12 found
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  1.  30
    The Double-Edged Sword of Pedagogy: Instruction Limits Spontaneous Exploration and Discovery.Elizabeth Bonawitz, Patrick Shafto, Hyowon Gweon, Noah D. Goodman, Elizabeth Spelke & Laura Schulz - 2011 - Cognition 120 (3):322-330.
  2.  61
    Why Essences Are Essential in the Psychology of Concepts.Woo-Kyoung Ahn, Charles Kalish, Susan A. Gelman, Douglas L. Medin, Christian Luhmann, Scott Atran, John D. Coley & Patrick Shafto - 2001 - Cognition 82 (1):59-69.
  3.  32
    Children’s Imitation of Causal Action Sequences is Influenced by Statistical and Pedagogical Evidence.Daphna Buchsbaum, Alison Gopnik, Thomas L. Griffiths & Patrick Shafto - 2011 - Cognition 120 (3):331-340.
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  4.  36
    Inductive Reasoning About Causally Transmitted Properties.Patrick Shafto, Charles Kemp, Elizabeth Baraff Bonawitz, John D. Coley & Joshua B. Tenenbaum - 2008 - Cognition 109 (2):175-192.
  5.  16
    Controlling the Message: Preschoolers’ Use of Information to Teach and Deceive Others.Marjorie Rhodes, Elizabeth Bonawitz, Patrick Shafto, Annie Chen & Leyla Caglar - 2015 - Frontiers in Psychology 6.
  6.  16
    A Probabilistic Model of Cross-Categorization.Patrick Shafto, Charles Kemp, Vikash Mansinghka & Joshua B. Tenenbaum - 2011 - Cognition 120 (1):1-25.
  7.  14
    Infant-Directed Speech is Consistent with Teaching.Baxter S. Eaves, Naomi H. Feldman, Thomas L. Griffiths & Patrick Shafto - 2016 - Psychological Review 123 (6):758-771.
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  8.  3
    Children Change Their Answers in Response to Neutral Follow‐Up Questions by a Knowledgeable Asker.Elizabeth Bonawitz, Patrick Shafto, Yue Yu, Aaron Gonzalez & Sophie Bridgers - 2020 - Cognitive Science 44 (1).
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  9.  9
    A Unifying Computational Framework for Teaching and Active Learning.Scott Cheng-Hsin Yang, Wai Keen Vong, Yue Yu & Patrick Shafto - 2019 - Topics in Cognitive Science 11 (2):316-337.
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  10.  10
    Faster Teaching Via POMDP Planning.Anna N. Rafferty, Emma Brunskill, Thomas L. Griffiths & Patrick Shafto - 2016 - Cognitive Science 40 (6):1290-1332.
    Human and automated tutors attempt to choose pedagogical activities that will maximize student learning, informed by their estimates of the student's current knowledge. There has been substantial research on tracking and modeling student learning, but significantly less attention on how to plan teaching actions and how the assumed student model impacts the resulting plans. We frame the problem of optimally selecting teaching actions using a decision-theoretic approach and show how to formulate teaching as a partially observable Markov decision process planning (...)
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  11.  3
    Cooperative Inference: Features, Objects, and Collections.Sophia Ray Searcy & Patrick Shafto - 2016 - Psychological Review 123 (5):510-533.
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  12.  13
    The Theoretical and Methodological Opportunities Afforded by Guided Play With Young Children.Yue Yu, Patrick Shafto, Elizabeth Bonawitz, Scott C.-H. Yang, Roberta M. Golinkoff, Kathleen H. Corriveau, Kathy Hirsh-Pasek & Fei Xu - 2018 - Frontiers in Psychology 9.
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