| 2025 | CogSci | Learning from thought experiments in early childhood. | Igor Bascandziev, Garvin Brod, Patrick Shafto, Elizabeth Bonawitz |
| 2024 | AIES | On Feasibility of Intent Obfuscating Attacks. | Zhaobin Li, Patrick Shafto |
| 2024 | CogSci | Parents modify their prosody when asking questions with pedagogical intent. | Igor Bascandziev, Patrick Shafto, Elizabeth Bonawitz |
| 2024 | CogSci | Assessing Common Ground through Language-based Cultural Consensus in Humans and Large Language Models. | Sophie Domanski, Rachel Rudinger, Marine Carpuat, Patrick Shafto, Yi Ting Huang |
| 2024 | CogSci | The alignment problem in curriculum learning. | Patrick Shafto, Benjamin Sheller |
| 2023 | CogSci | Modeling Substitution Errors in Spanish Morphology Learning. | Libby Barak, Nathalie Fernandez Echeverri, Naomi H. Feldman, Patrick Shafto |
| 2023 | ICML | Coupled Variational Autoencoder. | Xiaoran Hao, Patrick Shafto |
| 2022 | CogSci | Can children recognize pedagogical intent in the prosody of speech? | Igor Bascandziev, Michael LaSorsa, Patrick Shafto, Elizabeth Bonawitz |
| 2022 | ICML | Discrete Probabilistic Inverse Optimal Transport. | Wei-Ting Chiu, Pei Wang, Patrick Shafto |
| 2022 | ICML | A Psychological Theory of Explainability. | Scott Cheng-Hsin Yang, Tomas Folke, Patrick Shafto |
| 2021 | CogSci | The Sound of Pedagogical Questions. | Igor Bascandziev, Patrick Shafto, Elizabeth Bonawitz |
| 2021 | CogSci | Making Heads or Tails of it: A Competition-Compensation Account of Morphological Deficits in Language Impairment. | Zara Harmon, Libby Barak, Patrick Shafto, Jan Edwards, Naomi H. Feldman |
| 2021 | CogSci | Inferring Knowledge from Behavior in Search-and-rescue Tasks. | Scott Cheng-Hsin Yang, Sean Anderson, Pei Wang, Chirag Rank, Tomas Folke, Patrick Shafto |
| 2021 | ICML | Interactive Learning from Activity Description. | Khanh Nguyen, Dipendra Misra, Robert E. Schapire, Miroslav Dudk, Patrick Shafto |
| 2020 | AISTATS | Interpretable Deep Gaussian Processes with Moments. | Chi-Ken Lu, Scott Cheng-Hsin Yang, Xiaoran Hao, Patrick Shafto |
| 2020 | CogSci | Replicating L2 learning in a Computational Model. | Libby Barak, Scott Cheng-Hsin Yang, Chirag Rank, Patrick Shafto |
| 2020 | CogSci | Prosodic Features Carry Information About a Question's Intent. | Igor Bascandziev, Patrick Shafto, Elizabeth Bonawitz |
| 2020 | ICML | Sequential Cooperative Bayesian Inference. | Junqi Wang, Pei Wang, Patrick Shafto |
| 2019 | AISTATS | Generalizing the theory of cooperative inference. | Pei Wang, Pushpi Paranamana, Patrick Shafto |
| 2019 | CogSci | What makes a good explanation? Cognitive dimensions of explaining intelligent machines. | Roberto Confalonieri, Tarek R. Besold, Tillman Weyde, Kathleen Creel, Tania Lombrozo, Shane T. Mueller, Patrick Shafto |
| 2019 | CogSci | Guided Playful Learning: Developmental, Computational, and Educational Perspectives. | Emily N. Daubert, Patrick Shafto |
| 2019 | CogSci | Pedagogical Questions Empower Exploration. | Anishka Jean, Emily N. Daubert, Yue Yu, Patrick Shafto, Elizabeth Bonawitz |
| 2019 | WWW | Debiasing the Human-Recommender System Feedback Loop in Collaborative Filtering. | Wenlong Sun, Sami Khenissi, Olfa Nasraoui, Patrick Shafto |
| 2018 | AISTATS | Optimal Cooperative Inference. | Scott Cheng-Hsin Yang, Yue Yu, Arash Givchi, Pei Wang, Wai Keen Vong, Patrick Shafto |
| 2018 | CogSci | That'll Teach 'em: How Expectations about Teaching Styles may Constrain Inferences. | Ilona Bass, Patrick Shafto, Elizabeth Bonawitz |
| 2018 | CogSci | Preschoolers are more likely to direct questions to adults than to other children (or selves) during spontaneous conversational acts. | Koeun Choi, Elizabeth Lapidow, Jennifer Austin, Patrick Shafto, Elizabeth Bonawitz |
| 2018 | CogSci | Stronger evidence isn't always better: A role for social inference in evidence selection and interpretation. | Amy Perfors, Danielle J. Navarro, Patrick Shafto |
| 2018 | CogSci | Bayesian Teaching of Image Categories. | Wai Keen Vong, Ravi B. Sojitra, Anderson Reyes, Scott Cheng-Hsin Yang, Patrick Shafto |
| 2018 | IC3K | PrCP: Pre-recommendation Counter-Polarization. | Mahsa Badami, Olfa Nasraoui, Patrick Shafto |
| 2018 | IC3K | Iterated Algorithmic Bias in the Interactive Machine Learning Process of Information Filtering. | Wenlong Sun, Olfa Nasraoui, Patrick Shafto |
| 2017 | CogSci | Towards Automated Classification of Emotional Facial Expressions. | Lewis Baker, Vanessa Lobue, Elizabeth Bonawitz, Patrick Shafto |
| 2017 | CogSci | I know what you need to know: Children's developing theory of mind and pedagogical evidence selection. | Ilona Bass, Elizabeth Bonawitz, Patrick Shafto, Dhaya Ramarajan, Alison Gopnik, Henry Wellman |
| 2017 | CogSci | Teaching Versus Active Learning: A Computational Analysis of Conditions that Affect Learning. | Scott Cheng-Hsin Yang, Patrick Shafto |
| 2017 | CogSci | Unifying recommendation and active learning for human-algorithm interactions. | Scott Cheng-Hsin Yang, Jake Alden Whritner, Olfa Nasraoui, Patrick Shafto |
| 2017 | CogSci | Inconvenient samples: Modeling the effects of non-consent by coupling observational and experimental results. | Yue Yu, Elizabeth Bonawitz, Patrick Shafto |
| 2016 | CogSci | Questions in informal teaching: A study of mother-child conversations. | Yue Yu, Elizabeth Bonawitz, Patrick Shafto |
| 2016 | RecSys | Human-Recommender Systems: From Benchmark Data to Benchmark Cognitive Models. | Patrick Shafto, Olfa Nasraoui |
| 2015 | CogSci | Explaining Choice Behavior: The Intentional Selection Assumption. | Kelley Durkin, Leyla Roksan Caglar, Elizabeth Baraff Bonawitz, Patrick Shafto |
| 2015 | CogSci | More than true: Developmental changes in use of the inductive strength for selective trust. | Asheley Landrum, Joshua Cloudy, Patrick Shafto |
| 2015 | CogSci | Children's Trust in Technological and Human Informants. | Nicholaus S. Noles, Judith Danovitch, Patrick Shafto |
| 2014 | CogSci | Order effects in learning relational structures. | Baxter Eaves, Patrick Shafto |
| 2014 | CogSci | Children consider prior knowledge and the cost of information both in learning from and teaching others. | Hyowon Gweon, Patrick Shafto, Laura Schulz |
| 2014 | CogSci | Controlling the message: Preschoolers' use of evidence to teach and deceive others. | Marjorie Rhodes, Elizabeth Baraff Bonawitz, Patrick Shafto, Annie Chen |
| 2014 | CogSci | Biases for learning from teaching. | Nicholas Searcy, Patrick Shafto |
| 2012 | CogSci | Is that your final answer? The effects of neutral queries on children's choices. | Aaron Gonzalez, Patrick Shafto, Elizabeth Baraff Bonawitz, Alison Gopnik |
| 2012 | CogSci | Children's sensitivity to informant's inductive efficiency and learner's epistemic states in pedagogical contexts. | Hyowon Gweon, Patrick Shafto, Joshua B. Tenenbaum, Laura Schulz |
| 2012 | CogSci | Enough is enough: Inductive sufficiency guides learners' ratings of informant helpfulness. | Patrick Shafto, Hyowon Gweon, Chris Fargen, Laura Schulz |
| 2011 | AIED | Faster Teaching by POMDP Planning. | Anna N. Rafferty, Emma Brunskill, Thomas L. Griffiths, Patrick Shafto |
| 2011 | CogSci | To catch a liar: The effects of truthful and deceptive testimony on inferential learning. | Robert Montague, Daniel J. Navarro, Amy Perfors, Russell Warner, Patrick Shafto |
| 2011 | CogSci | The Role of Cross-cutting Systems of Categories in Category-based Induction. | Neil Smith, Patrick Shafto |
| 2011 | CogSci | Reasoning in teaching and misleading situations. | Russell Warner, Todd Stoess, Patrick Shafto |