Maratsos, M., & Deák, G. (1995). Hedgehogs, foxes, and the acquisition of verb meaning.

Deák, G. O., & Bauer, P. J. (1996). The dynamics of preschoolers’ categorization choices. Child development, 67(3), 740–767.

Deák, G. O., & Maratsos, M. (1998). On having complex representations of things: Preschoolers use multiple words for objects and people. Developmental Psychology, 34(2), 224.

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.

Deák, G. O. (2000). Hunting the Fox of Word Learning: Why. Developmental Review, 20(1), 29–80.

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(4), 511.

Deák, G. O., Fasel, I., & Movellan, J. R. (2001). The emergence of shared attention: Using robots to test developmental theories. In Proceedings 1st International Workshop on Epigenetic Robotics: Lund University Cognitive Studies (Vol. 85, pp. 95–104). Citeseer.

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(4), 503.

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(3), 194–222.

Deák, G. O., Ray, S. D., & Brenneman, K. (2003). Children’s Perseverative Appearance-Reality Errors Are Related to Emerging Language Skills. Child Development, 944–964.

Deák, G. O., & Wagner, J. H. (2003). “Slow Mapping” in Children’s Learning of Semantic Relations. In Proceedings of the Annual Conference of the Cognitive Science Society (Vol. 25, pp. 318–323). Citeseer.

Deak, G. O. (2004). The development of cognitive flexibility and language abilities. Advances in child development and behavior, 31, 271–327.

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(3), 385–400.

Flom, R., Deák, G. O., Phill, C. G., & Pick, A. D. (2004). Nine-month-olds’ shared visual attention as a function of gesture and object location. Infant Behavior and Development, 27(2), 181–194.

Deak, G. O. (2006). Do children really confuse appearance and reality? Trends in Cognitive Sciences, 10(12), 546–550.

Deák, G. O., & Enright, B. (2006). Choose and choose again: appearance–reality errors, pragmatics and logical ability. Developmental science, 9(3), 323–333.

Jasso, H., Triesch, J., Teuscher, C., & Deák, G. (2006). A reinforcement learning model explains the development of gaze following. In Int. Conf. on Cognitive Modeling (ICCM).

Triesch, J., Teuscher, C., Deák, G. O., & Carlson, E. (2006). Gaze following: Why (not) learn it? Developmental Science, 9(2), 125–147.

Deák, G. O., Bartlett, M. S., & Jebara, T. (2007). New trends in cognitive science: Integrative approaches to learning and development. Neurocomputing, 70(13-15), 2139–2147.

Triesch, J., Jasso, H., & Deák, G. O. (2007). Emergence of mirror neurons in a model of gaze following. Adaptive Behavior, 15(2), 149.

Deák, G. O., Walden, T. A., Yale Kaiser, M., & Lewis, A. (2008). Driven from distraction: How infants respond to parents’ attempts to elicit and re-direct their attention. Infant Behavior and Development, 31(1), 34–50.

Li, F., Cao, B., Li, Y., Li, H., & Deák, G. (2009). The law of large numbers in children’s diversity-based reasoning. Thinking & Reasoning, 15(4), 388–404.

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.

Simmering, V. R., Triesch, J., Deák, G. O., & Spencer, J. P. (2010). A Dialogue on the Role of Computational Modeling in Developmental Science. Child development perspectives, 4(2), 152–158.

Zhang, T., Zheng, X., Zhang, L., Sha, W., Deák, G., & Li, H. (2010). Older children’s misunderstanding of uncertain belief after passing the false belief test. Cognitive Development, 25(2), 158–165.

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.

Deák, G. O. (2011). Early Domain-Specific Knowledge? Nonlinear Developmental Trajectories Further Erode a House of Sand. Journal of Cognition and Development, 12(2), 163–168.

Liao, Y., Gramann, K., Feng, W., DeáK, G. O., & Li, H. (2011). This ought to be good: Brain activity accompanying positive and negative expectations and outcomes. Psychophysiology.

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(2), 106–117.