Education & Employment
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.
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)
Publications
Journal Articles
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, please email me.
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
* Recipient of the Marr Prize 2010 (best student paper).
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.
Submitted / In prep
Gweon, H., Pelton, H., & Schulz, L.E. (in prep). The truth, and the whole truth: children’s sensitivity to sins of omission in pedagogical contexts and its effect on subsequent learning.
Gweon, H., Shafto, P., Tenenbaum, J. B., & Schulz, L.E (in prep). Too Much Information: Prior knowledge, common ground, and children’s evaluation of instruction.
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
“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
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)
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
