Papers
Submitted/Under Revision
Asaba, M., Zhang, M., & Leonard, J.A. (in prep). Children expect adults to hold gender stereotypes about interest, even when they are not accurate.
Asaba, M., Stegall, J., Hembacher, E., Frank, M.C., & Gweon, H. (under review). Young children infer the informativeness of praise.
Asaba, M.*, Wu, Y.*, Carrillo, B., & Gweon, H. (under revision). Inferring competence from emotional responses to performance outcomes.
Asaba, M.*, Davis, I.*, Leonard, J., & Jara-Ettinger, J. (under revision). Detecting social biases using mental state inference.
Peer-Reviewed Journal Articles
Asaba, M., Santos, M., Jara-Ettinger, J., & Leonard, J. (accepted). Adolescents are most motivated by encouragement from someone who knows their abilities and the domain. Developmental Psychology.
Shachnai, R., Asaba, M., Hu, L., & Leonard, J. (2024). Pointing out learning opportunities reduces over-parenting. Child Development. Advance online publication. https://doi.org/10.1111/cdev.14198
Asaba, M. & Gweon, H. (2022). Young children infer and manage what others think about them. Proceedings of the National Academy of Sciences, 119(32), e2105642119. https://doi.org/10.1073/pnas.2105642119
Asaba, M.*, Li, X.*, Yow, W. Q., & Gweon, H. (2022). Children selectively demonstrate their competence to a puppet when others depict it as an agent. Cognitive Development, 62, 101186. https://doi.org/10.1016/j.cogdev.2022.101186
Asaba, M., Chuey, A., & Gweon, H. (2021). Beyond knowledge vs. belief: The contents of mental-state representations and their underlying computations (Commentary on Philips et al. Knowledge before Belief). Behavioral and Brain Sciences, 44, e141. https://doi.org/10.1017/S0140525X20000618
Chuey, A., Asaba, M., Bridgers, S., Carrillo, B., Dietz, G., Garcia, T., Leonard, J., Liu, S., Merrick, M., Radwan, S., Stegall, J., Velez, N., Woo, B., Wu, Y., Zhao, X., Frank, M., & Gweon, H. (2021). Moderated online data-collection for developmental research: methods and replications. Frontiers in Psychology, 12, 4968. https://doi.org/10.3389/fpsyg.2021.734398
Asaba, M.*, Ong, D.*, & Gweon, H. (2019). Children integrate physical and social information to reason about the emotional consequences of others’ expectations. Developmental Psychology, 55(8), 1680-1693. https://doi.org/10.1037/dev0000749
Gweon, H., & Asaba, M. (2018). Order matters: Children’s evaluation of under-informative teachers depends on context. Child Development, 89(3), e278-e292. https://doi.org/10.1111/cdev.12825
Koster-Hale, J., Richardson, H., Velez-Alicea, N., Asaba, M., Young, L., & Saxe, R. (2017). Mentalizing regions represent distributed, continuous, and abstract dimensions of others’ beliefs. NeuroImage, 161, 9-18. https://doi.org/10.1016/j.neuroimage.2017.08.026
REFEREED CONFERENCE PROCEEDING PAPERS
Asaba, M., Zhang, M., & Leonard, J.A. (2024). Children expect adults to hold gender stereotypes, even when they are not accurate. Proceedings of the 46th Annual Conference of the Cognitive Science Society. https://escholarship.org/uc/item/7q01r7sx
Carrillo, B., Asaba, M., Lozano, L., Okine, L., Leonard, J. (2024). Young children reason about adults’ achievement goals for them. Proceedings of the 46th Annual Conference of the Cognitive Science Society. https://escholarship.org/uc/item/8hr263nx
Asaba, M.*, Davis, I.*, Leonard, J., & Jara-Ettinger, J. (2023). Detecting social biases using mental state inference. Proceedings of the 45th Annual Conference of the Cognitive Science Society. https://escholarship.org/uc/item/6gx8f3qv
Asaba, M., Santos, M., Jara-Ettinger, J., & Leonard, J. (2022). Adolescents are most motivated by encouragement from someone who knows their abilities and the domain. Proceedings of the 44th Annual Conference of the Cognitive Science Society. https://escholarship.org/uc/item/8m83n8s1
Wu*, Y., Tessler*, M. H., Asaba, M., Zhu, P., Gweon, H., & Frank, M. C. (2021). Integrating emotional expressions with utterances in pragmatic inference. Proceedings of the 43rd Annual Conference of the Cognitive Science Society. https://escholarship.org/uc/item/1tw571n6
Ong, D., Asaba, M., Lim, H. Y., Chen, P., & Gweon, H. (2021). “If only Santa had one more present”: Exploring the development of near-miss counterfactual reasoning. Proceedings of the 43rd Annual Conference of the Cognitive Science Society. https://escholarship.org/uc/item/9jd3r25t
Asaba, M.*, Wu, Y.*, Carrillo, B., & Gweon, H. (2020). You’re surprised at her success? Inferring competence from emotional responses to performance outcomes. Proceedings of the 42nd Annual Conference of the Cognitive Science Society. https://escholarship.org/uc/item/32p081mj
Asaba, M.*, Li, X.*, Yow, W. Q., & Gweon, H. (2019). A friend or a toy? Four-year-olds strategically demonstrate their competence to a puppet but only when others treat it as an agent. Proceedings of the 41st Annual Conference of the Cognitive Science Society. https://escholarship.org/uc/item/24j957nk
Asaba, M. & Gweon, H. (2018). Look, I can do it! Young children forego opportunities to teach others to demonstrate their own competence. Proceedings of the 40th Annual Conference of the Cognitive Science Society. https://escholarship.org/uc/item/8fk740dh
Asaba, M., Hembacher, E., Qiu, H., Anderson, B., Frank, M., & Gweon, H. (2018). Young children use statistical evidence to infer the informativeness of praise. Proceedings of the 40th Annual Conference of the Cognitive Science Society. https://escholarship.org/uc/item/3sb9g402
Bennett-Pierre, G., Asaba, M., & Gweon, H. (2018). Preschoolers consider expected task difficulty to decide what to do and whom to help. Proceedings of the 40th Annual Conference of the Cognitive Science Society. https://escholarship.org/uc/item/6v04m392
Yoon, E., MacDonald, K., Asaba, M., Gweon, H., & Frank, M. (2018). Balancing informational and social goals in active learning. Proceedings of the 40th Annual Conference of the Cognitive Science Society. https://escholarship.org/uc/item/08d6d2q6
Gweon, H., Asaba, M., & Bennett-Pierre, G. (2017). Reverse-engineering the process: Adults and preschoolers’ ability to infer the difficulty of novel tasks. Proceedings of the 39th Annual Conference of the Cognitive Science Society. https://escholarship.org/uc/item/3k3724jw
Asaba, M. & Gweon, H. (2016). Who Should I Tell? Young Children Correct and Maintain Others’ Beliefs about the Self. Proceedings of the 38th Annual Conference of the Cognitive Science Society. https://escholarship.org/uc/item/7pg4n891
Ong, D., Asaba, M., & Gweon, H. (2016). Young children and adults integrate others’ past expectations and current outcomes to reason about other’s emotions. Proceedings of the 38th Annual Conference of the Cognitive Science Society. https://escholarship.org/uc/item/2hf2059r
Gweon, H. & Asaba, M. (2015). Knowing what he could have shown: The role of alternatives in children’s evaluation of under-informative teachers. Proceedings of the 37th Annual Conference of the Cognitive Science Society. https://escholarship.org/uc/item/59n5z8fv
BOOK CHAPTERS
Asaba, M. & Gweon, H. (2020). Learning about others to learn about the self: Early reasoning about the informativeness of others’ praise. In E. Brummelman (Ed.), Current Issues in Social Psychology: Psychology of Praise. Routledge.