Adults and school-aged children accurately evaluate sins of omission in pedagogical contexts. - Hyowon Gweon; Hannah Pelton; Laura Schulz (CogSci, 2011)

Theory of Mind for you, and for me: behavioral and neural similarities and differences in thinking about beliefs of the self and other. - Hyowon Gweon; Liane Young; Rebecca R. Saxe (CogSci, 2011)

Children's sensitivity to informant's inductive efficiency and learner's epistemic states in pedagogical contexts. - Hyowon Gweon; Patrick Shafto; Joshua B. Tenenbaum; Laura Schulz (CogSci, 2012)

Enough is enough: Inductive sufficiency guides learners' ratings of informant helpfulness. - Patrick Shafto; Hyowon Gweon; Chris Fargen; Laura Schulz (CogSci, 2012)

Exploration and Discovery in Children with Autism. - Hyowon Gweon; Hannah Pelton; Rebecca Saxe; Laura Schulz (CogSci, 2013)

To give a fish or to teach how to fish? Children weigh costs and benefits in considering what information to transmit. - Hyowon Gweon; Veronica Chu; Laura Schulz (CogSci, 2014)

Children consider prior knowledge and the cost of information both in learning from and teaching others. - Hyowon Gweon; Patrick Shafto; Laura Schulz (CogSci, 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. - Julian Jara-Ettinger; Hyowon Gweon; Joshua B. Tenenbaum; Laura Schulz (CogSci, 2014)

Not by number alone: The effect of teachers' knowledge and its value in evaluating "sins of omission". - Ilona Bass; Daniel Hawthorne; Noah D. Goodman; Hyowon Gweon (CogSci, 2015)

Knowing what he could have shown: The role of alternatives in children's evaluation of under-informative teachers. - Hyowon Gweon; Mika Asaba (CogSci, 2015)

Who should I tell? Young children correct and maintain others' beliefs about the self. - Mika Asaba; Hyowon Gweon (CogSci, 2016)

Children consider others' expected costs and rewards when deciding what to teach. - Sophie Bridgers; Julian Jara-Ettinger; Hyowon Gweon (CogSci, 2016)

Young children's estimation of difficulty and time. - Hyowon Gweon; Mika Asaba (CogSci, 2016)

Young children and adults integrate past expectations and current outcomes to reason about others' emotions. - Desmond C. Ong; Mika Asaba; Hyowon Gweon (CogSci, 2016)

Not all overlaps are equal: Social affiliation and rare overlaps of preferences. - Natalia Vélez; Sophie Bridgers; Hyowon Gweon (CogSci, 2016)

Learning and making novel predictions about others' preferences. - Natalia Vélez; Yuan Chang Leong; Chelsey Pan; Jamil Zaki; Hyowon Gweon (CogSci, 2016)

Is it a nine, or a six? Prosocial and selective perspective taking in four-year-olds. - Xuan Zhao 010; Bertram F. Malle; Hyowon Gweon (CogSci, 2016)

Didn't know, or didn't show? Preschoolers consider epistemic state and degree of omission when evaluating teachers. - Ilona Bass; Elizabeth Bonawitz; Hyowon Gweon (CogSci, 2017)

How can I help? 24-48-month-olds provide help specific to the cause of others' failed actions. - Sophie Bridgers; Sara Altman; Hyowon Gweon (CogSci, 2017)

Reverse-engineering the process: Adults' and preschoolers' ability to infer the difficulty of novel tasks. - Hyowon Gweon; Mika Asaba; Grace Bennett-Pierre (CogSci, 2017)

Minimal covariation data support future one-shot inferences about unobservable properties of novel agents. - Julian Jara-Ettinger; Hyowon Gweon (CogSci, 2017)

Look, I can do it! Young children forego opportunities to teach others to demonstrate their own competence. - Mika Asaba; Hyowon Gweon (CogSci, 2018)

Young children use statistical evidence to infer the informativeness of praise. - Mika Asaba; Emily Hembacher; Helen Qiu; Brett Anderson; Michael C. Frank; Hyowon Gweon (CogSci, 2018)

Preschoolers consider expected task difficulty to decide what to do and whom to help. - Grace Bennett-Pierre; Mika Asaba; Hyowon Gweon (CogSci, 2018)

How you learned matters: The process by which others learn informs young children's decisions about whom to ask for help. - Sophie Bridgers; Hyowon Gweon; Maria Bretzke; Azzurra Ruggeri (CogSci, 2018)

Consistent but not diagnostic: Preschoolers' intuitions about shared preferences within social groups. - Natalia Vélez; Yuerui Wu; Hyowon Gweon (CogSci, 2018)

Balancing informational and social goals in active learning. - Erica J. Yoon; Kyle MacDonald; Mika Asaba; Hyowon Gweon; Michael C. Frank (CogSci, 2018)

Speakers account for asymmetries in visual perspective so listeners don't have to. - Robert X. D. Hawkins; Hyowon Gweon; Noah D. Goodman (CoRR, 2018)

A friend, or a toy? Four-year-olds strategically demonstrate their competence to a puppet but only when others treat it as an agent. - Mika Asaba; Xiaoqian Li; Wei Quin Yow; Hyowon Gweon (CogSci, 2019)

Building blocks of computational thinking: Young children's developing capacities for problem decomposition. - Griffin Dietz; James A. Landay; Hyowon Gweon (CogSci, 2019)

Who is better? Preschoolers infer relative competence based on efficiency of process and quality of outcome. - Julia A. Leonard; Grace Bennett-Pierre; Hyowon Gweon (CogSci, 2019)

Preschoolers jointly consider others' expressions of surprise and common ground to decide when to explore. - Yang Wu; Hyowon Gweon (CogSci, 2019)

Surprisingly unsurprising! Infants' looks to probable vs. improbable events is modulated by others' expressions of surprise. - Yang Wu; Hyowon Gweon (CogSci, 2019)

Explaining intuitive difficulty judgments by modeling physical effort and risk. - Ilker Yildirim; Basil Saeed; Grace Bennett-Pierre; Tobias Gerstenberg; Josh Tenenbaum 001; Hyowon Gweon (CogSci, 2019)

Integrating Incomplete Information With Imperfect Advice. - Natalia Vélez; Hyowon Gweon (Top. Cogn. Sci., 2019)

You're surprised at her success? Inferring competence from others' emotional responses to performance outcomes. - Mika Asaba; Yang Wu; Brandon Carrillo; Hyowon Gweon (CogSci, 2020)

Whom will Granny thank? Thinking about what could have been informs children's inferences about relative helpfulness. - Sophie Bridgers; Chuyi Yang; Tobias Gerstenberg; Hyowon Gweon (CogSci, 2020)

Preschoolers use minimal statistical information about social groups to infer the preferences and group membership of individuals. - Natalia Vélez; Hyowon Gweon (CogSci, 2020)

StoryCoder: Teaching Computational Thinking Concepts Through Storytelling in a Voice-Guided App for Children. - Griffin Dietz; Jimmy K. Le; Nadin Tamer; Jenny Han; Hyowon Gweon; Elizabeth L. Murnane; James A. Landay (CHI, 2021)

Preschool-aged children can use communicators' influence on others to infer what they know. - Aaron Chuey; Hyowon Gweon (CogSci, 2021)

"If only Santa had one more present": Exploring the development of near-miss counterfactual reasoning. - Desmond C. Ong; Mika Asaba; Hui Yan Lim; Patricia Chen; Hyowon Gweon (CogSci, 2021)

Who Needs More Help? Sixteen-Month-Old Infants Prefer to Look at and Reach for Helpers who Help with Harder Tasks. - Brandon Woo; Shari Liu; Hyowon Gweon; Elizabeth S. Spelke (CogSci, 2021)

Interdisciplinary Advances in Affective Cognition. - Yang Wu; Desmond C. Ong; Hyowon Gweon (CogSci, 2021)

Integrating emotional expressions with utterances in pragmatic inference. - Yang Wu; Michael Henry Tessler; Mika Asaba; Peter Zhu; Hyowon Gweon; Michael C. Frank (CogSci, 2021)

iGibson 2.0: Object-Centric Simulation for Robot Learning of Everyday Household Tasks. - Chengshu Li 002; Fei Xia 002; Roberto Martín-Martín; Michael Lingelbach; Sanjana Srivastava; Bokui Shen; Kent Elliott Vainio; Cem Gokmen; Gokul Dharan; Tanish Jain; Andrey Kurenkov; C. Karen Liu; et al. (CoRL, 2021)

BEHAVIOR: Benchmark for Everyday Household Activities in Virtual, Interactive, and Ecological Environments. - Sanjana Srivastava; Chengshu Li 002; Michael Lingelbach; Roberto Martín-Martín; Fei Xia 002; Kent Elliott Vainio; Zheng Lian; Cem Gokmen; Shyamal Buch; C. Karen Liu; Silvio Savarese; Hyowon Gweon; et al. (CoRL, 2021)

The Division of Labor in Communication: Speakers Help Listeners Account for Asymmetries in Visual Perspective. - Robert X. D. Hawkins; Hyowon Gweon; Noah D. Goodman (Cogn. Sci., 2021)

Young children's reasoning about the epistemic consequences of auditory noise. - Aaron Chuey; Rondeline M. Williams; Michael C. Frank; Hyowon Gweon (CogSci, 2022)

Stop, children what's that sound? Multi-modal inference through mental simulation. - Joseph Outa; Xijia Zhou; Hyowon Gweon; Tobias Gerstenberg (CogSci, 2022)

BEHAVIOR-1K: A Benchmark for Embodied AI with 1, 000 Everyday Activities and Realistic Simulation. - Chengshu Li 002; Ruohan Zhang; Josiah Wong; Cem Gokmen; Sanjana Srivastava; Roberto Martín-Martín; Chen Wang 053; Gabrael Levine; Michael Lingelbach; Jiankai Sun; Mona Anvari; Minjune Hwang; et al. (CoRL, 2022)

Violation of epistemic expectations: Children monitor what others know and recognize unexpected sources of knowledge. - Aaron Chuey; Julian Jara-Ettinger; Hyowon Gweon (CogSci, 2023)

Young children can identify knowledgeable speakers from their causal influence over listeners. - Aaron Chuey; Robert Sparks; Hyowon Gweon (CogSci, 2023)

Theory of AI Mind: How adults and children reason about the "mental states" of conversational AI. - Griffin Dietz; Joseph Outa; Lauren Lowe; James A. Landay; Hyowon Gweon (CogSci, 2023)

Young children's curiosity about what others think about the self. - Peter Zhu; Carol S. Dweck; Hyowon Gweon (CogSci, 2023)

Intuitions about physical scenes and objects in Virtual Reality (VR). - Peter Zhu; Kanishk Gandhi; Yixing Wang; Steven Le; Jiajun Wu 001; Hyowon Gweon (CogSci, 2023)

BEHAVIOR-1K: A Human-Centered, Embodied AI Benchmark with 1, 000 Everyday Activities and Realistic Simulation. - Chengshu Li 002; Ruohan Zhang; Josiah Wong; Cem Gokmen; Sanjana Srivastava; Roberto Martín-Martín; Chen Wang 053; Gabrael Levine; Wensi Ai; Benjamin Jose Martinez; Hang Yin 010; Michael Lingelbach; et al. (CoRR, 2024)