Publications: Child Language and Word Learning

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.

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.

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

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

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

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

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. (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. & 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., 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.

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. & 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.

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.

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