Publications

Working Papers

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

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 Review

Asaba, M. & Gweon, H. (under revision). Young children rationally revise and maintain what others think of them. Nature Communications. psyarxiv

2020

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 contribution

2019

Asaba, M., Ong, D., & Gweon, H. (2019). Children integrate physical and social information to reason about the emotional consequences of others’ expectations. *Developmental Psychology. *Equal contribution

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. PDF

2018

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

Asaba, M. & Gweon, H. (2018). Look, I can do it! Young children forego opportunities to teach others to demonstrate their own competence. In Kalish, C., Rau, M., Zhu, J., & Rogers, T. (Eds.), Proceedings of the 40th Annual Conference of the Cognitive Science Society (pp. 106-111). Austin, TX: Cognitive Science Society. PDF

Asaba, M., Hembacher, E., Qiu, H., Anderson, B., Frank, M., & Gweon, H. (2018). Young children use statistical evidence to infer the informativeness of praise. In Kalish, C., Rau, M., Zhu, J., & Rogers, T. (Eds.), Proceedings of the 40th Annual Conference of the Cognitive Science Society (pp. 112-117). Austin, TX: Cognitive Science Society. PDF

Bennett-Pierre, G., Asaba, M., & Gweon, H. (2018). Preschoolers consider expected task difficulty to decide what to do and whom to help. In Kalish, C., Rau, M., Zhu, J., & Rogers, T. (Eds.), Proceedings of the 40th Annual Conference of the Cognitive Science Society (pp. 1359-1364). Austin, TX: Cognitive Science Society. PDF

Yoon, E., MacDonald, K., Asaba, M., Gweon, H., & Frank, M. (2018). Balancing informational and social goals in active learning. In Kalish, C., Rau, M., Zhu, J., & Rogers, T. (Eds.), Proceedings of the 40th Annual Conference of the Cognitive Science Society (pp. 1218-1223). Austin, TX: Cognitive Science Society. PDF

2017

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. PDF

Gweon, H., Asaba, M., & Bennett-Pierre, G. (2017). Reverse-engineering the process: Adults and preschoolers’ ability to infer the difficulty of novel tasks. In Gunzelmann, G., Howes, A., Tenbrink, T., & Davelaar, E. (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 458-463). Austin, TX: Cognitive Science Society. PDF

2015-2016

Asaba, M., & Gweon, H. (2016). Who should I tell? Young children correct and maintain others’ beliefs about the self. In Papafragou, A., Grodner, D., Mirman, D., & J.C., Trueswell (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp. 1529-1534). Austin, TX: Cognitive Science Society. PDF

Ong, D., Asaba, M., & Gweon, H. (2016). Young children and adults integrate past expectations and current outcomes to reason about others’ emotions. In Papafragou, A., Grodner, D., Mirman, D., & J.C., Trueswell (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp. 135-140). Austin, TX: Cognitive Science Society. PDF

Gweon, H., & Asaba, M. (2015). Knowing what he could have shown: The role of alternatives in children’s evaluation of under-informative teachers. In D.C. Noelle, R. Dale, A.S. Warlaumont, J. Yoshimi, T. Matlock, C.D. Jennings, & P.P. Maglio (Eds.), Proceedings of the 37th Annual Conference of the Cognitive Science Society (pp. 848-853). Austin, TX: Cognitive Science Society. PDF