Gedeon O. Deák,
Ph.D.
Associate Professor of Cognitive Science
University of California at San Diego
Contact:
Department
of Cognitive Science
9500 Gilman Dr
La Jolla, CA 92093-0515, UNITED STATES
phone:
(858) 822-3352
fax: (858) 534-1128
Research
Interests
Publications Teaching
Education
COMPLETE VITA (AUG. 2004) 
Research
Interests
Categorization
and generalization in
children
Cognitive
flexibility and its
development in childhood
Flexible
cognition and human language
Embodied
learning models of social development
Infant-parent
communication and joint
attention
Logical
skill and metacognition in
children
Word
learning in children
Publications
Deák, G. O. & Enright, B. (accepted). Choose and choose again: Appearance-reality errors and the logic of questioning. Developmental Science.
Triesch, J., Teuscher, C., Deák, G., & Carlson,
E. (accepted). Gaze-following: Why (not) learn it? Developmental Science.
Deák, G. O., & Triesch, J.
(in press). The
emergence of
attention-sharing skills in human infants. In
K. Fujita & S. Itakura (Eds.), Diversity of
cognition.
University of Kyoto Press.
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, 385-400.
Flom, R., Deák, G. O., Phill, C.,
& Pick, A. D. (2003). Nine-month-olds'
shared visual attention as a function of gesture and object location.
Infant
Behavior and Development, 27, 181-194.
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, 194-222.
Deák, G. O. (2003). The
development of cognitive
flexibility and language abilities. In R. Kail (Ed.), Advances
in Child
Development and Behavior, Vol. 31 (pp. 271-327). San
Diego: Academic Press.
Deák, G. O., & Wagner, J. H.
(2003). "Slow mapping"
in children’s learning of semantic relations. Proceedings of
the Annual
Conference of the Cognitive Science Society.
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.
Fasel, I., Deák, G. O., Triesch,
J., & Movellan, J. (2002). Combining
embodied models and empirical research for understanding the
development of
shared attention. Proceedings of the 2nd International
Conference on
Development and Learning, 21-27. Los Alamitos, CA: IEEE.
Deák, G. O., Fasel, I., &
Movellan, J. (2001). The
emergence of shared attention: Using robots to test developmental
theories. Proceedings
of the First International Workshop on Epigenetic Robotics, Lund
University
Cognitive Studies, 85, 95-104.
Deák, G. O., Yen, L., &
Pettit, J. (2001). By any
other
name: When will preschoolers produce multiple labels for a referent? Journal
of Child Language, 28, 787-804.
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, 1, 157-192
Deák, G. (2000). Chasing
the fox of word meaning: Why
"constraints" fail to capture it. Developmental Review, 20,
29-80.
Deák, G. , 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,
511-523.
Duschl, R. A., Deák, G. O.,
Ellenbogen, K. M., & Holton, D. L. (1999). Explanations: To have and hold,
or to
have and hone? Developmental and educational perspectives on theory
change.
Science and Education, 8, 525-542.
Deák, G. (1998). Flexible
feature creation: Child's
play? Behavioral and Brain Sciences, 21, 23.
Deák, G. & Maratsos, M.
(1998). On having complex
representations
of things: Preschoolers use multiple words for objects and people. Developmental
Psychology, 34, 224-240.
Deák, G. & Maratsos, M.
(1997). Reference and representation: What polynomy tells us about
children's
conceptual structures. In E. Clark (Ed.), Proceedings of the 28th
Stanford
Child Language Research Forum. Cambridge CUP.
Deák, G. & Bauer, P. J.
(1996). The dynamics of
preschoolers'
categorization choices. Child Development, 67, 140-168.
Deák, G. & Bauer, P. J.
(1995). The effects of task
comprehension on preschoolers' and adults' categorization choices. Journal
of Experimental Child Psychology, 60, 393 427.
Freeman, K. & Deák, G.
(1995). Commentary on B. MacWhinney and L. Smith. In Nelson, C. (Ed.), Minnesota
Symposium on Child Psychology, Vol. 28. Hillsdale, NJ: Lawrence
Erlbaum
Associates.
Maratsos, M. & Deák, G.
(1995). Hedgehogs, foxes, and the acquisition of verb meaning. In M.
Tomasello
& W. Merriman (Eds.), Beyond names for things: Children's
acquisition
of verbs. Hillsdale, NJ: Lawrence Erlbaum Associates.
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.
Submitted and In
Preparation
Deák, G. O., & Gendreau, M.
(submitted). Word learning is not privileged: Evidence from
children’s
acquisition of novel words, symbols, and facts.
Walden, T. A., Deák, G. O., Yale,
M., & Lewis, A. (resubmitted). Eliciting and directing
infants’
visual attention: The effects of verbal and non-verbal cues.
Deák, G. O. (in preparation). Flexible
reasoning about functional properties of objects by preschool children.
Deák, G. O., & Cepeda, N. (in
preparation). Flexible thinking in children and adults: A
comprehensive
review.
Deák, G. O., Narasimham, G.,
& Legare, C. (in preparation). Cognitive flexibility in verbal
and
non-verbal tasks: Age, individual, and cultural differences.
Courses
Taught
COGS
213: Theories of Cognitive Development
(Graduate Seminar)
COGS
200: Complex Cognition and Problem Solving: Development and Educational
Contexts
COGS
260: Embodied Theories of Development
(Graduate Seminar co-taught w/ Jochen Triesch)
COGS
260: Development of Semantic and Discourse Knowledge
HDP
121: The Developing Mind
HDP
150: Language
and Thought in the Child
(Seminar)
HDP
150: Infant-Parent
Communication (Seminar)
TEP
115: Cognitive Development and Education
Education
Ph.D
in Child Psychology, University of
Minnesota, 1995
B.A
in Psychology (Honors), Vassar
College, 1990
