English שלחו לחבר

פרופ' גיל דיזנדרוק

פרופ' מן המניין
בניין מדעי המוח חדר 302
שעות קבלה
יום ג': 15:30-16:30
קורות חיים

2014 - present: Full Professor, Department of Psychology, Bar-Ilan University

2009 - 2014: Associate Professor, Department of Psychology, Bar-Ilan University

2007 - 2008: Visiting Scholar, Department of Psychology, Yale University

2004 - 2009: Senior Lecturer, Department of Psychology, Bar-Ilan University

1998 - 2004: Lecturer, Department of Psychology, Bar-Ilan University

1996 - 1998: Post-Doctoral Research Associate, Department of Psychology, University of Arizona

1991 - 1996: Doctoral Student, Department of Psychology, University of Michigan

1993 - 1996: Graduate Student, Culture and Cognition Program, University of Michigan

1987 - 1990: B.A. Cum Laude, Psychology and Economics,
Hebrew University of Jerusalem


  1. Diesendruck, G., & Shatz, M. (1997). The effect of perceptual similarity and linguistic input on children’s acquisition of object labels. Journal of Child Language, 24, 695-717.
  2. Diesendruck, G., Gelman, S. A., & Lebowitz, K. (1998). Conceptual and linguistic biases in children’s word learning. Developmental Psychology, 34, 823-839.
  3. Diesendruck, G., & Gelman, S. A. (1999). Domain differences in absolute judgments of category membership: Evidence for an essentialist account of categorization. Psychonomic Bulletin and Review, 6, 338-346.
  4. Gelman, S. A., & Diesendruck, G. (1999a). What’s in a concept? Context, variability, and psychological essentialism. In I. E. Sigel (Ed.), Development of mental representation: Theories and applications (pp. 87-111). Mahwah, NJ: Lawrence Erlbaum.
  5. Gelman, S. A., & Diesendruck, G. (1999b). A reconsideration of concepts: On the compatibility of psychological essentialism and context-sensitivity. In E. Scholnick, K. Nelson, S. A. Gelman, & P. Miller (Eds.), Conceptual development: Piaget’s legacy (pp. 79-102). Mahwah, NJ: Lawrence Erlbaum.
  6. Diesendruck, G., & Shatz, M. (2001). Two-year-olds’ recognition of hierarchies: Evidence from their interpretation of the semantic relation between object labels. Cognitive Development, 16, 577-594.
  7. Diesendruck, G. (2001).  Essentialism in Brazilian children’s extensions of animal names. Developmental Psychology, 37, 49-60.
  8. Diesendruck, G., & Markson, L. (2001). Children’s avoidance of lexical overlap: A pragmatic account. Developmental Psychology, 37, 630-644.
  9. Heyman, G. D., & Diesendruck, G. (2002). The Spanish Ser/Estar distinction in children’s reasoning about human psychological characteristics. Developmental Psychology, 38, 407-417.
  10. Diesendruck, G. (2003). Categories for names or names for categories? The interplay between domain-specific conceptual structures and language. Language and Cognitive Processes, 18, 759-787.
  11. Diesendruck, G., & Bloom, P. (2003). How specific is the shape bias? Child Development, 74, 168-178.
  12. Diesendruck, G., Hammer, R., & Catz, O. (2003). Mapping the similarity space of children and adults’ artifact categories. Cognitive Development, 18, 217-231.
  13. Diesendruck, G., Markson, L., & Bloom, P. (2003). Children’s reliance on creator’s intent in extending names for artifacts. Psychological Science, 14, 164-168.
  14. Shatz, M., Diesendruck, G., Martinez, I., & Akar, D. (2003). The influence of language and socioeconomic status on children’s understanding of false beliefs. Developmental Psychology, 39, 717-729.
  15. Diesendruck, G., Markson, L., Akhtar, N., & Reudor, A. (2004). Two-year-olds’ sensitivity to speakers’ intent: An alternative account of Samuelson and Smith. Developmental Science, 7, 33-41.
  16. Diesendruck, G. (2005). “Commitment” distinguishes between Rules and Similarity: A developmental perspective. Behavioral and Brain Sciences, 28, 21-22.
  17. Markson, L., & Diesendruck, G. (2005). Causal curiosity and the conventionality of culture. Behavioral and Brain Sciences, 28, 709-709.
  18. Hammer, R., & Diesendruck, G. (2005).  The role of dimensional distinctiveness in children and adults’ artifact categorization. Psychological Science, 16, 137-144.
  19. Diesendruck, G. (2005). The principles of conventionality and contrast in word learning: An empirical examination. Developmental Psychology, 41, 451-463.
  20. Diesendruck, G., Hall, D. G., & Graham, S. (2006). Children’s use of syntactic and pragmatic knowledge in the interpretation of novel adjectives. Child Development, 77, 16-30.
  21. Diesendruck, G., & Ben-Eliyahu, A. (2006). The relationships among social cognition, peer acceptance, and social behavior in Israeli kindergarteners. International Journal for Behavioral Development, 30, 137-147.
  22. Diesendruck, G., & Shemer, G. (2006). Young children’s Expectation of Competence in word learning. Journal of Child Language, 33, 321-338.
  23. Diesendruck, G., & HaLevi, H. (2006). The role of language, appearance, and culture in children’s social category based induction. Child Development, 77, 539-553.
  24. Diesendruck, G. (2007). Mechanisms of word learning. In E. Hoff & M. Shatz (Eds.), Handbook of language development (pp. 257-276). New York: Blackwell.
  25. Dobel, C., Diesendruck, G., & Bolte, J. (2007). How writing system and age influence spatial representations of actions: A developmental, crosslinguistic study. Psychological Science, 18, 487-491.
  26. Patael, S. & Diesendruck, G. (2008). Intentions help children learn meaningful rules. Journal of Child Language, 35, 221-235.
  27. Markson, L., Diesendruck, G., & Bloom, P. (2008). The shape of thought. Developmental Science, 11, 204-208.
  28. Diesendruck, G., & Haber, L. (2009). God's categories: The effect of religiosity on children's teleological and essentialist beliefs about categories. Cognition, 110, 100-114.
  29. Hammer, R, Diesendruck, G., Hochstein, S. & Weinshall, D. (2009). The development of category learning strategies: What makes the difference? Cognition, 112, 105-119.
  30. Diesendruck, G., & Lindenbaum, T. (2009). Self-protective optimism: Children’s biased beliefs about the stability of traits. Social Development, 18, 946-961.
  31. Patael, S., & Diesendruck, G. (2009). The pragmatics of word learning. Script (in Hebrew).
  32. Diesendruck, G., Carmel, N., & Markson, L. (2010). Children's sensitivity to the conventionality of sources. Child Development, 81, 652-668.
  33. Wohlgelernter, S., Diesendruck, G., & Markson, L. (2010). What is a conventional object function? The role of intentionality and consistency of use. Journal of Cognition and Development, 11, 269-292.
  34. Graham, S., & Diesendruck, G. (2010). Fifteen-month-old infants attend to shape over other perceptual properties in an induction task. Cognitive Development, 25, 111-123.
  35. Birnbaum, D., Deeb, I., Segal, G., Ben-Eliyahu, A., & Diesendruck, G. (2010). The development of social essentialism: The case of Israeli children's inferences about Jews and Arabs. Child Development, 81, 757-777.
  36. Diesendruck, G., & Graham, S. (2010). Kind matters: A reply to Samuelson & Perone. Cognitive Development, 25, 149-153.
  37. Martinez-Sussman, C., Akhtar, N., Diesendruck, G., & Markson, L. (2011). Orienting to third-party conversations. Journal of Child Language, 38, 273-296.
  38. Newman, G., Diesendruck, G., & Bloom, P. (2011). Celebrity contagion and the value of objects. Journal of Consumer Research, 38, 215-228.
  39. Diesendruck, G., & Eldror, E. (2011). What children infer from social categories. Cognitive Development, 26, 118-126.
  40. Diesendruck, G., & Markson, L. (2011). Children's assumption of the conventionality of culture. Child Development Perspectives, 5, 189-195.
  41. Lopez-Rousseau, A., Diesendruck, G., & Benozio, A. (2011). My kingdom for a horse: On incredible promises and unpersuasive warnings. Pragmatics and Cognition, 19, 399-421.
  42. Deeb, I., Segall, G., Birnbaum, D., Ben-Eliyahu, A., & Diesendruck, G. (2011). Seeing isn't believing: The effect of intergroup exposure on children's essentialist beliefs about ethnic categories. Journal of Personality and Social Psychology, 101, 1139-1156.
  43. Diesendruck, G. (2012). The origins and scope of children's assumption of conventionality. In M. Siegal & L. Surian (Eds.), Access to language and cognitive development (pp. 116-134). Oxford: Oxford University Press.
  44. Segev, M., Bergman, Y. S., & Diesendruck, G. (2012). Is religion essential? Beliefs about religious categories. Journal of Cognition and Culture, 12, 323-337.
  45. Diesendruck, G. (2013). Essentialism: The development of a simple, but potentially dangerous, idea. In M. Banaji & S. Gelman (Eds.), Navigating the social world: The early years (pp. 263-268). New York: Oxford University Press.
  46. Diesendruck, G., Birnbaum, D., Deeb, I., & Segall, G. (2013). Learning what is essential: Relative and absolute changes in children's beliefs about the heritability of ethnicity.  Journal of Cognition and Development, 14, 546-560.
  47. Diesendruck, G., Goldfein-Elbaz, R., Rhodes, M., Gelman, S. A., & Neumark, N. (2013). Cross-cultural differences in children's beliefs about the objectivity of social categories. Child Development, 84, 1906-1917.
  48. Diesendruck, G., & Peretz, S. (2013). Domain differences in the weights of perceptual and conceptual information in children's categorization. Developmental Psychology, 49, 2383-2395.
  49. Diesendruck, G., & Deblinger-Tangi, R. (2014). The linguistic construction of social categories in toddlers. Child Development, 85, 114-123.
  50. Diesendruck, G., Salzer, S., Kushnir, T., & Xu, F. (2015). When choices aren't personal: The effect of statistical and social cues on children' inferences about the scope of preferences. Journal of Cognition and Development, 16, 370-380.
  51. Diesendruck, G., & Weiss, E. (2015). Children's differential weighting of cues to social categories. Cognitive Development, 33, 56-72.
  52. Segall, G., Birnbaum, D., Deeb, I., & Diesendruck, G. (2015). The intergenerational transmission of ethnic essentialism: How parents talk counts the most. Developmental Science, 18, 543-555.
  53. Diesendruck, G., & Perez, R. (2015). Toys are me: Children's extension of the self to objects. Cognition, 134, 11-20.
  54. Benozio, A., & Diesendruck, G. (2015). Parochialism in preschoolers’ resource distribution. Evolution and Human Behavior, 36, 256-264.
  55. Weissman, O., Feldman, R., Burg-Malki, M., Geva, R., Diesendruck, G., & Gothelf, D. (2015). Mother-child interaction as a window to the unique social phenotype in 22q11.2 deletion syndrome and Williams syndrome. Journal of Autism and Developmental Disorders, 45, 2567-2577.
  56. Diesendruck, G., & Benozio, A. (2015). Prosocial behaviour towards ingroup and outgroup members. Encyclopedia on Early Childhood Development [online]. CEECD, SKC-ECD. 
  57. Benozio, A., & Diesendruck, G. (2015). From effort to value: Preschoolers’ alternative to effort justification. Psychological Science, 26, 1423-1429.
  58. Diesendruck, G., & Menahem, R. (2015).  Essentialism promotes children’s inter-ethnic bias. Frontiers in Psychology, 6, 1180.
  59. Goldvicht-Bacon, E., & Diesendruck, G. (2016). Children’s use of cultural focal points in coordination problems. Cognition, 149, 95-103
  60. Hornik, A., & Diesendruck, G. (2017). Experiences as extensions of the self: Undermining aspects of one’s sense of self impacts the desire for unique experiences. Social Cognition, 35, 181-203.
  61. Benozio, A., & Diesendruck, G. (2017). Parochial compliance: Young children’s biased consideration of authorities’ preferences regarding intergroup interactions. Child Development, 88, 1527-1535.
  62. Weissman, O., Feldman, R., Burg-Malki, M., Geva, R., Diesendruck, G., & Gothelf, D. (in press). Comparing the broad socio-cognitive profile of youth with Williams Syndrome and 22q11.2 deletion syndrome. Journal of Intellectual Disability Research.
  63. Pun, A., Ferera, M., Diesendruck, G., Hamlin, J.K., & Baron, A.S. (in press). Foundations of infants’ social group evaluations. Developmental Science.
  64. Shilo, R., Weinsdoerfer, A., Rakoczy, H., & Diesendruck, G. (in press). The outgroup homogeneity effect across development: a cross-cultural investigation. Child Development.
  65. Ferera, M., Baron, A., & Diesendruck, G. (in press). Collaborative and competitive motivations uniquely impact infants’ racial categorization. Evolution and Human Behavior.



The psychology of culture

Conceptual development

Social categorization

Language and thought

Child as psychologist

תחומי מחקר

          מנחה מ.א. ודוקטורט

  • קטגוריזציה חברתית בתינוקות, ילדים ומבוגרים
  • כלכלה התנהגותית בילדים ומבוגרים
  • התפתחות המוסר
  • רכישת תרבות




הישג מחקרי

ברכות על זכיה בקרן מחקר מטעם ה-  German Israeli Foundation

קרנות מחקר


Israel Foundations Trustees (Ford), PI                                           

“Uncovering children’s object categories”

$ 4.525


Gonda Foundation, Co-PI                                                              

“Social competence in children with Williams and Velocardiofacial Syndromes: Behavioral, emotional, and cognitive aspects”

$ 20.000


Israel Science Foundation, PI                                                         

“The nature and origin of children’s beliefs about social categories”

$ 90.000


Shalem Foundation, Co-PI                                                              

“The development of social cognition in children with Williams Syndrome”

$ 27.000


Israel Science Foundation, PI                                                        

"The development of beliefs about the reality of social categories"

$ 125.000


Israel Science Foundation, PI                                                        

"Testing an affiliation hypothesis of social categorization in infants"

$ 190.000


German-Israel Foundation, Co-PI (with H. Rakoczy)                    

"A cross-cultural developmental investigation of intergroup biases in the conceptualization of others"

€ 180,000


Volkswagen Foundation, Co-PI (with H. Rakoczy)

"Ontogenetic roots and cultural foundations of dual representations of social groups"

€ 248,751

תאריך עדכון אחרון : 14/09/2020