Infant Social Learning Papers
Infant Social Learning Papers
Tang, Y., & Deák, G. (2024). Multimodal maternal input: Exploring the dynamics of joint attention in naturalistic infant-caregiver interactions. Proceedings of the IEEE International Conference on Development and Learning (ICDL), Austin, TX, USA. https://ieeexplore.ieee.org/xpl/conhome/1001919/all-proceedings [PDF]
Tang, Y., Gonzalez, M.R., & Deák, G.O. (2024). The slow emergence of gaze- and point-following: A longitudinal study of infants from 4 to 12 months. Developmental Science, 27(3), e13457. https://doi.org/10.1111/desc.13457 [PDF]
Tang, Y., Triesch, J., & Deák, G.O. (2023). Variability in infant social responsiveness: Age and situational differences in attention-following. Developmental Cognitive Neuroscience, 63, 101283. https://doi.org/10.1016/j.dcn.2023.101283 [PDF]
Ying, Z., Karshaleva, B., & Deák, G.O.. (2024). Infant sensorimotor decoupling from 4 to 9 months of age: Individual differences and contingencies with maternal actions. Infant Behavior and Development 76, 101957. https://doi.org/10.1016/j.infbeh.2024.101957 [PDF]
Zhang, V. H., Chang, L. M., & Deák, G. O. (2024). The distributional and embodied contexts of verbs in caregiver-infant interactions. Journal of Child Language, 1-15. https://doi.org/10.1017/S0305000923000636 [PDF]
Chang, L., & Deák, G.O. (2019). Maternal discourse continuity and infants’ actions organize 12-month-olds’ language exposure during object play. Developmental Science: e12770 doi: 10.1111/desc.12770 [PDF]
Deák, G. O., Krasno, A. M., Jasso, H., & Triesch, J. (2017). What leads to shared attention? Maternal cues and infant responses during object play. Infancy. [PDF]
Chang, L., de Barbaro, K., & Deák, G. (2016). Contingencies between infants’ gaze, vocal, and manual actions and mothers’ object-naming: Longitudinal changes from 4 to 9 months. Developmental Neuropsychology, 41(5-8), 342-361. [PDF]
de Barbaro, K., Johnson, C.M., Forster, D., & Deák, G.O. (2016). Sensorimotor decoupling contributes to triadic attention: A longitudinal investigation of mother-infant-object interactions. Child Development, 87, 494-512. [PDF]
Chang, L., de Barbaro, K., & Deák, G. (2015). To hear and to hold: Maternal naming and infant object exploration. In Development and Learning and Epigenetic Robotics (ICDL-EpiRob), 2015 Joint IEEE International Conference on (pp. 112-113). IEEE. [PDF]
Deák, G.O. (2015). When and where do infants follow gaze? Proceedings, IEEE International Conferences on Development and Learning, Providence, RI, USA. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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: [PDF]
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.[PDF]
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 [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
Triesch, J., Jasso, H., & Deák, G.O. (2007). Emergence of mirror neurons in a model of gaze following. Adaptive Behavior, 15, 149-165. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
Triesch, J., Teuscher, C., Deák, G.O., & Carlson, E. (2006). Gaze-following: Why (not) learn it? Developmental Science, 9, 127-147. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
Legare, C., Dale, M.T., Kim, S.Y., & Deák, G.O. (2018). Cultural variation in cognitive flexibility reveals diversity in the development of executive functions. Nature Scientific Reports, 8, 16326. www.nature.com/articles/s41598-018-34756-2.pdf [PDF]
Yin, S., Deák, G.O., & Chen, A. (2018). Co-activation of cognitive control networks during task switching. Neuropsychology. 10.1037/neu0000406 [PDF]
Gupta, R., & Deák, G.O. (2015). Disarming smiles: Irrelevant happy faces slow post-error responses. Cognitive Processing. [PDF]
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.
Holt, A.E., & Deák, G.O. (2014). Children’s task-switching: Missing our cue? Journal of Cognition and Development, 16, 261-285. [PDF]
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. [PDF]
Deák, G.O. (2006). Do children really confuse appearance and reality? TRENDS in Cognitive Sciences, 10, 546-550. [PDF]
Deák, G.O. & Enright, B. (2006). Choose and choose again: Appearance-reality errors and the logic of questioning. Developmental Science, 9, 323-333. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
Deák, G.O. (1998). Flexible feature creation: Child’s play? Behavioral and Brain Sciences, 21, 23. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
Deák, G.O. (1994). Flexibility of categorization in children and adults. Unpublished Masters thesis, University of Minnesota, Twin Cities. [PDF]
Chang, L., de Barbaro, K., & Deák, G. (2016). Contingencies between infants’ gaze, vocal, and manual actions and mothers’ object-naming: Longitudinal changes from 4 to 9 months. Developmental Neuropsychology, 41(5-8), 342-361. [PDF]
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. [PDF]
Chang, L., de Barbaro, K., & Deák, G. (2015). To hear and to hold: Maternal naming and infant object exploration. In Development and Learning and Epigenetic Robotics (ICDL-EpiRob), 2015 Joint IEEE International Conference on (pp. 112-113). IEEE. [PDF]
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.
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. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
Deák, G.O. (2007). Review of ‘Weaving a lexicon’ (Hall and Waxman, Eds. 2004). Journal of Child Language, 34, 909-916. [PDF]
Deák, G.O. (2006). Do children really confuse appearance and reality? TRENDS in Cognitive Sciences, 10, 546-550. [PDF]
Deák, G.O. & Enright, B. (2006). Choose and choose again: Appearance-reality errors and the logic of questioning. Developmental Science, 9, 323-333. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
Deák, G.O. (2000). Hunting the fox of word meaning: Why “constraints” fail to capture it. Developmental Review, 20, 29-80. [PDF]
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. [PDF]
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. [PDF]
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.
Adrian, J.A., Siddharth, Baquar, S., Jung, T.-P., & Deák, G. (2019). Decision-making in a social multi-armed bandit task: Behavior, electrophysiology and pupillometry. Proceedings of the Conference of the Cognitive Science Society. [PDF]
Liao, Y., Sun, Y., Hong, L., Deák, G.O., & Feng, W.F. (2018). Intensity of concern about an action’s side-effect mediates attributions of actor’s intentions.Frontiers in Psychology: Personality and Social Psychology, 9, 1329. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
Deák, G.O. (2006). Do children really confuse appearance and reality? TRENDS in Cognitive Sciences, 10, 546-550. [PDF]
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. [PDF]
Deák, G.O. & Enright, B. (2006). Choose and choose again: Appearance-reality errors and the logic of questioning. Developmental Science, 9, 323-333. [PDF]
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. [PDF]
Deák, G.O. (2002). Categorization and concept learning. In J. W. Guthrie (Ed.), Encyclopedia of Education, 2nd Ed. New York: Macmillan. [PDF]
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. [PDF]
Deák, G.O. & Bauer, P.J. (1996). The dynamics of preschoolers’ categorization choices. Child Development, 67, 740-767. [PDF]
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. [PDF]
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.