Journal Articles
Yu, Y., Zheng, Y., Chua, J.J.E. *, & Yang, Y. (under review). Familial mechanisms linking COVID-19 lockdown with mental health problems in Singaporean children and adolescents. [PsyArXiv preprint]
Yang, Y., Chua, J.J.E., Khng, K.H., & Yu, Y. (under review). How did COVID-19 impact the lives and perceived well-being of parents? Using the case of Singapore to investigate the mechanisms. [PsyArXiv preprint]
Daubert, E.N., Yu, Y., Grados, M., Shafto, P., & Bonawitz, E. (2020). Pedagogical questions promote causal learning in preschoolers. Scientific Report, 10, 20700. [link]
Phee, H.L.R., Karuppiah, N., & Yu, Y. (2020). Questioning during story-telling activities in Singapore pre-schools. Asia-pacific Journal of Research in Early Childhood Education,14(3), 73-90. [link]
Yu, Y., Shafto, P. & Bonawitz, E. (2020). Inconvenient samples: Modeling biases related to parental consent by coupling observational and experimental results. Open Mind: Discoveries in Cognitive Science, 4, 13-24. [link]
Bonawitz, E., Shafto, P., Yu, Y., Gonzalez, A., Bridgers, S., & Gopnik, A. (2020). Children change their answers in response to neutral follow-up questions by a knowledgeable asker. Cognitive Science, 44(1), e12811. [link]
Yu, Y., & Kushnir, T. (2020). The ontogeny of cumulative culture: Individual toddlers vary in faithful imitation and goal emulation. Developmental Science, 23(1), e12862. [link]
Rifkin-Graboi, A.; Khng, K. H., Cheung, P., Tsotsi, S., Sun, H., Kwok, F., Yu, Y., Xie, H., Yang, Y., Chen, M., Ng, D.C.C., Hu, P.L., Tan, N.C. (2019). Will the future BE POSITIVE? How early life parenting signals the developing “pre” school brain. Learning: Research and Practice, 5(2), 99-125. [link]
Yang, S.C-H., Vong, W.K., Yu, Y., & Shafto, P. (2019). A unifying computational framework for teaching and active learning. Topics in Cognitive Science, 11(2), 316-337. [link]
Yu, Y., Bonawitz, E., & Shafto, P. (2019). Pedagogical questions in parent-child conversations. Child Development, 90(1), 147-161. [link]
Yu, Y., Landrum, A. R., Bonawitz, E., & Shafto, P. (2018). Questioning supports effective transmission of knowledge and increased exploratory learning in pre-kindergarten children. Developmental Science, 21(6), e12696. [Wiley author sharing]
Yu, Y., Shafto, P., Bonawitz, E., Yang, S.C-H., Golinkoff, R., Corriveau, K., Hirsh-Pasek, K. & Xu, F. (2018). The theoretical and methodological opportunities afforded by guided play. Frontiers in Psychology, 9, 1152. [link]
Yu, Y. & Kushnir, T. (2016). When what’s inside counts: Sequence of demonstrated actions affects preschooler’s categorization by non-obvious properties. Developmental Psychology, 52(3), 400-410. [link]
Yu, Y. & Kushnir, T. (2014). Social context effects in 2- and 4-year-olds’ selective versus faithful imitation. Developmental Psychology, 50(3), 922-933. [link]
Chan, R. C. K., Xu, T., Heinrichs, R. W., Yu, Y., & Gong, Q. (2010). Neurological soft signs in non-psychotic first-degree relatives of patients with schizophrenia: A systematic review and meta-analysis. Neuroscience and Biobehavioral Reviews, 34(6), 889–896. [link]
Chan, R.C.K., Xu, T., Heinrichs, R.W., Yu, Y., & Wang, Y. (2010). Neurological soft signs in schizophrenia: A meta-analysis. Schizophrenia Bulletin, 36(6), 1089-1104. [link]
Yang, Y., Chua, J.J.E., Khng, K.H., & Yu, Y. (under review). How did COVID-19 impact the lives and perceived well-being of parents? Using the case of Singapore to investigate the mechanisms. [PsyArXiv preprint]
Daubert, E.N., Yu, Y., Grados, M., Shafto, P., & Bonawitz, E. (2020). Pedagogical questions promote causal learning in preschoolers. Scientific Report, 10, 20700. [link]
Phee, H.L.R., Karuppiah, N., & Yu, Y. (2020). Questioning during story-telling activities in Singapore pre-schools. Asia-pacific Journal of Research in Early Childhood Education,14(3), 73-90. [link]
Yu, Y., Shafto, P. & Bonawitz, E. (2020). Inconvenient samples: Modeling biases related to parental consent by coupling observational and experimental results. Open Mind: Discoveries in Cognitive Science, 4, 13-24. [link]
Bonawitz, E., Shafto, P., Yu, Y., Gonzalez, A., Bridgers, S., & Gopnik, A. (2020). Children change their answers in response to neutral follow-up questions by a knowledgeable asker. Cognitive Science, 44(1), e12811. [link]
Yu, Y., & Kushnir, T. (2020). The ontogeny of cumulative culture: Individual toddlers vary in faithful imitation and goal emulation. Developmental Science, 23(1), e12862. [link]
Rifkin-Graboi, A.; Khng, K. H., Cheung, P., Tsotsi, S., Sun, H., Kwok, F., Yu, Y., Xie, H., Yang, Y., Chen, M., Ng, D.C.C., Hu, P.L., Tan, N.C. (2019). Will the future BE POSITIVE? How early life parenting signals the developing “pre” school brain. Learning: Research and Practice, 5(2), 99-125. [link]
Yang, S.C-H., Vong, W.K., Yu, Y., & Shafto, P. (2019). A unifying computational framework for teaching and active learning. Topics in Cognitive Science, 11(2), 316-337. [link]
Yu, Y., Bonawitz, E., & Shafto, P. (2019). Pedagogical questions in parent-child conversations. Child Development, 90(1), 147-161. [link]
Yu, Y., Landrum, A. R., Bonawitz, E., & Shafto, P. (2018). Questioning supports effective transmission of knowledge and increased exploratory learning in pre-kindergarten children. Developmental Science, 21(6), e12696. [Wiley author sharing]
Yu, Y., Shafto, P., Bonawitz, E., Yang, S.C-H., Golinkoff, R., Corriveau, K., Hirsh-Pasek, K. & Xu, F. (2018). The theoretical and methodological opportunities afforded by guided play. Frontiers in Psychology, 9, 1152. [link]
Yu, Y. & Kushnir, T. (2016). When what’s inside counts: Sequence of demonstrated actions affects preschooler’s categorization by non-obvious properties. Developmental Psychology, 52(3), 400-410. [link]
Yu, Y. & Kushnir, T. (2014). Social context effects in 2- and 4-year-olds’ selective versus faithful imitation. Developmental Psychology, 50(3), 922-933. [link]
Chan, R. C. K., Xu, T., Heinrichs, R. W., Yu, Y., & Gong, Q. (2010). Neurological soft signs in non-psychotic first-degree relatives of patients with schizophrenia: A systematic review and meta-analysis. Neuroscience and Biobehavioral Reviews, 34(6), 889–896. [link]
Chan, R.C.K., Xu, T., Heinrichs, R.W., Yu, Y., & Wang, Y. (2010). Neurological soft signs in schizophrenia: A meta-analysis. Schizophrenia Bulletin, 36(6), 1089-1104. [link]
Conference Proceedings (Computer Science)
Yang, S.C-H., Yu, Y., Givchi, A., Wang, P., Vong, W.K., & Shafto, P. (2018) Optimal cooperative inference. Proceedings of the 21st international conference on Artificial Intelligence and Statistics (AISTATS). [arXiv link]
Conference Proceedings (Psychology)
Jean, A. Daubert, E., Yu Y., Shafto, P. & Bonawitz, E. (2019). Pedagogical questions empower exploration. Proceedings of the 41st Annual Meeting of the Cognitive Science Society. [pdf]
Yu, Y., Bonawitz, E., & Shafto, P. (2017). Inconvenient samples: Modeling the effects of non-consent by coupling observational and experimental results. Proceedings of the 39th Annual Conference of the Cognitive Science Society. [pdf]
Yu, Y., Bonawitz, E. & Shafto, P. (2016). Questions in informal teaching: A study of mother-child conversations. Proceedings of the 38th Annual Conference of the Cognitive Science Society. [pdf]
Yu, Y. & Kushnir T. (2015). Understanding young children’s imitative behavior from an individual differences perspective. Proceedings of the 37th annual meeting of the Cognitive Science Society, 2769-2774. [pdf]
Yu, Y. & Kushnir T. (2011). It’s all about the game: Infants’ action strategies during imitation are influenced by their prior expectations. Proceedings of the 33rd annual meeting of the Cognitive Science Society, 3570-3574. [pdf]
Yu, Y., Bonawitz, E., & Shafto, P. (2017). Inconvenient samples: Modeling the effects of non-consent by coupling observational and experimental results. Proceedings of the 39th Annual Conference of the Cognitive Science Society. [pdf]
Yu, Y., Bonawitz, E. & Shafto, P. (2016). Questions in informal teaching: A study of mother-child conversations. Proceedings of the 38th Annual Conference of the Cognitive Science Society. [pdf]
Yu, Y. & Kushnir T. (2015). Understanding young children’s imitative behavior from an individual differences perspective. Proceedings of the 37th annual meeting of the Cognitive Science Society, 2769-2774. [pdf]
Yu, Y. & Kushnir T. (2011). It’s all about the game: Infants’ action strategies during imitation are influenced by their prior expectations. Proceedings of the 33rd annual meeting of the Cognitive Science Society, 3570-3574. [pdf]
Book Chapters
Vredenburgh, C., Yu, Y., & Kushnir, T. (2017). Young children’s flexible social cognition and sensitivity to context facilitates their learning. In J. Sommerville & J. Decety (Eds.), Social Cognition: Development Across the Life Span (pp. 238-257). Oxford, UK: Taylor & Francis. [link]
Yu, Y., Su, Y., Chan, R. Chapter 21. The relationship between visual perspective taking and imitation impairments in children with autism. In M-R. Mohammadi (Ed.), A comprehensive book on Autism Spectrum Disorders (pp. 369-384). Rijeka, Croatia: IntechOpen. [link]
Yu, Y., Su, Y., Chan, R. Chapter 21. The relationship between visual perspective taking and imitation impairments in children with autism. In M-R. Mohammadi (Ed.), A comprehensive book on Autism Spectrum Disorders (pp. 369-384). Rijeka, Croatia: IntechOpen. [link]
Selected conference presentations
Yu, Y., & Kushnir T. (2021, April). Developmental pathways of cultural learning: Individual differences in young children’s faithful imitation and goal emulation from toddlerhood to preschool years. Oral presentation at the 2021 Biennial Meeting of the Society for Research in Child Development, Virtual.
Yu, Y., & Chua, J.J.E. (2021, April). The effect of pedagogical questioning on young children’s exploratory learning of novel concepts. Oral presentation at the 2021 Biennial Meeting of the Society for Research in Child Development, Virtual.
Yu, Y. (2020, December). Impact of COVID-19 on perceived mental health in school-aged children and adolescents: Using the case of Singapore to investigate the mechanisms. Oral presentation at the Webinar Series presented by the Society for Research on Adolescence, Virtual.
Yu, Y., Bonawitz, E. & Shafto, P. (2017, October) Pedagogical questions during parent-child interactions correlate with children’s causal learning and exploration. Paper presented at the 10th Biennial Meeting of the Cognitive Development Society, Portland, OR. [program]
Yu, Y., Shafto, P., Bonawitz, E., & Landrum, A. (2016, August). Questioning supports effective transmission of knowledge and increased exploratory learning in pre-kindergarten children. Paper presented at the International Conference of Thinking. Providence, RI. [abstract]
Yu, Y. & Kushnir, T. (2013, September). Timing and agent of causal actions influence preschoolers’ categorization. Paper presented at 2013 ISSBD regional workshop, Budapest, Hungary. [abstract]
Yu, Y. & Kushnir, T. (2013, April). Preschoolers refer to adult’s timing of intentional actions for object categorization. Poster presented at the biennial meeting of the Society for Research in Child Development, Seattle, WA. [pdf]
Yu, Y. & Kushnir T. (2012, June). Young children use social cues to infer sorting strategies. Poster presented at 8th Biennial International Conference on Infant Studies Minneapolis, MN. [pdf]
Yu, Y. & Kushnir T. (2011, April). Young children’s imitation of causal actions is influenced by the tester’s prior intention. Poster presented at 2011 Biennial Meeting for the Society for Research in Child Development, Montréal, Québec. [pdf]
Yu, Y., Su, Y., & Chan, R. C. (2010, August). Preschooler’s performance in three visual perspective taking tasks. Poster presented at 32nd Annual Meeting of the Cognitive Science Society, Portland, OR. [pdf]
Yu, Y., & Chua, J.J.E. (2021, April). The effect of pedagogical questioning on young children’s exploratory learning of novel concepts. Oral presentation at the 2021 Biennial Meeting of the Society for Research in Child Development, Virtual.
Yu, Y. (2020, December). Impact of COVID-19 on perceived mental health in school-aged children and adolescents: Using the case of Singapore to investigate the mechanisms. Oral presentation at the Webinar Series presented by the Society for Research on Adolescence, Virtual.
Yu, Y., Bonawitz, E. & Shafto, P. (2017, October) Pedagogical questions during parent-child interactions correlate with children’s causal learning and exploration. Paper presented at the 10th Biennial Meeting of the Cognitive Development Society, Portland, OR. [program]
Yu, Y., Shafto, P., Bonawitz, E., & Landrum, A. (2016, August). Questioning supports effective transmission of knowledge and increased exploratory learning in pre-kindergarten children. Paper presented at the International Conference of Thinking. Providence, RI. [abstract]
Yu, Y. & Kushnir, T. (2013, September). Timing and agent of causal actions influence preschoolers’ categorization. Paper presented at 2013 ISSBD regional workshop, Budapest, Hungary. [abstract]
Yu, Y. & Kushnir, T. (2013, April). Preschoolers refer to adult’s timing of intentional actions for object categorization. Poster presented at the biennial meeting of the Society for Research in Child Development, Seattle, WA. [pdf]
Yu, Y. & Kushnir T. (2012, June). Young children use social cues to infer sorting strategies. Poster presented at 8th Biennial International Conference on Infant Studies Minneapolis, MN. [pdf]
Yu, Y. & Kushnir T. (2011, April). Young children’s imitation of causal actions is influenced by the tester’s prior intention. Poster presented at 2011 Biennial Meeting for the Society for Research in Child Development, Montréal, Québec. [pdf]
Yu, Y., Su, Y., & Chan, R. C. (2010, August). Preschooler’s performance in three visual perspective taking tasks. Poster presented at 32nd Annual Meeting of the Cognitive Science Society, Portland, OR. [pdf]