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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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| 16 |
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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Abstract:
We propose a computational model of the emergence of gaze following skills in infant-caregiver interactions. The model is based on the idea that infants learn that monitoring their caregiver's direction of gaze allows them to predict the locations of interesting objects or events in their environment (Moore & Corkum, 1994). Elaborating on this theory, we demonstrate that a specific Basic Set of structures and mechanisms is sufficient for gaze following to emerge. This Basic Set includes the infant's perceptual skills and preferences, habituation and reward-driven learning, and a structured social environment featuring a caregiver who tends to look at things the infant will find interesting. We review evidence that all elements of the Basic Set are established well before the relevant gaze following skills emerge. We evaluate the model in a series of simulations and show that it can account for typical development. We also demonstrate that plausible alterations of model parameters, motivated by findings on two different developmental disorders - autism and Williams syndrome - produce delays or deficits in the emergence of gaze following. The model makes a number of testable predictions. In addition, it opens a new perspective for theorizing about cross-species differences in gaze following.
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Keyword:
Animals; Child Development; Eye Movements; Forecasting; Habituation; Humans; Infant; Learning; Models; Newborn; Perception; Psychophysiologic; Reinforcement (Psychology); Software; Theoretical
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URL: http://www.escholarship.org/uc/item/8fm3k5xc
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