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. [PsyarXiv preprint:1905.07474.]
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. doi: 10.3389/fpsyg.2018.01329
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.
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.
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.
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. (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 questioning. Developmental Science, 9, 323-333.
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.
Deák, G.O. & Bauer, P.J. (1996). The dynamics of preschoolers’ categorization choices. Child Development, 67, 740-767.
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.
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.