Publications: Cognitive Control and Flexible Thinking

Yin, S., Deák, G.O., & Chen, A. (2018). Co-activation of cognitive control networks during task switching. Neuropsychology. 10.1037/neu0000406

Gupta, R., & Deák, G.O. (2015). Disarming smiles: Irrelevant happy faces slow post-error responses. Cognitive Processing. doi: 10.1007/s10339-015-0664-2

Deák, G.O., & Wiseheart, M. (2015). Cognitive flexibility in young children: A general or task-specific capacity? Journal of Experimental Child Psychology, 138, 31-53. doi:10.1016/j.jecp.2015.04.003

Holt, A.E., & Deák, G.O. (2014). Children’s task-switching: Missing our cue? Journal of Cognition and Development, 16, 261-285. 10.1080/15248372.2013.833921.

Deák, G.O., & Narasimham, G. (2013). Young children’s flexible use of semantic cues to word meanings: Converging evidence of individual and age differences. Journal of Child Language.http://dx.doi.org/10.1017/S030500091200075X

Deák, G.O. (2006). Do children really confuse appearance and reality? TRENDS in Cognitive Sciences, 10, 546-550.

Deák, G.O. & Enright, B. (2006). Choose and choose again: Appearance-reality errors and the logic of questioningDevelopmental Science, 9, 323-333.

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.

Deák, G.O. (2003). The development of cognitive flexibility and language abilities. In R. Kail (Ed.), Advances in Child Development and Behavior, Vol. 31, 271-327. San Diego: Academic Press.

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., 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., 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.

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.O. (1998). Flexible feature creation: Child’s play? Behavioral and Brain Sciences, 21, 23.

Deák, G.O. & Maratsos, M. (1998). On having complex representations of things: Preschoolers use multiple words for objects and people. Developmental Psychology, 34, 224-240.

Deák, G.O. & Maratsos, M.(1997). Reference and representation: What polynomy tells us about children’s conceptual structures. In E. Clark (Ed.), Proceedings of the 28th Annual Child Language Research Forum. Cambridge: University Press.

Deák, G.O. & Bauer, P.J. (1996). The dynamics of preschoolers’ categorization choices. Child Development, 67, 740-767.

Deák, G.O. & Bauer, P.J. (1995). The effects of task comprehension on preschoolers’ and adults’ categorization choices. Journal of Experimental Child Psychology, 60, 393-427.

Deák, G.O. (1994). Flexibility of categorization in children and adults. Unpublished Masters thesis, University of Minnesota, Twin Cities.


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