition 140, 14-23, 2015
Learning from others and spontaneous exploration: A cross‐cultural investigation
L Shneidman, H Gweon, LE Schulz, AL Woodward
Child Development 87 (3), 723-735, 2016
The double-edged sword of pedagogy: Modeling the effect of pedagogical contexts on preschoolers’ exploratory play
E Bonawitz, P Shafto, H Gweon, I Chang, S Katz, L Schulz
Cognitive Science Society, Inc., 2009
Order matters: Children's evaluation of underinformative teachers depends on context
H Gweon, M Asaba
Child development 89 (3), e278-e292, 2018
Young children consider the expected utility of others’ learning to decide what to teach
S Bridgers, J Jara-Ettinger, H Gweon
Nature human behaviour 4 (2), 144-152, 2020
‘To the victor go the spoils’: Infants expect resources to align with dominance structures
EA Enright, H Gweon, JA Sommerville
Cognition 164, 8-21, 2017
Development of children’s sensitivity to overinformativeness in learning and teaching.
H Gweon, P Shafto, L Schulz
Developmental psychology 54 (11), 2113, 2018
Developmental cognitive neuroscience of theory of mind
H Gweon, R Saxe
Neural circuit development and function in the brain 3, 367-377, 2013
Integrating incomplete information with imperfect advice
N Vélez, H Gweon
Topics in cognitive science 11 (2), 299-315, 2019
Learning the structure of social influence
SJ Gershman, HT Pouncy, H Gweon
Cognitive Science 41, 545-575, 2017
Stretching to learn: Ambiguous evidence and variability in preschoolers’ exploratory play
H Gweon, L Schulz
Proceedings of the 30th annual meeting of the Cognitive Science Society, 570-574, 2008
From exploration to instruction: Children learn from exploration and tailor their demonstrations to observers’ goals and competence
H Gweon, L Schulz
Child development 90 (1), e148-e164, 2019
Children consider prior knowledge and the cost of information both in learning from and teaching others
H Gweon, P Shafto, L Schulz
Proceedings of the Annual Meeting of the Cognitive Science Society 36 (36), 2014
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