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Distributional Learning in Context: How Social Embedding Structures Infant-Directed Speech
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Adjacent and Non-Adjacent Word Contexts Both Predict Age of Acquisition of English Words: A Distributional Corpus Analysis of Child-Directed Speech.
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In: Cognitive science, vol 44, iss 11 (2020)
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Maternal discourse continuity and infants' actions organize 12-month-olds' language exposure during object play.
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In: Developmental science, vol 22, iss 3 (2019)
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Cultural variation in cognitive flexibility reveals diversity in the development of executive functions.
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In: Scientific reports, vol 8, iss 1 (2018)
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Cultural variation in cognitive flexibility reveals diversity in the development of executive functions
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Visual Prediction in Infancy: What is the Association with Later Vocabulary?
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In: Ellis, Erica M; Gonzalez, Marybel Robledo; & Deák, Gedeon O. (2013). Visual Prediction in Infancy: What is the Association with Later Vocabulary?. Language Learning and Development, 10(1), 36 - 50. doi:10.1080/15475441.2013.799988. UC San Diego: Retrieved from: http://www.escholarship.org/uc/item/71f4g312 (2013)
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Young children's flexible use of semantic cues to word meanings: converging evidence of individual and age differences
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In: Deák, Gedeon O; & Narasimham, Gayathri. (2013). 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. doi:10.1017/S030500091200075X. UC San Diego: Retrieved from: http://www.escholarship.org/uc/item/83f8f2tj (2013)
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Young children's flexible use of semantic cues to word meanings: converging evidence of individual and age differences
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In: Deák, Gedeon O; & Nrasimham, Gayathri. (2013). Young children's flexible use of semantic cues to word meanings: converging evidence of individual and age differences. Journal of Child Language, 1 - 32. doi:10.1017/S030500091200075X. UC San Diego: Retrieved from: http://www.escholarship.org/uc/item/3g69v194 (2013)
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The emergence of referential gaze and perspective-taking in infants
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In: Jao, Joanne R; Deák, Gedeon O; & Robledo, Marybel. (2010). The emergence of referential gaze and perspective-taking in infants. Proceedings of the 32nd Annual Conference of the Cognitive Science Society, 284 - 289. UC San Diego: Retrieved from: http://www.escholarship.org/uc/item/9h8728jp (2010)
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Driven from distraction: how infants respond to parents' attempts to elicit and re-direct their attention.
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In: Deák, Gedeon O; Walden, Tedra A; Kaiser, Marygrace Yale; & Lewis, Audra. (2008). Driven from distraction: how infants respond to parents' attempts to elicit and re-direct their attention. Infant Behav Dev, 31(1), 34 - 50. UC San Diego: Retrieved from: http://www.escholarship.org/uc/item/78j0h6df (2008)
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Driven from distraction: How infants respond to parents' attempts to elicit and re-direct their attention
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In: Deák, Gedeon O; Walden, Tedra A; Yale Kaiser, Marygrace; & Lewis, Audra. (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. doi:10.1016/j.infbeh.2007.06.004. UC San Diego: Retrieved from: http://www.escholarship.org/uc/item/3z73796j (2008)
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Weaving a lexicon
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In: JOURNAL OF CHILD LANGUAGE, vol 34, iss 4 (2007)
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Do children really confuse appearance and reality?
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In: Deák, Gedeon O. (2006). Do children really confuse appearance and reality?. TRENDS in Cognitive Sciences, 10(12), 546 - 550. UC San Diego: Retrieved from: http://www.escholarship.org/uc/item/7rv4p4k1 (2006)
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Gaze following: why (not) learn it?
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In: Triesch, Jochen; Teuscher, Christof; Deák, Gedeon O; & Carlson, Eric. (2006). Gaze following: why (not) learn it?. Developmental science, 9(2), 125 - 147. UC San Diego: Retrieved from: http://www.escholarship.org/uc/item/8fm3k5xc (2006)
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Do children really confuse appearance and reality?
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In: Deák, Gedeon O. (2006). Do children really confuse appearance and reality?. Trends in cognitive sciences, 10(12), 546 - 550. UC Santa Cruz: Retrieved from: http://www.escholarship.org/uc/item/9756839j (2006)
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Choose and choose again: appearance-reality errors, pragmatics and logical ability.
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In: Deák, Gedeon O; & Enright, Brian. (2006). Choose and choose again: appearance-reality errors, pragmatics and logical ability. Developmental science, 9(3), 323 - 333. UC San Diego: Retrieved from: http://www.escholarship.org/uc/item/6t22h54q (2006)
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Choose and choose again: appearance-reality errors, pragmatics and logical ability
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In: Deák, Gedeon O; & Enright, Brian. (2006). Choose and choose again: appearance-reality errors, pragmatics and logical ability. Developmental Science, 9(3), 323 - 333. doi:10.1111/j.1467-7687.2006.00496.x. UC San Diego: Retrieved from: http://www.escholarship.org/uc/item/9801h7ck (2006)
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Abstract:
In the Appearance/Reality (AR) task some 3- and 4-year-old children make perseverative errors: they choose the same word for the appearance and the function of a deceptive object. Are these errors specific to the AR task, or signs of a general question- answering problem? Preschoolers completed five tasks: AR; simple successive forced-choice question pairs (QP); flexible naming of objects (FN); working memory (WM) span; and indeterminacy detection (ID). AR errors correlated with QP errors. Insen- sitivity to indeterminacy predicted perseveration in both tasks. Neither WM span nor flexible naming predicted other measures. Age predicted sensitivity to indeterminacy. These findings suggest that AR tests measure a pragmatic understanding; specifically, different questions about a topic usually call for different answers. This understanding is related to the ability to detect indeterminacy of each question in a series. AR errors are unrelated to the ability to represent an object as belonging to multiple categories, to working memory span, or to inhibiting previously activated words.
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Keyword:
appearance-reality; cognitive development; concepts; discourse; language development; pragmatic development; Social and Behavioral Sciences; visual perception
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URL: http://www.escholarship.org/uc/item/9801h7ck
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Choose and choose again: appearance-reality errors, pragmatics and logical ability
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In: Deák, Gedeon O; & Enright, Brian. (2006). Choose and choose again: appearance-reality errors, pragmatics and logical ability. Developmental Science, 9(3), 323 - 333. UC San Diego: Retrieved from: http://www.escholarship.org/uc/item/77s1r03m (2006)
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Is perseveration caused by inhibition failure? Evidence from preschool children’s inferences about word meanings
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In: Deák, Gedeon O; & Narasimham, Gayathri. (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. doi:10.1016/j.jecp.2003.08.001. UC San Diego: Retrieved from: http://www.escholarship.org/uc/item/7g81w8df (2003)
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