Elizabeth Bonawitz
Harvard University
Bayesian probabilityChild developmentCausal reasoningDevelopmental psychologyCognitive developmentArtificial intelligencePsychologyCausal inferenceBayesian inferenceCognitionCognitive psychologyCognitive scienceCausalityInferenceAction (philosophy)GopnikCausal learningObject (philosophy)Computer scienceProbabilistic logicSocial psychology
97Publications
19H-index
1,615Citations
Publications 88
Newest
#1Robert C. Wilson (UA: University of Arizona)H-Index: 20
#2Elizabeth Bonawitz (RU: Rutgers University)H-Index: 19
Last. R. Becket Ebitz (UdeM: Université de Montréal)H-Index: 10
view all 4 authors...
Explore-exploit decisions require us to trade off the benefits of exploring unknown options to learn more about them, with exploiting known options, for immediate reward. Such decisions are ubiquitous in nature, but from a computational perspective, they are notoriously hard. There is therefore much interest in how humans and animals make these decisions and recently there has been an explosion of research in this area. Here we provide a biased and incomplete snapshot of this field focusing on t...
21 CitationsSource
#1Kimele Persaud (RU: Rutgers University)H-Index: 3
#2Carla Macias (RU: Rutgers University)H-Index: 1
Last. Elizabeth Bonawitz (RU: Rutgers University)H-Index: 19
view all 4 authors...
Abstract Despite limited memory capacity, children are exceptional learners. How might children engage in meaningful learning despite limited memory systems? Past research suggests that adults integrate category knowledge and noisy episodic traces to aid recall when episodic memory is noisy or incomplete (e.g. Hemmer & Steyvers, 2009a,b). We suspect children utilize a similar process but integrate category and episodic traces in recall to a different degree. Here we conduct two experiments to em...
Source
#1Emily N. Daubert (RU: Rutgers University)H-Index: 5
#2Yue Yu (NIE: National Institute of Education)H-Index: 7
Last. Elizabeth Bonawitz (RU: Rutgers University)H-Index: 19
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What maximizes instructional impact in early childhood? We propose a simple intervention employing "Pedagogical Questions". We explore whether swapping some instructional language with questions in psychosomatic storybooks improves preschoolers' memory, learning, and generalization. Seventy-two preschoolers were randomly assigned to one of three conditions and were read storybooks employing either Direct Instruction, Pedagogical Questions, or Control content. Posttest measures of psychosomatic u...
3 CitationsSource
#1Kimele Persaud (RU: Rutgers University)H-Index: 3
#2Elizabeth Bonawitz (RU: Rutgers University)H-Index: 19
Source
#1Mark Sheskin (Yale University)H-Index: 11
#2Kimberly Scott (MIT: Massachusetts Institute of Technology)H-Index: 5
Last. Laura Schulz (MIT: Massachusetts Institute of Technology)H-Index: 31
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We propose that developmental cognitive science should invest in an online CRADLE, a Collaboration for Reproducible and Distributed Large-Scale Experiments that crowdsources data from families participating on the internet. Here, we discuss how the field can work together to further expand and unify current prototypes for the benefit of researchers, science, and society.
13 CitationsSource
#1Tiffany Doan (UW: University of Waterloo)H-Index: 2
#2Amanda Castro (RU: Rutgers University)H-Index: 2
Last. Stephanie Denison (UW: University of Waterloo)H-Index: 12
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Abstract Exploratory play supports children’s learning, but the factors that influence play are not fully identified. Here, we investigate whether experiencing an unexpected success on an initial task influences children’s exploration on a subsequent task. In Experiment 1 (N = 72), we found that when 4-year-olds successfully completed a puzzle that they were told is hard (compared to when they were told that the puzzle is easy or at baseline when no difficulty information was provided), they spe...
1 CitationsSource
#1Katarina Begus (RU: Rutgers University)H-Index: 10
#2Elizabeth Bonawitz (RU: Rutgers University)H-Index: 19
Abstract Active learning is a critical component of human development, however, the mechanisms supporting it are not fully understood. Given that early learning experiences may affect both infants' immediate learning success, as well as their motivation to learn, it is particularly important to investigate the mechanisms of active learning in this period, when the foundations of learning habits and curiosity are built. Traditional behavioural approaches of studying infant learning face challenge...
8 CitationsSource
#1Kimele Persaud (RU: Rutgers University)H-Index: 3
#2Ilona Bass (RU: Rutgers University)H-Index: 4
Last. Elizabeth Bonawitz (RU: Rutgers University)H-Index: 19
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Lieder and Griffiths present the computational framework "resource-rational analysis" to address the reverse-engineering problem in cognition. Here we discuss how developmental psychology affords a unique and critical opportunity to employ this framework, but which is overlooked in this piece. We describe how developmental change provides an avenue for ongoing work as well as inspiration for expansion of the resource-rational approach.
2 CitationsSource
#1Yue Yu (NIE: National Institute of Education)H-Index: 7
#2Patrick Shafto (RU: Rutgers University)H-Index: 20
Last. Elizabeth Bonawitz (RU: Rutgers University)H-Index: 19
view all 3 authors...
In studies involving human subjects, voluntary participation may lead to sampling bias, thus limiting the generalizability of findings. This effect may be especially pronounced in developmental stu...
1 CitationsSource
#1Caren M. Walker (UCSD: University of California, San Diego)H-Index: 15
#2Alexandra Rett (UCSD: University of California, San Diego)H-Index: 2
Last. Elizabeth Bonawitz (RU: Rutgers University)H-Index: 19
view all 3 authors...
We assessed whether an artifact’s design can facilitate recognition of abstract causal rules. In Experiment 1, 152 three-year-olds were presented with evidence consistent with a relational rule (i....
7 CitationsSource