Education & Employment


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

Journal Articles


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, 201324037.


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. doi:10.1111/j.1467-8624.2012.01829


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

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. (in press). Developmental cognitive neuroscience of Theory of Mind: When everything we thought we knew is wrong.  In P. Rakic and J. Rubenstein (Eds.), Developmental neuroscience: Basic and clinical mechanisms. Elsevier. [PDF: Uncorrected Proof]



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., Chu, V., & Schulz, L. E. (in review). To give a fish or to teach how to fish? Children weigh costs and benefits in considering what information to transmit.  [email]


Gweon, H., Shafto, P., & Schulz, L.E (in review). Children consider prior knowledge and cost of information

in learning from others and teaching others. [email]


Jara-Ettinger, J., Gweon, H., Tenenbaum, J.B., Schulz, L.E. (in review). I’d do anything for a cookie (but I won’t do that): Children’s understanding of the costs and rewards underlying rational action. [email]


Gweon, H., Pelton, H., Konopka, J.A., & Schulz, L.E. (in review). Sins of omission: Children selectively explore when agents fail to tell the whole truth. [email]


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


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


“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


2013

Exploration and Discovery in Children with Autism. Poster presented at the 35th Annual Conference of the 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 presented at the 34th Annual Conference of the 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). Oral presentation at 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). Oral presentation at Child Development Society (Oct 14 - 15, Philadelphia, PA)


Who’s Helpful: Children are sensitive to sins of omission in pedagogical contexts. (Symposium title: Social influences on learning in infancy and early childhood). Oral presentation at 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. Oral presentation at the 32nd Annual Conference of the 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 presented at the Rovereto Workshop for Cognition & Evolution (June 17 - 21, Rovereto, Italy)


2009

Developmental change in the neural mechanisms of Theory of Mind. Poster presented at the 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. Oral presentation at the 31st Annual Conference of the 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 presented at the Annual Meeting of the Social & Affective Neuroscience Society (June 6 - 8, Boston, MA).


Stretching to learn: Ambiguous evidence and variability in preschoolers’ exploratory play. Poster presented at the 30th Annual Conference of the Cognitive Science Society (July 23 - 26, Washington D.C.)


Media

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