Gedeon O. Deák : Curriculum Vitae
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(5), 1150–1160.
de Barbaro, K., Johnson, C. M., Forster, D., & Deak, G. O. (2013). Methodological Considerations For Investigating the Microdynamics of Social Interaction Development. IEEE Transactions on Autonomous Mental Development, 5(3).
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 Proceedings of the 7th International Conference on Methods and Techniques in Behavioral Research (p. 36). ACM.
Deak, G. O. (2003). The development of cognitive flexibility and language abilities. Advances in Child Development and Behavior, 31, 273–328.
Deak, G. O. (2006). Do children really confuse appearance and reality? Trends in Cognitive Sciences, 10(12), 546–550.
Deak, G. O., & Bauer, P. J. (1996). The dynamics of preschoolers’ categorization choices. Child Development, 67.
Deak, G. O., & Cartwright, K. B. (2013). Literacy Processes: Cognitive Flexibility in Learning and Teaching. Guilford Publications.
Deak, G. O., & Holt, A. E. (2014). Language learning.
Deak, G. O., Krasno, A. M., Triesch, J., Lewis, J., & Sepeta, L. (2014). Watch the hands: infants can learn to follow gaze by seeing adults manipulate objects. Developmental Science, 17(2), 270–281.
Deak, G. O., Yen, L., & Pettit, J. (2001). By any other name: when will preschoolers produce several labels for a referent? Journal of Child Language, 28(03), 787–804.
Deák, G. (1998). Flexible feature creation: Child’s play? Behavioral and Brain Sciences, 21(01), 23–23.
Deák, G., & Bauer, P. J. (1995). The Effects of Task Comprehension on Preschoolers′ and Adults′ Categorization Choices. Journal of Experimental Child Psychology, 60(3), 393–427.
Deák, G. O. (2000a). Hunting the fox of word learning: Why “constraints” fail to capture it. Developmental Review, 20(1), 29–80.
Deák, G. O. (2000b). The growth of flexible problem solving: Preschool children use changing verbal cues to infer multiple word meanings. Journal of Cognition and Development, 1(2), 157–191.
Deák, G. O. (2006). Representing object functions: The cognitive basis of tool-use by children. In Proceedings of the fifth international conference on development and learning, Bloomington, IN: University of Indiana.
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.
Deák, G. O. (2014). Development of Adaptive Tool-Use in Early Childhood: Sensorimotor, Social, and Conceptual Factors. Advances in Child Development and Behavior, 46, 149.
Deák, G. O., Bartlett, M. S., & Jebara, T. (2007). New trends in cognitive science: Integrative approaches to learning and development. Neurocomputing, 70(13), 2139–2147.
Deák, G. O., & Enright, B. (2006). Choose and choose again: appearance–reality errors, pragmatics and logical ability. Developmental Science, 9(3), 323–333.
Deák, G. O., Fasel, I., & Movellan, J. (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).
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), 511–523. https://doi.org/10.1037/0012-1649.36.4.511
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., & 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., & 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(03), 511–542.
Deák, G. O., Ray, S. D., & Brenneman, K. (2003). Children’s perseverative appearance–reality errors are related to emerging language skills. Child Development, 74(3), 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(4), 503.
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.
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(2).
Deák, G. O., & Triesch, J. (n.d.). Origins of shared attention in human infants.
Deák, G. O., Triesch, J., Krasno, A., de Barbaro, K., & Robledo, M. (2013). Learning to share: The emergence of joint attention in human infancy.
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).
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. https://doi.org/10.1016/j.infbeh.2007.06.004
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 & Education, 8(5), 525–542.
Ellis, E. M., Gonzalez, M. R., & Deák, G. O. (2014). Visual Prediction in Infancy: What is the Association with Later Vocabulary? Language Learning and Development, 10(1), 36–50.
Fasel, I., Deák, G. O., Triesch, J., & Movellan, J. (2002). Combining embodied models and empirical research for understanding the development of shared attention. In Development and Learning, 2002. Proceedings. The 2nd International Conference on (pp. 21–27). IEEE.
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.
Holt, A. E., & Deák, G. O. (2013). Children’s Task-Switching Efficiency: Missing Our Cue? Journal of Cognition and Development, (just-accepted).
Jao, J. R., Deák, G. O., & Robledo, M. (2010). The emergence of referential gaze and perspective-taking in infants. In Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Cognitive Science Society.
Jasso, H., Triesch, J., & Deák, G. (2008). A reinforcement learning model of social referencing. In Development and Learning, 2008. ICDL 2008. 7th IEEE International Conference on (pp. 286–291). IEEE.
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).
Jasso, H., Triesch, J., Teuscher, C., & Deák, G. (n.d.). Modeling the Transition from Bottom-up to Top-Down Gaze Control Strategies in the Context of Gaze Following.
Kim, H., Jasso, H., Deák, G., & Triesch, J. (2008). A robotic model of the development of gaze following. In Development and Learning, 2008. ICDL 2008. 7th IEEE International Conference on (pp. 238–243). IEEE.
Lewis, J. M., Deák, G. O., Jasso, H., & Triesch, J. (n.d.). Building a Model of Infant Social Interaction.
Li, F., Cao, B., Li, Y., Li, H., & Deak, G. (2009). The law of large numbers in children’s diversity-based reasoning. Thinking & Reasoning, 15(4), 388–404.
Liao, Y., Acar, Z. A., Makeig, S., & Deak, G. (2015). EEG imaging of toddlers during dyadic turn-taking: Mu-rhythm modulation while producing or observing social actions. NeuroImage, 112, 52–60. https://doi.org/10.1016/j.neuroimage.2015.02.055
Liao, Y., Danley, J., Vankov, A., Makeig, S., & Deak, G. (2011). Adult-like Changes in Mu Rhythm Activity in Young Children Accompany Action Observation and Execution in A Social Context. Society for Neuroscience, Washington DC.
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, 48(10), 1412–1419.
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.
Long, C., Lu, X., Zhang, L., Li, H., & Deák, G. O. (2012). Category label effects on Chinese children’s inductive inferences: Modulation by perceptual detail and category specificity. Journal of Experimental Child Psychology, 111(2), 230–245.
Maratsos, M., & Deák, G. (1995). Hedgehogs, foxes, and the acquisition of verb meaning.
Robledo, M., Kolling, T., & Deák, G. O. (2010). Infants’ visual processing of faces and objects: age-related changes in interest, and stability of individual differences. In Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Cognitive Science Society.
Rohlfing, K., & Deak, G. (2013). Microdynamics of Interaction: Capturing and Modeling Infants’ Social Learning [Guest Editorial]. Autonomous Mental Development, IEEE Transactions on, 5(3), 189–191.
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.
Triesch, J., Carlson, E., Deák, G., & Movellan, J. (2003). Investigating the emergence of shared attention through an embodied computational modeling approach: a progress report. In Neural Networks, 2003. Proceedings of the International Joint Conference on (Vol. 4, p. 2788 vol. 4). IEEE.
Triesch, J., Jasso, H., & Deák, G. O. (2007). Emergence of mirror neurons in a model of gaze following. Adaptive Behavior, 15(2), 149–165.
Triesch, J., Teuscher, C., Deák, G. O., & Carlson, E. (2006). Gaze following: why (not) learn it? Developmental Science, 9(2), 125–147.
You, Y., Deak, G., Jasso, H., & Teuscher, C. (2005). Emergence of shared attention from 3 to 11 months of age in naturalistic infant-parent interactions. In Biennial meeting of the Society for research in Child Development, Atlanta, GA. Citeseer.