| The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery E Bonawitz, P Shafto, H Gweon, ND Goodman, E Spelke, L Schulz Cognition 120 (3), 322-330, 2011 | 803 | 2011 |
| The naïve utility calculus: Computational principles underlying commonsense psychology J Jara-Ettinger, H Gweon, LE Schulz, JB Tenenbaum Trends in cognitive sciences 20 (8), 589-604, 2016 | 316 | 2016 |
| Infants consider both the sample and the sampling process in inductive generalization H Gweon, JB Tenenbaum, LE Schulz Proceedings of the National Academy of Sciences 107 (20), 9066-9071, 2010 | 278 | 2010 |
| Theory of mind performance in children correlates with functional specialization of a brain region for thinking about thoughts H Gweon, D Dodell‐Feder, M Bedny, R Saxe Child development 83 (6), 1853-1868, 2012 | 179 | 2012 |
| 16-month-olds rationally infer causes of failed actions H Gweon, L Schulz Science 332 (6037), 1524-1524, 2011 | 161 | 2011 |
| Sins of omission: Children selectively explore when teachers are under-informative H Gweon, H Pelton, JA Konopka, LE Schulz Cognition 132 (3), 335-341, 2014 | 156 | 2014 |
| Children’s understanding of the costs and rewards underlying rational action J Jara-Ettinger, H Gweon, JB Tenenbaum, LE Schulz Cognition 140, 14-23, 2015 | 122 | 2015 |
| Differences in the right inferior longitudinal fasciculus but no general disruption of white matter tracts in children with autism spectrum disorder K Koldewyn, A Yendiki, S Weigelt, H Gweon, J Julian, H Richardson, ... Proceedings of the National Academy of Sciences 111 (5), 1981-1986, 2014 | 107 | 2014 |
| Learning from others and spontaneous exploration: A cross‐cultural investigation L Shneidman, H Gweon, LE Schulz, AL Woodward Child Development 87 (3), 723-735, 2016 | 93 | 2016 |
| Young children consider the expected utility of others’ learning to decide what to teach S Bridgers, J Jara-Ettinger, H Gweon Nature human behaviour 4 (2), 144-152, 2020 | 89 | 2020 |
| ‘To the victor go the spoils’: Infants expect resources to align with dominance structures EA Enright, H Gweon, JA Sommerville Cognition 164, 8-21, 2017 | 79 | 2017 |
| Order matters: Children's evaluation of underinformative teachers depends on context H Gweon, M Asaba Child development 89 (3), e278-e292, 2018 | 74 | 2018 |
| The double-edged sword of pedagogy: Modeling the effect of pedagogical contexts on preschoolers’ exploratory play E Bonawitz, P Shafto, H Gweon, I Chang, S Katz, L Schulz Cognitive Science Society, Inc., 2009 | 73 | 2009 |
| Development of children’s sensitivity to overinformativeness in learning and teaching. H Gweon, P Shafto, L Schulz Developmental psychology 54 (11), 2113, 2018 | 59 | 2018 |
| Developmental cognitive neuroscience of theory of mind H Gweon, R Saxe Neural circuit development and function in the brain 3, 367-377, 2013 | 59 | 2013 |
| Learning the structure of social influence SJ Gershman, HT Pouncy, H Gweon Cognitive Science 41, 545-575, 2017 | 54 | 2017 |
| Online developmental science to foster innovation, access, and impact M Sheskin, K Scott, CM Mills, E Bergelson, E Bonawitz, ES Spelke, ... Trends in Cognitive Sciences 24 (9), 675-678, 2020 | 52 | 2020 |
| Integrating incomplete information with imperfect advice N Vélez, H Gweon Topics in cognitive science 11 (2), 299-315, 2019 | 50 | 2019 |
| Stretching to learn: Ambiguous evidence and variability in preschoolers’ exploratory play H Gweon, L Schulz Proceedings of the 30th annual meeting of the Cognitive Science Society, 570-574, 2008 | 44 | 2008 |
| Inferential social learning: Cognitive foundations of human social learning and teaching H Gweon Trends in Cognitive Sciences 25 (10), 896-910, 2021 | 33* | 2021 |
