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Cognition|May 31, 2014
Sins of omission: children selectively explore when teachers are under-informativeHyowon Gweon, Hannah Pelton, Jaclyn A Konopka, et al.
Developmental Psychology|October 16, 2025
Young children infer the informativeness of others' praiseMika Asaba, Jessa Stegall, Emily Hembacher, et al.
Cognition|April 14, 2015
Children's understanding of the costs and rewards underlying rational actionJulian Jara-Ettinger, Hyowon Gweon, Joshua B Tenenbaum, et al.
Trends in Cognitive Sciences|July 9, 2016
The Naïve Utility Calculus: Computational Principles Underlying Commonsense PsychologyJulian Jara-Ettinger, Hyowon Gweon, Laura E Schulz, et al.
Child Development|February 27, 2026
Children's understanding of how noise disrupts verbal communicationAaron Chuey, Rondeline M Williams, Catherine Qing, et al.
Cognition|January 11, 2011
The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discoveryElizabeth Bonawitz, Patrick Shafto, Hyowon Gweon, et al.
Child Development|March 24, 2026
Young children strategically adapt to unreliable social partnersKatherine Adams Shannon, Aneesa Conine-Nakano, Willem E Frankenhuis, et al.
Cognition|January 15, 2022
The effects of information utility and teachers' knowledge on evaluations of under-informative pedagogy across developmentIlona Bass, Elizabeth Bonawitz, Daniel Hawthorne-Madell, et al.
Child Development|February 9, 2024
This too shall pass, but when? Children's and adults' beliefs about the time duration of emotions, desires, and preferencesHannah J Kramer, Karen Hjortsvang Lara, Hyowon Gweon, et al.
Cortex; a Journal Devoted to the Study of the Nervous System and Behavior|January 21, 2020
Response patterns in the developing social brain are organized by social and emotion features and disrupted in children diagnosed with autism spectrum disorderHilary Richardson, Hyowon Gweon, David Dodell-Feder, et al.
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