| The development of cognitive flexibility and language abilities GO Deak Advances in child development and behavior 31, 273-328, 2003 | 465 | 2003 |
| Gaze following: why (not) learn it? J Triesch, C Teuscher, GO Deák, E Carlson Developmental science 9 (2), 125-147, 2006 | 333 | 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 | 261 | 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 | 161 | 2014 |
| Cognitive flexibility in young children: General or task-specific capacity? GO Deák, M Wiseheart Journal of experimental child psychology 138, 31-53, 2015 | 143 | 2015 |
| The dynamics of preschoolers' categorization choices GO Deák, PJ Bauer Child development 67 (3), 740-767, 1996 | 134 | 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 | 124 | 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 | 119 | 2000 |
| Do children really confuse appearance and reality? GO Deák Trends in Cognitive Sciences 10 (12), 546-550, 2006 | 105 | 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 | 96 | 2003 |
| 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 | 92 | 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 | 90 | 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 | 86 | 1998 |
| 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 | 82 | 2018 |
| 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 | 81 | 2008 |
| 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 |
| 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 | 78 | 2013 |
| 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 | 75 | 2002 |
| 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 | 73 | 2016 |
Jochen TrieschFrankfurt Institute for Advanced Studies在 fias.uni-frankfurt.de 的电子邮件经过验证
