| 2024 | CogSci | Children expect adults to hold gender stereotypes, even when they are not accurate. | Mika Asaba, Marianna Y. Zhang, Julia A. Leonard |
| 2024 | CogSci | Young children reason about adults' achievement goals for them. | Brandon Carrillo, Mika Asaba, Lizbeth Lozano, Lauren Okine, Julia A. Leonard |
| 2023 | CogSci | Detecting social biases using mental state inference. | Mika Asaba, Isaac Davis, Julia A. Leonard, Julian Jara-Ettinger |
| 2023 | CogSci | Children's representations of others' gender biases. | Mika Asaba, Marianna Y. Zhang, Julia A. Leonard |
| 2023 | CogSci | Parents take over less when they think their young child is learning. | Reut Shachnai, Mika Asaba, Lingyan Hu, Julia A. Leonard |
| 2022 | CogSci | Adolescents are most motivated by encouragement from someone who knows their abilities and the domain. | Mika Asaba, Melissa Santos, Julian Jara-Ettinger, Julia A. Leonard |
| 2021 | CogSci | Who is motivating? Students evaluate encouragement based on speaker's knowledge. | Mika Asaba, Amanda Nerenberg, Julia A. Leonard |
| 2021 | CogSci | "If only Santa had one more present": Exploring the development of near-miss counterfactual reasoning. | Desmond C. Ong, Mika Asaba, Hui Yan Lim, Patricia Chen, Hyowon Gweon |
| 2021 | CogSci | Integrating emotional expressions with utterances in pragmatic inference. | Yang Wu, Michael Henry Tessler, Mika Asaba, Peter Zhu, Hyowon Gweon, Michael C. Frank |
| 2020 | CogSci | You're surprised at her success? Inferring competence from others' emotional responses to performance outcomes. | Mika Asaba, Yang Wu, Brandon Carrillo, Hyowon Gweon |
| 2019 | CogSci | A friend, or a toy? Four-year-olds strategically demonstrate their competence to a puppet but only when others treat it as an agent. | Mika Asaba, Xiaoqian Li, Wei Quin Yow, Hyowon Gweon |
| 2018 | CogSci | Look, I can do it! Young children forego opportunities to teach others to demonstrate their own competence. | Mika Asaba, Hyowon Gweon |
| 2018 | CogSci | Young children use statistical evidence to infer the informativeness of praise. | Mika Asaba, Emily Hembacher, Helen Qiu, Brett Anderson, Michael C. Frank, Hyowon Gweon |
| 2018 | CogSci | Preschoolers consider expected task difficulty to decide what to do and whom to help. | Grace Bennett-Pierre, Mika Asaba, Hyowon Gweon |
| 2018 | CogSci | Balancing informational and social goals in active learning. | Erica J. Yoon, Kyle MacDonald, Mika Asaba, Hyowon Gweon, Michael C. Frank |
| 2017 | CogSci | Reverse-engineering the process: Adults' and preschoolers' ability to infer the difficulty of novel tasks. | Hyowon Gweon, Mika Asaba, Grace Bennett-Pierre |
| 2016 | CogSci | Who should I tell? Young children correct and maintain others' beliefs about the self. | Mika Asaba, Hyowon Gweon |
| 2016 | CogSci | Young children's estimation of difficulty and time. | Hyowon Gweon, Mika Asaba |
| 2016 | CogSci | Young children and adults integrate past expectations and current outcomes to reason about others' emotions. | Desmond C. Ong, Mika Asaba, Hyowon Gweon |
| 2015 | CogSci | Knowing what he could have shown: The role of alternatives in children's evaluation of under-informative teachers. | Hyowon Gweon, Mika Asaba |