Gedeon Deák
Zitiert von
Zitiert von
Gaze following: Why (not) learn it?
J Triesch, C Teuscher, GO Deák, E Carlson
Developmental science 9 (2), 125-147, 2006
The development of cognitive flexibility and language abilities.
GO Deak
Academic Press, 2003
Effects of gesture and target on 12-and 18-month-olds' joint visual attention to objects in front of or behind them.
GO Deák, RA Flom, AD Pick
Developmental psychology 36 (4), 511, 2000
The dynamics of preschoolers' categorization choices
GO Deák, PJ Bauer
Child development 67 (3), 740-767, 1996
Nine-month-olds’ shared visual attention as a function of gesture and object location
R Flom, GO Deák, CG Phill, AD Pick
Infant Behavior and Development 27 (2), 181-194, 2004
Children's perseverative appearance–reality errors are related to emerging language skills
GO Deák, SD Ray, K Brenneman
Child Development 74 (3), 944-964, 2003
The growth of flexible problem solving: Preschool children use changing verbal cues to infer multiple word meanings
GO Deák
Journal of cognition and development 1 (2), 157-191, 2000
Watch the hands: Infants can learn to follow gaze by seeing adults manipulate objects
GO Deak, AM Krasno, J Triesch, J Lewis, L Sepeta
Developmental science 17 (2), 270-281, 2014
The effects of task comprehension on preschoolers′ and adults′ categorization choices
G Deák, PJ Bauer
Journal of experimental child psychology 60 (3), 393-427, 1995
Combining embodied models and empirical research for understanding the development of shared attention
I Fasel, GO Deák, J Triesch, J Movellan
Proceedings 2nd International Conference on Development and Learning. ICDL …, 2002
On having complex representations of things: Preschoolers use multiple words for objects and people.
GO Deák, M Maratsos
Developmental Psychology 34 (2), 224, 1998
Effects of age, reminders, and task difficulty on young children’s rule-switching flexibility
GO Deák, SD Ray, AD Pick
Cognitive Development 19 (3), 385-400, 2004
Matching and naming objects by shape or function: age and context effects in preschool children.
GO Deák, SD Ray, AD Pick
Developmental psychology 38 (4), 503, 2002
Cognitive flexibility in young children: General or task-specific capacity?
GO Deák, M Wiseheart
Journal of experimental child psychology 138, 31-53, 2015
Is perseveration caused by inhibition failure? Evidence from preschool children’s inferences about word meanings
GO Deák, G Narasimham
Journal of Experimental Child Psychology 86 (3), 194-222, 2003
Driven from distraction: How infants respond to parents’ attempts to elicit and re-direct their attention
GO Deák, TA Walden, MY Kaiser, A Lewis
Infant Behavior and Development 31 (1), 34-50, 2008
Hedgehogs, foxes, and the acquisition of word meaning: The acquisition of verb meaning
MP Maratsos, G Deak
Beyond names for things: The acquisition of verb meaning, 376-385, 1995
Emergence of mirror neurons in a model of gaze following
J Triesch, H Jasso, GO Deák
Adaptive Behavior 15 (2), 149-165, 2007
Hunting the fox of word learning: Why “constraints” fail to capture it
GO Deák
Developmental Review 20 (1), 29-80, 2000
EEG imaging of toddlers during dyadic turn-taking: Mu-rhythm modulation while producing or observing social actions
Y Liao, ZA Acar, S Makeig, G Deak
NeuroImage 112, 52-60, 2015
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