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  1. Kazuki Sekine, Hannah Sowden & Sotaro Kita (2015). The Development of the Ability to Semantically Integrate Information in Speech and Iconic Gesture in Comprehension. Cognitive Science 39 (4).
    We examined whether children's ability to integrate speech and gesture follows the pattern of a broader developmental shift between 3- and 5-year-old children regarding the ability to process two pieces of information simultaneously. In Experiment 1, 3-year-olds, 5-year-olds, and adults were presented with either an iconic gesture or a spoken sentence or a combination of the two on a computer screen, and they were instructed to select a photograph that best matched the message. The 3-year-olds did not integrate information in (...)
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  2. Sophie J. Milward, Sotaro Kita & Ian A. Apperly (2014). The Development of Co-Representation Effects in a Joint Task: Do Children Represent a Co-Actor? Cognition 132 (3):269-279.
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  3. Katerina Kantartzis, Mutsumi Imai & Sotaro Kita (2011). Japanese Sound-Symbolism Facilitates Word Learning in English-Speaking Children. Cognitive Science 35 (3):575-586.
    Sound-symbolism is the nonarbitrary link between the sound and meaning of a word. Japanese-speaking children performed better in a verb generalization task when they were taught novel sound-symbolic verbs, created based on existing Japanese sound-symbolic words, than novel nonsound-symbolic verbs (Imai, Kita, Nagumo, & Okada, 2008). A question remained as to whether the Japanese children had picked up regularities in the Japanese sound-symbolic lexicon or were sensitive to universal sound-symbolism. The present study aimed to provide support for the latter. In (...)
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  4. Jurgen Bohnemeyer, N. J. Enfield, James Essegbey & Sotaro Kita (2010). The Macro-Event Property: The Segmentation of Causal Chains. In Jürgen Bohnemeyer & Eric Pederson (eds.), Event Representation in Language and Cognition. Cambridge University Press.
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  5. Mingyuan Chu & Sotaro Kita (2009). Co-Speech Gestures Do Not Originate From Speech Production Processes: Evidence From the Relationship Between Co-Thought and Co-Speech Gestures. In N. A. Taatgen & H. van Rijn (eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society. 591--595.
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  6. Wing Chee So, Sotaro Kita & Susan Goldin‐Meadow (2009). Using the Hands to Identify Who Does What to Whom: Gesture and Speech Go Hand‐in‐Hand. Cognitive Science 33 (1):115-125.
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  7. Mutsumi Imai, Sotaro Kita, Miho Nagumo & Hiroyuki Okada (2008). Sound Symbolism Facilitates Early Verb Learning. Cognition 109 (1):54-65.
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  8. Mandana Seyfeddinipur, Sotaro Kita & Peter Indefrey (2008). How Speakers Interrupt Themselves in Managing Problems in Speaking: Evidence From Self-Repairs. Cognition 108 (3):837-842.
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  9. Shanley Allen, Aslı Özyürek, Sotaro Kita, Amanda Brown, Reyhan Furman, Tomoko Ishizuka & Mihoko Fujii (2007). Language-Specific and Universal Influences in Children's Syntactic Packaging of Manner and Path: A Comparison of English, Japanese, and Turkish. Cognition 102 (1):16-48.
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  10. Asifa Majid, Melissa Bowerman, Sotaro Kita, Daniel B. M. Haun & Stephen C. Levinson (2004). Can Language Restructure Cognition? The Case for Space. Trends in Cognitive Sciences 8 (3):108-114.
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  11. Stephen C. Levinson, Sotaro Kita, Daniel B. M. Haun & Björn H. Rasch (2002). Returning the Tables: Language Affects Spatial Reasoning. Cognition 84 (2):155-188.
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