Papers

In Prep

Gweon, H., Asaba, M., Bennett-Pierre, G., & Jara-Ettinger, J. (in prep). An intuitive understanding of task difficulty in US and Tsimane’ children.

Bennett-Pierre, G., Asaba, M., & Gweon, H. (in prep). Young children consider expected task difficulty to decide what to do and whom to help.

Submitted & Under revision

Asaba, M., Gweon, H. (under revision). Young children can strategically communicate about the self.

Asaba, M., Li, X., Yow, W. Q., & Gweon, H. (under revision). Four-year-olds strategically demonstrate their competence to a puppet but only when others treat it as an agent. (Equal First Authors)


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. (in press). Examining the validity of online methods for developmental research. Frontiers Psychology.

Asaba, M., Chuey, A., Gweon, H. (2021). Beyond knowledge vs. belief: The contents of mentalstate representations and their underlying computations (*Commentary on Philips et al. Knowledge before Belief). Behavioral and Brain Sciences.

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. (Equal First Authors)

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.

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.

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. (Equal First Authors)

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. (Equal First Authors)

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. (Equal First Authors)

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.

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.

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. Proceedings of the 40th Annual Conference of the Cognitive Science Society.

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.

Gweon, H., Asaba, M. (2018). Order matters: Children’s evaluation of under-informative teachers depends on context. Child Development, 89(3), e278-e292.

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.

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.

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.

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.

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.