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Deák, G.O. (2015). When and where do infants follow gaze? Proceedings, IEEE International Conferences on Development and Learning, Providence, RI, USA.

de Barbaro, K., Johnson, C.M., Forster, D., & Deák, G.O. (2015). Sensorimotor decoupling contributes to triadic attention: A longitudinal investigation of mother-infant-object interactions. Child Development. doi: 10.1111/cdev.12464

Gupta, R., & Deák, G.O. (2015). Disarming smiles: Irrelevant happy faces slow post-error responses. Cognitive Processing. doi: 10.1007/s10339-015-0664-2

Deák, G.O., & Wiseheart, M. (2015). Cognitive flexibility in young children: A general or task-specific capacity? Journal of Experimental Child Psychology, 138, 31-53. doi:10.1016/j.jecp.2015.04.003

Liao, Y., Akalin Acar, Z., Makeig, S., & Deák, G. O. (2015). EEG imaging of toddlers during dyadic turn-taking: Mu-rhythm modulation while producing or observing social actions. NeuroImage, 112, 52-60. doi:10.1016/j.neuroimage.2015.02.055

Avanzino, J., Robledo Gonzalez, M., & Deák, G.O. (2015). Language skills and speed of auditory processing in young children. Center for Research in Language Technical Reports, 8(1), 3-10.

Deák, G.O. (2014). Interrelations of language and cognitive development. Encyclopedia of Language Development, (pp. 284-291). P. Brooks & V. Kampe, Eds. Thousand Oaks, CA: SAGE.

Deák, G.O. (2014). Slow mapping in lexical development. Encyclopedia of Language Development (pp. 544-547). P. Brooks & V. Kampe, Eds. Thousand Oaks, CA: SAGE.

Holt, A.E., & Deák, G.O. (2014). Children’s task-switching: Missing our cue? Journal of Cognition and Development, 16, 261-285. 10.1080/15248372.2013.833921.

Deák, G.O. (2014). Development of adaptive tool-use in early childhood: sensory-motor, social, and conceptual factors. In J. Benson (Ed.), Advances in Child Development and Behavior, Vol. 46. Elsevier.

Deák, G.O., Krasno, A., Triesch, J., Lewis, J., & Sepeda, L. (2014). Watch the hands: Human infants can learn gaze-following by watching their parents handle objects. Developmental Science, 17, 270-281. doi: 10.1111/desc.12122

Deák, G.O., & Narasimham, G. (2014). Young children’s flexible use of semantic cues to word meanings: Converging evidence of individual and age differences. Journal of Child Language, 41, 511-542.

Deák, G.O. (2013). Word learning. In H. Pashler (Ed.), Encyclopedia of the Mind. SAGE.

Deák, G.O., & Toney, A.J. (2013). Young children’s fast mapping and generalization of words, facts, and pictograms. Journal of Experimental Child Psychology, 115, 273-296.

Deák, G.O., Triesch, J., Krasno, A., de Barbaro, K., & Robledo, M. (2013). Learning to share: The emergence of joint attention in human infancy. In B. Kar (Ed.), Cognition and Brain Development: Converging Evidence from Various Methodologies (pp. 173-210). Washington, DC: American Psychological Association.

De Barbaro, K., Forster, K., Johnson, C.M., & Deák, G.O. (2013). Methodological considerations for bridging micro- and macro-behavioral data in studies of social interaction. IEEE Transactions on Autonomous Mental Development. 5(3), 258-270. 0.1109/TAMD.2013.2276611

De Barbaro, K., Johnson, C., & Deák, G.O. (2013). Twelve-month ‘social revolution’ emerges from mother-infant sensory-motor coordination: A longitudinal investigation. Human Development 56, 223-248. doi: 10.1159/000351313

Ellis, E., Robledo, M., & Deák, G. O. (2013). Contingency learning in infancy and its relation to later vocabulary. Infancy, 10, 36-50.

Rohlfing, K.J., & Deák, G.O. (2013). Microdynamics of interaction: Capturing and modeling infants’ social learning. IEEE Transactions on Autonomous Mental Development, 5(3), 189-191. 0.1109/TAMD.2013.2278456

Jasso, H., Triesch, J., Lewis, J., & Deák, G.O. (2012). A unified account of gaze-following. IEEE Transactions on Autonomous Mental Development, 4, 257-272. doi: 10.1109/TAMD.2012.2208640

Long, C., Deák, G. & Li, H. (2012). Category label effects on Chinese children’s inductive inferences: Modulation by perceptual detail and category specificity. Journal of Experimental Child Psychology, 111, 230-245.

Deák, G.O. (2011). Early domain-specific knowledge? Non-linear developmental trajectories further erode a house of sand. Journal of Cognition and Development, 12, 163-168.

De Barbaro, K., Chiba, A., & Deák, G.O. (2011). Micro-analysis of infant looking in a naturalistic social setting: Insights from biologically based models of attention. Developmental Science, 14, 1150-1160.

Liao, Y., Feng, W., Deák, G.O., Li, P., Jia, S., & Li, H. (2011). Reward expectation differently modulates EPRs following positive and negative feedback. Psychophysiology, 1-8.

Liao, Y., Li, H., & Deák, G.O. (2011). Can unpredicted outcomes be intended? The role of outcome-beliefs in children’s judgments of intention. Cognitive Development, 26, 106-117.

De Barbaro, K., Johnson, C.M., Forster, D., & Deák, G.O. (2010). Temporal dynamics of multimodal multiparty interactions: a microgenesis of early social interaction. In A. Spink, F. Grieco, O. Krips, L. Loijens, L. Noldus, & P. Zimmerman (Eds.), Proceedings of Measuring Behavior 2010, 247-249.

Jao, R.J., Robledo, M., & Deák, G.O. (2010). The emergence of referential gaze and perspective-taking in infants. Proceedings of the 32nd Annual Conference of the Cognitive Science Society, 284-289.

Lewis, J., Deák, G.O., Jasso, H., & Triesch, J. (2010). Building a model of infant social interaction. Proceedings of the 32nd Annual Conference of the Cognitive Science Society, 278-283.

Robledo, M., Deák, G.O., & Kolling, T. (2010). Infants’ visual processing of faces and objects: Age-related changes in interest, and stability of individual differences. Proceedings of the 32nd Annual Conference of the Cognitive Science Society, 2482-2487.

Simmering, V., Spencer, J., Deák, G., & Triesch, J. (2010). To model or not to model? A dialogue on the role of computational modeling in developmental science. Child Development Perspectives, 4, 152-158.

Zhang, T., Zheng, X., Zhang, L., Shu, W., Deák, G.O. & Li, H. (2010). Older children’s misunderstanding of uncertain belief after passing the false belief task. Cognitive Development, 25, 158-165.

Li, F., Cao, B., Li, Y., Li, H. & Deák, G.O. (2009). The law of large numbers in children’s diversity-based reasoning. Thinking and Reasoning, 15, 388-404.

Deák, G.O., & Holt, A.E. (2008). Language learning. In H. Roediger (ed.), J. Byrne (series ed.), Learning and Memory: A Comprehensive Reference, Volume I-V: Cognitive psychology, 557-578. Holland: Elsevier.

Deák, G.O., Walden, T.A., Yale, M., & Lewis, A. (2008). Driven from distraction: How infants respond to parents’ attempts elicit and re-direct their attention. Infant Behavior and Development, 31, 34-50.

Jasso, H., Triesch, J., & Deák, G.O. (2008). A reinforcement learning model of social referencing. Proceedings of the 7th International Conference on Development and Learning. Monterey, CA.

Deák, G.O. (2007). Review of ‘Weaving a lexicon’ (Hall and Waxman, Eds. 2004). Journal of Child Language, 34, 909-916.

Deák, G.O., Bartlett, M.S., & Jebara, T. (2007). New trends in Cognitive Science: Integrative approaches to learning and development. Neurocomputing, 70, [Special Issue 13: Selected papers from the Third International Conference on Development and Learning] 2139-2147.

Triesch, J., Jasso, H., & Deák, G.O. (2007). Emergence of mirror neurons in a model of gaze following. Adaptive Behavior, 15, 149-165.

Deák, G.O. (2006). Do children really confuse appearance and reality? TRENDS in Cognitive Sciences, 10, 546-550.

Deák, G.O. (2006). Representing object functions: The cognitive basis of tool-use by children. Proceedings of the Fifth International Conference on Development and Learning. Indiana University-Bloomington.

Deák, G.O. & Enright, B. (2006). Choose and choose again: Appearance-reality errors and the logic of questioningDevelopmental Science, 9, 323-333.

Deák, G.O. & Triesch, J. (2006). Origins of shared attention in human infants. In K. Fujita & S. Itakura (Eds.),Diversity of Cognition, 331-363. University of Kyoto Press.

Jasso, H., Triesch, J., & Deák, G.O. (2006). Using eye direction cues for gaze following – a developmental model. Proceedings of the 5th International Conference on Development and Learning. Indiana University-Bloomington.

Jasso, H., Triesch, J., Teuscher, C., & Deák, G.O. (2006). A reinforcement learning model explains the development of gaze following. Proceedings of the 7th International Conference on Cognitive Modeling. Trieste, Italy.

Triesch, J., Teuscher, C., & Deák, G.O. (2006). Gaze following: How (not) to derive predictions from a computational model [Response to commentaries]. Developmental Science, 9, 156-157.

Triesch, J., Teuscher, C., Deák, G.O., & Carlson, E. (2006). Gaze-following: Why (not) learn it? Developmental Science, 9, 127-147.

Deák, G.O., Ray, S.D., & Pick, A.D. (2004). Effects of age, reminders, and task difficulty on young children’s rule-switching flexibility. Cognitive Development, 19, 385-400.

Flom, R., Deák, G.O., Phill, C., & Pick, A.D. (2004). Nine-month-olds’ shared visual attention as a function of gesture and object location. Infant Behavior and Development, 27, 181-194.

Deák, G.O. (2003). The development of cognitive flexibility and language abilities. In R. Kail (Ed.), Advances in Child Development and Behavior, Vol. 31, 271-327. San Diego: Academic Press.

Deák, G.O. & Narasimham, G. (2003). Is perseveration caused by inhibition failure? Evidence from preschool children’s inferences about word meanings. Journal of Experimental Child Psychology, 86, 194-222.

Deák, G.O. & Wagner, J.H. (2003). “Slow mapping” in children’s learning of semantic relations. Proceedings of the Annual Conference of the Cognitive Science Society.

Deák, G.O., Ray, S.D., & Brenneman, K. (2003). Children’s perseverative appearance-reality errors are related to emerging language skills. Child Development, 74, 944-964.

Deák, G.O. (2002). Categorization and concept learning. In J. W. Guthrie (Ed.), Encyclopedia of Education, 2nd Ed. New York: Macmillan.

Deák, G.O., Ray, S.D., & Pick, A.D. (2002). Matching and naming objects by shape or function: Age and context effects in preschool children. Developmental Psychology, 38, 503-518.

Fasel, I., Deák, G.O., Triesch, J., & Movellan, J. (2002). Combining embodied models and empirical research for understanding the development of shared attention. Proceedings of the 2nd International Conference on Development and Learning, 2, 21-27. Los Alamitos, CA: IEEE Computer Society Press.

Deák, G.O., Fasel, I., & Movellan, J.R. (2001). The emergence of shared attention: Using robots to test developmental theories. Proceedings of the First International Workshop on Epigenetic Robotics, Lund University Cognitive Studies, 85, 95-104.

Deák, G.O., Yen, L., & Pettit, J. (2001). By any other name: When will preschoolers produce multiple labels for a referent? Journal of Child Language, 28, 787-804.

Deák, G.O. (2000). Hunting the fox of word meaning: Why “constraints” fail to capture it. Developmental Review, 20, 29-80.

Deák, G.O. (2000). The growth of flexible problem-solving: Preschool children use changing verbal cues to infer multiple word meanings. Journal of Cognition and Development, 1, 157-192.

Deák, G.O., Flom, R.A., & Pick, A.D. (2000). Effects of Gesture and Target on 12- and 18-Month-Olds’ Joint Visual Attention to Objects in Front of or Behind Them. Developmental Psychology, 36, 511-523.

Duschl, R.A., Deák, G.O., Ellenbogen, K.M., & Holton, D.L. (1999). Developmental and educational perspectives on theory change: To have and hold, or to have and hone? Science and Education, 8, 525-542.

Deák, G.O. (1998). Flexible feature creation: Child’s play? Behavioral and Brain Sciences, 21, 23.

Deák, G.O. & Maratsos, M. (1998). On having complex representations of things: Preschoolers use multiple words for objects and people. Developmental Psychology, 34, 224-240.

Deák, G.O. & Maratsos, M.(1997). Reference and representation: What polynomy tells us about children’s conceptual structures. In E. Clark (Ed.), Proceedings of the 28th Annual Child Language Research Forum. Cambridge: University Press.

Deák, G.O. & Bauer, P.J. (1996). The dynamics of preschoolers’ categorization choices. Child Development, 67, 740-767.

Deák, G.O. (1995). Review of D. Lewkowicz & R. Lickliter (Eds.), “The development of intersensory perception: Comparative perspectives.” Child Development Abstracts & Bibliography, 69, 104-105.

Deák, G.O. & Bauer, P.J. (1995). The effects of task comprehension on preschoolers’ and adults’ categorization choices. Journal of Experimental Child Psychology, 60, 393-427.

Freeman, K. & Deák, G.O. (1995). Systems learning symbol systems: Commentary on B. MacWhinney and L. Smith. In Nelson, C. (Ed.), Minnesota Symposium on Child Psychology, Vol. 28. Hillsdale, NJ: Lawrence Erlbaum Associates.

Maratsos, M. & Deák, G.O. (1995). Hedgehogs, foxes, and the acquisition of verb meaning. In M. Tomasello & W. Merriman (Eds.), Beyond names for things: Children’s acquisition of verbs. Hillsdale, NJ: Lawrence Erlbaum Associates.

Deák, G.O. (1994). Flexibility of categorization in children and adults. Unpublished Masters thesis, University of Minnesota, Twin Cities.

Amsel, E., Savoie, D., Deák, G. & Clark, M. (1991). Preschoolers’ understanding of gravity. Proceedings of the Annual Conference of the Cognitive Science Society, 13, 600-606.

Submitted or In Revision

Cepeda, N., & Deák, G.O. (in preparation). Divergent cognitive flexibility skills in preschool children: Task-specific and predictive factors.

De Barbaro, K. Johnson, C.M., Forster, D., & Deák, G.O. (in revision). Sensorimotor decoupling contributes to 12 month social “revolution”: A longitudinal investigation of mother-infant-object interactions.

Deák, G.O. & Boddupalli, G. (re-submitted). Flexible reasoning about object functions by preschool children.

Holt, A., & Deák, G. (submitted). Resolution of ambiguous pronouns by children: Age differences in use of pronoun features, and relation to cognitive flexibility.

Narasimham, G., Deák, G.O., & Cepeda, N.J. (re-submitted). Does development of rule-switching flexibility “scale up?” evidence from a new test, The 3DCCS.

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