Gedeon O Deák
Biographic Data
| ID | 5759098 |
|---|---|
| NAME | Gedeon O Deák |
| GIVEN NAMES | Gedeon |
| FAMILY NAME | O Deák |
| SIGNATURE | DEÁK G O |
| AFFILIATIONS | University of California San Diego |
| ORCID | 0000-0001-8656-8796 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 16 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
The distributional and embodied contexts of verbs in caregiver-infant interactions
The process by which infants learn verbs through daily social interactions is not well-understood. This study investigated caregivers’ use of verbs, which have highly abstract meanings, during unscripted toy-play. We examined how verbs co-occurred with distributional and embodied factors including pronouns, caregivers’ manual actions, and infants’ locomotion, gaze, and object-touching. Object-action verbs were used significantly more often during…
Perspective‐taking and gift‐giving in Chinese preschool children
This study explored Chinese preschool children's perspective‐taking via a gift‐giving paradigm. Unlike findings with North American children (Atance et al. in, Dev Psychol 46:1505–1513, 2010), the results from two experiments ( N Exp. 1 = 329; N Exp. 2 = 112) showed that allowing Chinese children to first choose a desired object for themselves did not enhance their subsequent perspective‐taking performance in gift selection or gift justifications…
What Leads To Shared Attention? Maternal Cues and Infant Responses During Object Play
Attention sharing provides an important context for infant learning, but it is not fully understood how infants respond to parents’ isolated or combined actions to shift from nonsharing to attention‐sharing states. To investigate this, we recorded unscripted toy‐play interactions of infants (3 to 11 months old, N = 35) and mothers at home, and coded attention‐related behaviors. These included infants’ and mothers’ visual fixations, and mothers’ a…
Young children's flexible use of semantic cues to word meanings
A new test of children's flexible use of semantic cues for word learning extended previous results. In Experiment 1, three- to five-year-olds ( N =51) completed two tests of interpreting several novel words for the same stimulus arrays. Within-sentence phrasal cues implied different stimulus referent properties. Children's cue-using flexibility in the new Flexible Induction of Meanings [Words for Animates] test (FIM-An) was strongly correlated wi…
Twelve-Month ‘‘Social Revolution'' Emerges from Mother-Infant Sensorimotor Coordination
Previous accounts of the development of triadic attention identify a ‘‘curious'' shift around nine to twelve months. We introduce a novel approach inspired by distributed and embodied cognition frameworks. In a longitudinal study of five mother-infant dyads, videos of home play interactions were recorded over the infants' first year. We scrutinized the real-time organization of mother-infant sensorimotor activity, including the targets of hands, …
Matching and naming objects by shape or function
Three experiments tested preschoolers' use of abstract principles to classify and label objects by shape or function.Three-and 4-year-olds were instructed to match objects by shape or function.Four-year-olds readily adopted either rule, but 3-year-olds followed only the shape rule.Without a rule, 4-year-olds tended to match by shape unless object function was shown during matching (Experiment 2).Threeyear-olds' ability to use a function rule was …
By any other name
Hunting the Fox of Word Learning
Effects of gesture and target on 12- and 18-month-olds' joint visual attention to objects in front of or behind them
Factors affecting joint visual attention in 12- and 18-month-olds were investigated. In Experiment 1 infants responded to 1 of 3 parental gestures: looking, looking and pointing, or looking, pointing, and verbalizing. Target objects were either identical to or distinctive from distractor objects. Targets were in front of or behind the infant to test G. E. Butterworth's (1991b) hypothesis that 12-month-olds do not follow gaze to objects behind the…
On having complex representations of things
Applying several names to an entity (polynomy) reflects the ability to categorize entities in different ways. Two experiments demonstrate preschoolers' abilities to apply multiple labels to representational objects and to people. In Experiment 1, 3- and 4-year-olds labeled representational objects and verified labels for story characters. In both tasks children reliably produced or accepted several words per entity and accepted a high percentage …
Effects of gesture and target on 12- and 18-month-olds' joint visual attention to objects in front of or behind them
Factors affecting joint visual attention in 12- and 18-month-olds were investigated. In Experiment 1 infants responded to 1 of 3 parental gestures: looking, looking and pointing, or looking, pointing, and verbalizing. Target objects were either identical to or distinctive from distractor objects. Targets were in front of or behind the infant to test G. E. Butterworth's (1991b) hypothesis that 12-month-olds do not follow gaze to objects behind the…
Matching and naming objects by shape or function
Three experiments tested preschoolers' use of abstract principles to classify and label objects by shape or function.Three-and 4-year-olds were instructed to match objects by shape or function.Four-year-olds readily adopted either rule, but 3-year-olds followed only the shape rule.Without a rule, 4-year-olds tended to match by shape unless object function was shown during matching (Experiment 2).Threeyear-olds' ability to use a function rule was …
On having complex representations of things
Applying several names to an entity (polynomy) reflects the ability to categorize entities in different ways. Two experiments demonstrate preschoolers' abilities to apply multiple labels to representational objects and to people. In Experiment 1, 3- and 4-year-olds labeled representational objects and verified labels for story characters. In both tasks children reliably produced or accepted several words per entity and accepted a high percentage …
On having complex representations of things
Applying several names to an entity (polynomy) reflects the ability to categorize entities in different ways. Two experiments demonstrate preschoolers' abilities to apply multiple labels to representational objects and to people. In Experiment 1, 3- and 4-year-olds labeled representational objects and verified labels for story characters. In both tasks children reliably produced or accepted several words per entity and accepted a high percentage …
Hunting the Fox of Word Learning
Effects of gesture and target on 12- and 18-month-olds' joint visual attention to objects in front of or behind them
Factors affecting joint visual attention in 12- and 18-month-olds were investigated. In Experiment 1 infants responded to 1 of 3 parental gestures: looking, looking and pointing, or looking, pointing, and verbalizing. Target objects were either identical to or distinctive from distractor objects. Targets were in front of or behind the infant to test G. E. Butterworth's (1991b) hypothesis that 12-month-olds do not follow gaze to objects behind the…
By any other name
Matching and naming objects by shape or function
Three experiments tested preschoolers' use of abstract principles to classify and label objects by shape or function.Three-and 4-year-olds were instructed to match objects by shape or function.Four-year-olds readily adopted either rule, but 3-year-olds followed only the shape rule.Without a rule, 4-year-olds tended to match by shape unless object function was shown during matching (Experiment 2).Threeyear-olds' ability to use a function rule was …
Twelve-Month ‘‘Social Revolution'' Emerges from Mother-Infant Sensorimotor Coordination
Previous accounts of the development of triadic attention identify a ‘‘curious'' shift around nine to twelve months. We introduce a novel approach inspired by distributed and embodied cognition frameworks. In a longitudinal study of five mother-infant dyads, videos of home play interactions were recorded over the infants' first year. We scrutinized the real-time organization of mother-infant sensorimotor activity, including the targets of hands, …
Young children's flexible use of semantic cues to word meanings
A new test of children's flexible use of semantic cues for word learning extended previous results. In Experiment 1, three- to five-year-olds ( N =51) completed two tests of interpreting several novel words for the same stimulus arrays. Within-sentence phrasal cues implied different stimulus referent properties. Children's cue-using flexibility in the new Flexible Induction of Meanings [Words for Animates] test (FIM-An) was strongly correlated wi…
What Leads To Shared Attention? Maternal Cues and Infant Responses During Object Play
Attention sharing provides an important context for infant learning, but it is not fully understood how infants respond to parents’ isolated or combined actions to shift from nonsharing to attention‐sharing states. To investigate this, we recorded unscripted toy‐play interactions of infants (3 to 11 months old, N = 35) and mothers at home, and coded attention‐related behaviors. These included infants’ and mothers’ visual fixations, and mothers’ a…
Perspective‐taking and gift‐giving in Chinese preschool children
This study explored Chinese preschool children's perspective‐taking via a gift‐giving paradigm. Unlike findings with North American children (Atance et al. in, Dev Psychol 46:1505–1513, 2010), the results from two experiments ( N Exp. 1 = 329; N Exp. 2 = 112) showed that allowing Chinese children to first choose a desired object for themselves did not enhance their subsequent perspective‐taking performance in gift selection or gift justifications…
The distributional and embodied contexts of verbs in caregiver-infant interactions
The process by which infants learn verbs through daily social interactions is not well-understood. This study investigated caregivers’ use of verbs, which have highly abstract meanings, during unscripted toy-play. We examined how verbs co-occurred with distributional and embodied factors including pronouns, caregivers’ manual actions, and infants’ locomotion, gaze, and object-touching. Object-action verbs were used significantly more often during…
Child and Animal Learning Development (9 works) · Psychology (9 works) · Cognitive psychology (8 works) · Cognition (7 works) · Developmental psychology (6 works) · Linguistics (6 works) · Communication (4 works) · Gaze (4 works) · Hearing Impairment and Communication (4 works) · Autism (3 works)