Grounded language acquisition through the eyes and ears of a single child.

Autor: Vong WK; Center for Data Science, New York University, New York, NY, USA., Wang W; Center for Data Science, New York University, New York, NY, USA., Orhan AE; Center for Data Science, New York University, New York, NY, USA., Lake BM; Center for Data Science, New York University, New York, NY, USA.; Department of Psychology, New York University, New York, NY, USA.

Publikováno v: Science (New York, N.Y.) [Science] 2024 Feb 02; Vol. 383 (6682), pp. 504-511. Date of Electronic Publication: 2024 Feb 01.

The effects of information utility and teachers' knowledge on evaluations of under-informative pedagogy across development.

Autor: Bass I; Department of Psychology, Harvard University, Cambridge, MA 02138, United States. Electronic address: ibass@fas.harvard.edu., Bonawitz E; Graduate School of Education, Harvard University, Cambridge, MA 02138, United States. Electronic address: elizabeth_bonawitz@gse.harvard.edu., Hawthorne-Madell D; Department of Psychology, Stanford University, Stanford, CA 94305, United States. Electronic address: d.j.hawthorne@alumni.stanford.edu., Vong WK; Center for Data Science, New York University, New York, NY 10011, United States. Electronic address: waikeen.vong@nyu.edu., Goodman ND; Department of Psychology, Stanford University, Stanford, CA 94305, United States. Electronic address: ngoodman@stanford.edu., Gweon H; Department of Psychology, Stanford University, Stanford, CA 94305, United States. Electronic address: hyo@stanford.edu.

Publikováno v: Cognition [Cognition] 2022 May; Vol. 222, pp. 104999. Date of Electronic Publication: 2022 Jan 12.

Mitigating belief projection in explainable artificial intelligence via Bayesian teaching.

Autor: Yang SC; Department of Mathematics and Computer Science, Rutgers University, 101 Warren Street, Newark, NJ, 07102, USA. scott.cheng.hsin.yang@gmail.com., Vong WK; Center for Data Science, New York University, 60 5th Ave, New York, NY, 10011, USA., Sojitra RB; Department of Management Science and Engineering, Stanford University, Stanford, USA., Folke T; Department of Mathematics and Computer Science, Rutgers University, 101 Warren Street, Newark, NJ, 07102, USA., Shafto P; Department of Mathematics and Computer Science, Rutgers University, 101 Warren Street, Newark, NJ, 07102, USA.

Publikováno v: Scientific reports [Sci Rep] 2021 May 10; Vol. 11 (1), pp. 9863. Date of Electronic Publication: 2021 May 10.

Do Additional Features Help or Hurt Category Learning? The Curse of Dimensionality in Human Learners.

Autor: Vong WK; Department of Mathematics and Computer Science, Rutgers University-Newark., Hendrickson AT; Department of Cognitive Science & Artificial Intelligence, Tilburg University., Navarro DJ; School of Psychology, University of New South Wales., Perfors A; School of Psychological Sciences, University of Melbourne.

Publikováno v: Cognitive science [Cogn Sci] 2019 Mar; Vol. 43 (3), pp. e12724.

Learning time-varying categories.

Autor: Navarro DJ; School of Psychology, University of Adelaide, Adelaide, South Australia, 5005, Australia. daniel.navarro@adelaide.edu.au, Perfors A, Vong WK

Publikováno v: Memory & cognition [Mem Cognit] 2013 Aug; Vol. 41 (6), pp. 917-27.