Gedeon Deák

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Jochen TrieschFrankfurt Institute for Advanced StudiesZweryfikowany adres z fias.uni-frankfurt.de
Kaya de BarbaroThe University of Texas at AustinZweryfikowany adres z austin.utexas.edu
Christof TeuscherProfessor of Electrical and Computer Engineering, Portland State UniversityZweryfikowany adres z teuscher.ch
Ross FlomAssistant Professor, Psychology, Southern Utah UniversityZweryfikowany adres z suu.edu
Li Hong中国辽宁师范大学心理学院教授Zweryfikowany adres z swu.edu.cn
Deborah ForsterselfZweryfikowany adres z tudelft.nl
Marybel Robledo GonzalezAssistant Project Scientist, University of California, San DiegoZweryfikowany adres z health.ucsd.edu
Javier MovellanResearch Professor, University of California San DiegoZweryfikowany adres z mplab.ucsd.edu
Michael Maratsosprofessor of child psychology university minnesota Zweryfikowany adres z umn.edu
Ian FaselAppleZweryfikowany adres z apple.com
Scott MakeigDirector, Swartz Center for Computational Neuroscience, Institute for Neural Computation, UCSDZweryfikowany adres z ucsd.edu
Cristine H. LegareProfessor of Psychology, The University of Texas at AustinZweryfikowany adres z austin.utexas.edu
Michael T DaleHampden-Sydney CollegeZweryfikowany adres z utexas.edu
Wenfeng FengDepartment of Psychology, Soochow UniversityZweryfikowany adres z suda.edu.cn
TEDRA WALDENZweryfikowany adres z vanderbilt.edu
Jeremy PettitFlorida International UniversityZweryfikowany adres z fiu.edu
Rebecca LandaKennedy Krieger InstituteZweryfikowany adres z kennedykrieger.org
Dima AmsoColumbia UniversityZweryfikowany adres z columbia.edu
Lonnie ZwaigenbaumProfessor of Pediatrics, University of AlbertaZweryfikowany adres z ualberta.ca
Leonard AbbedutoDirector, MIND Institute & Professor, Department of Psychiatry and Behavioral Sciences, UC DavisZweryfikowany adres z ucdavis.edu

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Gedeon Deák

University of California, San Diego

Zweryfikowany adres z ucsd.edu - Strona główna

Cognitive Science Human Development Developmental Neuroscience Child Language Cognitive


Tytuł Sortuj wg cytatów Sortuj wg roku Sortuj wg tytułu	Cytowane przez Cytowane przez	Rok
The development of cognitive flexibility and language abilities GO Deak Advances in child development and behavior 31, 273-328, 2003	486	2003
Gaze following: why (not) learn it? J Triesch, C Teuscher, GO Deák, E Carlson Developmental science 9 (2), 125-147, 2006	336	2006
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	266	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	167	2014
Cognitive flexibility in young children: General or task-specific capacity? GO Deák, M Wiseheart Journal of experimental child psychology 138, 31-53, 2015	156	2015
The dynamics of preschoolers' categorization choices GO Deák, PJ Bauer Child development 67 (3), 740-767, 1996	137	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	127	2004
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	123	2000
Do children really confuse appearance and reality? GO Deák Trends in Cognitive Sciences 10 (12), 546-550, 2006	111	2006
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	97	2003
Cultural variation in cognitive flexibility reveals diversity in the development of executive functions CH Legare, MT Dale, SY Kim, GO Deák Scientific reports 8 (1), 16326, 2018	94	2018
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	94	2004
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	93	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	91	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	89	1998
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	82	2008
Twelve-month ‘‘social revolution''emerges from mother-infant sensorimotor coordination: A longitudinal investigation K De Barbaro, CM Johnson, GO Deák Human Development 56 (4), 223-248, 2013	80	2013
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	79	2003
Sensorimotor decoupling contributes to triadic attention: A longitudinal investigation of mother–infant–object interactions K de Barbaro, CM Johnson, D Forster, GO Deák Child development 87 (2), 494-512, 2016	78	2016
Interrelations of language and cognitive development GO Deák Encyclopedia of language development 6, 1505, 2014	77*	2014

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