Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery
2011437 citationsHyowon Gweon, Noah D. Goodman et al.Cognitionprofile →
Inferential social learning: cognitive foundations of human social learning and teaching
This map shows the geographic impact of Hyowon Gweon's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Hyowon Gweon with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Hyowon Gweon more than expected).
This network shows the impact of papers produced by Hyowon Gweon. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Hyowon Gweon. The network helps show where Hyowon Gweon may publish in the future.
Co-authorship network of co-authors of Hyowon Gweon
This figure shows the co-authorship network connecting the top 25 collaborators of Hyowon Gweon.
A scholar is included among the top collaborators of Hyowon Gweon based on the total number of
citations received by their joint publications. Widths of edges
represent the number of papers authors have co-authored together.
Node borders
signify the number of papers an author published with Hyowon Gweon. Hyowon Gweon is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Wu, Yang, Laura Schulz, Michael C. Frank, & Hyowon Gweon. (2021). Emotion as Information in Early Social Learning. Current Directions in Psychological Science. 30(6). 468–475.34 indexed citations
4.
Wu, Yang, et al.. (2021). Integrating emotional expressions with utterances in pragmatic inference. eScholarship (California Digital Library). 43(43).1 indexed citations
5.
Vélez, Natalia & Hyowon Gweon. (2020). Preschoolers use minimal statistical information about social groups to infer the preferences and group membership of individuals.. Cognitive Science.5 indexed citations
6.
Landay, James A., et al.. (2019). Building blocks of computational thinking: Young children's developing capacities for problem decomposition.. Cognitive Science. 1647–1653.9 indexed citations
7.
Asaba, Mika, Xiaoqian Li, W. Quin Yow, & Hyowon Gweon. (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.. Cognitive Science. 98–104.1 indexed citations
8.
Asaba, Mika, et al.. (2018). Preschoolers consider expected task difficulty to decide what to do and whom to help.. Cognitive Science.8 indexed citations
9.
Asaba, Mika, et al.. (2018). Young children use statistical evidence to infer the informativeness of praise.. Cognitive Science.2 indexed citations
10.
Asaba, Mika & Hyowon Gweon. (2018). Look, I can do it! Young children forego opportunities to teach others to demonstrate their own competence.. Cognitive Science.2 indexed citations
11.
Yoon, Erica J., Kyle MacDonald, Mika Asaba, Hyowon Gweon, & Michael C. Frank. (2018). Balancing informational and social goals in active learning.. Cognitive Science.2 indexed citations
12.
Jara‐Ettinger, Julian & Hyowon Gweon. (2017). Minimal covariation data support future one-shot inferences about unobservable properties of novel agents.. Cognitive Science.2 indexed citations
13.
Ong, Desmond C., Mika Asaba, & Hyowon Gweon. (2016). Young children and adults integrate past expectations and current outcomes to reason about others' emotions.. Cognitive Science.2 indexed citations
Goodman, Noah D., et al.. (2015). Not by number alone: The effect of teachers' knowledge and its value in evaluating "sins of omission".. Cognitive Science.1 indexed citations
16.
Gweon, Hyowon & Mika Asaba. (2015). Knowing what he could have shown: The role of alternatives in children's evaluation of under-informative teachers.. Cognitive Science.2 indexed citations
17.
Jara‐Ettinger, Julian, Hyowon Gweon, Joshua B. Tenenbaum, & Laura Schulz. (2014). I’d do anything for a cookie (but I won’t do that): Children’s understanding of the costs and rewards underlying rational action. Cognitive Science. 36(36).1 indexed citations
18.
Gweon, Hyowon, et al.. (2011). Adults and school-aged children accurately evaluate sins of omission in pedagogical contexts. Cognitive Science. 33(33).4 indexed citations
19.
Gweon, Hyowon, Liane Young, & Rebecca Saxe. (2011). Theory of Mind for you, and for me: behavioral and neural similarities and differences in thinking about beliefs of the self and other.. Cognitive Science. 33(33).6 indexed citations
20.
Gweon, Hyowon, Joshua B. Tenenbaum, & Laura Schulz. (2009). What are you trying to tell me? A Bayesian model of how toddlers can simultaneously infer property extension and sampling processes. DSpace@MIT (Massachusetts Institute of Technology). 31(31).1 indexed citations
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive
bibliographic database. While OpenAlex provides broad and valuable coverage of the global
research landscape, it—like all bibliographic datasets—has inherent limitations. These include
incomplete records, variations in author disambiguation, differences in journal indexing, and
delays in data updates. As a result, some metrics and network relationships displayed in
Rankless may not fully capture the entirety of a scholar's output or impact.