Education & Employment


Starting 2014.7            Stanford University,  Department of Psychology

                                        Assistant Professor


2012.9 - present

                                        Massachusetts Institute of Technology

                                        Department of Brain and Cognitive Sciences

                                        Post-doctoral Associate

                                            Social Cognitive Neuroscience Lab (PI:Rebecca Saxe)


2007.9 - 2012. 8

                                        Massachusetts Institute of Technology

                                        Department of Brain and Cognitive Sciences

                                        Ph.D. in Cognitive Science  (September 2012)

                                            Early Childhood Cognition Lab (PI: Laura Schulz)    

                                            Social Cognitive Neuroscience Lab (PI:Rebecca Saxe)

2001.3 - 2005.6 

                                        Ewha Womans University (Seoul, South Korea)

                                        B.A. in Psychology (summa cum laude)

                                            Reading & Cognition Lab (PI: Hye-Won Lee)


Honors / Awards / etc.

APA Dissertation Award, Division 7: Developmental Psychology (2014)

Marr Prize (best paper first-authored by a student), Cognitive Science Society (2010)

Travel Grant - Cognitive Science Society (2009, 2010)
Travel Award, Society for Research in Child Development (2009, 2011)
Singleton Fellowship for Graduate Studies, MIT (2007, 2011)

21st Century Fellowship, Ewha Womans University, South Korea (2001 – 2011)
    - Full support for tuition and boarding for undergraduate studies at Ewha and graduate study abroad  (Total amount over  $ 250,000)

               

Publication


  1. *PDFs are provided to ensure timely dissemination of academic work. They can be downloaded for noncommercial, information purposes only, and may not be reposted without permission from the respective copyright holders.


Journal Articles


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.


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.


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.


Gweon, H. & Schulz, L.E. (2011). 16-month-olds rationally infer causes of failed actions. Science, 332(6037), 1524.  click here for Supporting Online Material (text, video) * if you cannot access the article, email me.


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.


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.  (click here for Supporting Information)


Gweon, H., Kim, S.L., & Lee, H.-W. (2006) The Relationship between Word Frequency and Semantic Priming Effects in Hangul Word Recognition. Korean Journal of Psychology: Experimental, 18, 203-220.



Refereed Conference Proceedings


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. Proceedings of the 36th Annual Conference of the Cognitive Science Society.


Gweon, H., Shafto, P. & Schulz, L. E. (2014). Children consider prior knowledge and the cost of information both in learning from and teaching others. Proceedings of the 36th Annual Conference of the Cognitive Science Society.


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. Proceedings of the 36th Annual Conference of the Cognitive Science Society.


Shafto, P., Gweon, H., Fargen, C., & Schulz, L. (2012). Enough is enough: Inductive sufficiency guides learners' ratings of informant helpfulness. Proceedings of the 34th Annual Conference of the Cognitive Science Society, 977-982.


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. Proceedings of the 33rd Annual Conference of the Cognitive Science Society, 2492 - 2497.


Gweon, H., Pelton, H., & Schulz, L.E. (2011). Adults and school-aged children accurately evaluate sins of omission in pedagogical contexts. Proceedings of the 33rd Annual conference of the Cognitive Science Society, 1242-1247.


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 the Marr Prize 2010 (best student paper).


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.


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.


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.


Book Chapters

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.


In Review / In Prep


  1. *“in review” papers are drafts and are most likely to change (substantially) before publication. To request a copy, please click the [email] link.


Gweon, H., Pelton, H., Malloy, C., Saxe, R., & Schulz, L.E. (in prep). Exploration and discovery in children with autism.


Jara-Ettinger, J., Gweon, H., Tenenbaum, J. B., & Schulz, L. E. (in prep). Naïve utility calculus: a framework for integrating rational inference and social cognition.


Gweon, H., Young, L., & Saxe, R. (in prep). Theory of Mind for you, and for me: behavioral and neural similarities and differences in thinking about beliefs of the self and other.


Gweon, H., Dufour, N., Richardson, H., Malloy, C., & Saxe, R. (in prep). Neural and behavioral development of Theory of Mind in children with autism.


Gweon, H., Schulz, L. E. (in prep). Stretching to learn: Ambiguous evidence affects variability in preschoolers’ exploratory play subsequent learning.


Hyde, D., Gweon, H., Carey, S., Saxe, R. (in prep). Neural representation of goal-directed actions in 7-month-old infants.



Presentations


Invited Talks


“Bridging Levels of Analysis: Learning in the Social Context” (June 22 - 26, 2014), NeuroCog 2014, Coffs Harbour, Australia


“Learning in the Social Context: Inferences and Evaluations in the Social Context” (May 2014), Korea University


“Neuroplasticity and Development” (April 2014), 2014 German-American Kavli Frontiers of Science Symposium, UC Irvine


“Learning from Others about Others” (October 2013), CDS Pre-conference on Computational Models of Cognitive Development, Memphis, TN


“Roots of Learning: Inferences and Evaluations in the Social Context” (September 2013), New England BioSciences Society, Harvard Medical School


“Teaching Limits What Can Be Learned (but that’s not the whole story)” (May 2013), Center for Academic Studies, Israel


“Roots of Learning: Inferences and Evaluations in the Social Context” (Feb 2013), Yale University


“Roots of Learning: Inferences and Evaluations in the Social Context” (Feb 2013), Stanford University, Psychology departmental Colloquium


“Cognitive Developmental Neuroscience: What Can Neuroimaging Tell Us about How Children Learn?” (Feb 2013), Stanford University, Psychology Dept. Developmental Brown Bag


“Roots of Learning: Inferences and Evaluations in the Social Context” (Jan 2013), UC Berkeley, Psychology Departmental Colloquium


“Roots of Learning: Inferences and Evaluations in the Social Context” (Jan 2013), UC San Diego, Psychology Departmental Colloquium


“Roots of Learning: Inferences and Evaluations in the Social Context” (Dec 2012), Boston College


“Roots of Learning: Inferences and Evaluations in the Social Context” (Dec 2012), Columbia University


“Roots of Learning: Inferences and Evaluations in the Social Context” (Nov 2012), Duke University


“Social Learning as Rational Inference” (Feb 2012), Stanford University, Language and Cognition Lab


“What, When, and How of Learning from Others” (Oct 2011). Harvard University, LDS Seminar Series


Conference Presentations


2014

To give a fish, or to teach to fish? Children weigh costs and benefits to decide what information to transmit. Cognitive Cognitive Science Society (July 24 - 26, Quebec City, Canada).

What Do They Know, and What Does It Take Them to Know? Prior Knowledge and the Cost of Information in Teaching and Learning from Others. Cognitive Science Society (July 24 - 26, Quebec City, Canada).

Development of ToM regions: Typical and Atypical Development (talk). MiSTI Mini-symposium on social cognitive neuroscience (June 30 - July 2). Berlin, Germany


To give a fish, or to teach to fish? Children weigh costs and benefits to decide what and how much information to transmit. Society for Philosophy and Psychology (June 18 -21), Vancouver, Canada


2013

Exploration and Discovery in Children with Autism. [Poster] Cognitive Science Society (August 1 - 3, Berlin, Germany) *thanks to Paul Muentener for presenting!


2012

Too Much Information: Prior knowledge, common ground, and children’s evaluation of instruction. [Poster] Cognitive Science Society (Aug 2 – 4, Sapporo, Japan)


Is it Me or the world? 16-month-olds use statistics to infer the cause of failed interventions (Symposium title: Learning in a world of uncertainty). International Society for Infant Studies conference (June 7 – 9, Minneapolis, MN)


2011

Inductive Inference, Social Evaluation, and Learning. (Symposium title: Communicative inference and trade-offs of learning from others). Child Development Society (Oct 14 - 15, Philadelphia, PA)


Theory of Mind for you, and for me: behavioral and neural similarities and differences in thinking about beliefs of the self and other. Cognitive Science Society (July 20 - 23, Boston, MA)


Adults and school-aged children accurately evaluate sins of omission in pedagogical contexts. [Poster] Cognitive Science Society (July 20 - 23, Boston, MA)


Who’s Helpful: Children are sensitive to sins of omission in pedagogical contexts. (Symposium title: Social influences on learning in infancy and early childhood). Society for Research in Child Development (Mar 31 - Apr 2, Montreal, QC, Canada)


16-month-olds use statistics to infer the cause of failed interventions. (Symposium title: Cornerstones of causal reasoning). Oral presentation at Society for Research in Child Development (Mar 31 - Apr 2, Montreal, QC, Canada)


2010

Is it me or the world? 16-month-olds distinguish competing hypotheses about the cause of failed interventions. Cognitive Science Society (August 11 - 14, Portland, Oregon)


Is it me or the world? 16-month-olds distinguish competing hypotheses about the cause of failed interventions. [Poster] Rovereto Workshop for Cognition & Evolution (June 17 - 21, Rovereto, Italy)


2009

Developmental change in the neural mechanisms of Theory of Mind. [Poster] Society for Neuroscience (October 17 - 21, Chicago, IL).


What are you trying to tell me? A Bayesian model of how toddlers can simultaneously infer property extension and sampling processes. Cognitive Science Society (July 29 - August 1, Amsterdam, Netherlands).


Infants’ Sensitivity to Sampling as a Rational Constraint on Inductive Inferences. Co-organizer & presenter for student symposium at the Society for Research in Child Development (April 2 - 4, Denver, CO).


2008

True or False: The rTPJ responds to task-relevant beliefs. [Poster] Social & Affective Neuroscience Society (June 6 - 8, Boston, MA).


Stretching to learn: Ambiguous evidence and variability in preschoolers’ exploratory play. [Poster] Cognitive Science Society (July 23 - 26, Washington D.C.)


Media

MIT News: The Whole Truth: Children can tell whether a teacher commits “sins of omission”


MIT News: Thinking about others is not child’s play (featuring Gweon et al., 2012)


NSF Press Release (June 23): Research Shows 16-month-olds Infer Causes of Failed Actions (featuring Gweon & Schulz, 2011)


MIT News: Don’t show, don’t tell? (featuring Bonawitz et al., 2011)


Boston Globe: Babies use statistics, reason to understand failure   (featuring Gweon & Schulz, 2011)


MIT News: When things go wrong, who’s to blame? (featuring Gweon & Schulz, 2011)


Boston Globe: A squeeze, a squeak, a glimpse of learning   (featuring Gweon & Schulz, 2010)


Slate: Why Preschool Shouldn't Be Like School


The Oregonian: Babies are teaching scientists much about the human mind

 
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CVCV_files/Hyowon%20Gweon_CV_FEB2014.pdf