16 found
Order:
  1. Can Language Restructure Cognition? The Case for Space.Asifa Majid, Melissa Bowerman, Sotaro Kita, Daniel B. M. Haun & Stephen C. Levinson - 2004 - Trends in Cognitive Sciences 8 (3):108-114.
  2.  16
    How Do Gestures Influence Thinking and Speaking? The Gesture-for-Conceptualization Hypothesis.Sotaro Kita, Martha W. Alibali & Mingyuan Chu - 2017 - Psychological Review 124 (3):245-266.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   15 citations  
  3.  36
    Sound Symbolism Facilitates Early Verb Learning.Mutsumi Imai, Sotaro Kita, Miho Nagumo & Hiroyuki Okada - 2008 - Cognition 109 (1):54-65.
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   37 citations  
  4.  77
    Japanese Sound-Symbolism Facilitates Word Learning in English-Speaking Children.Katerina Kantartzis, Mutsumi Imai & Sotaro Kita - 2011 - 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 (...)
    Direct download (8 more)  
     
    Export citation  
     
    Bookmark   20 citations  
  5.  14
    The Nature of Gestures' Beneficial Role in Spatial Problem Solving.Mingyuan Chu & Sotaro Kita - 2011 - Journal of Experimental Psychology: General 140 (1):102-116.
  6.  26
    Returning the Tables: Language Affects Spatial Reasoning.Stephen C. Levinson, Sotaro Kita, Daniel B. M. Haun & Björn H. Rasch - 2002 - Cognition 84 (2):155-188.
  7.  32
    Individual Differences in Frequency and Saliency of Speech-Accompanying Gestures: The Role of Cognitive Abilities and Empathy.Mingyuan Chu, Antje Meyer, Lucy Foulkes & Sotaro Kita - 2014 - Journal of Experimental Psychology: General 143 (2):694-709.
  8.  48
    Using the Hands to Identify Who Does What to Whom: Gesture and Speech Go Hand‐in‐Hand.Wing Chee So, Sotaro Kita & Susan Goldin-Meadow - 2009 - Cognitive Science 33 (1):115-125.
    Direct download (9 more)  
     
    Export citation  
     
    Bookmark   14 citations  
  9.  12
    Spontaneous Gestures During Mental Rotation Tasks: Insights Into the Microdevelopment of the Motor Strategy.Mingyuan Chu & Sotaro Kita - 2008 - Journal of Experimental Psychology: General 137 (4):706-723.
  10.  32
    Language-Specific and Universal Influences in Children’s Syntactic Packaging of Manner and Path: A Comparison of English, Japanese, and Turkish.Shanley Allen, Aslı Özyürek, Sotaro Kita, Amanda Brown, Reyhan Furman, Tomoko Ishizuka & Mihoko Fujii - 2007 - Cognition 102 (1):16-48.
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   9 citations  
  11.  43
    The Macro-Event Property: The Segmentation of Causal Chains.Jurgen Bohnemeyer, N. J. Enfield, James Essegbey & Sotaro Kita - 2010 - In Jürgen Bohnemeyer & Eric Pederson (eds.), Event Representation in Language and Cognition. Cambridge University Press.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  12.  15
    The Development of the Ability to Semantically Integrate Information in Speech and Iconic Gesture in Comprehension.Kazuki Sekine, Hannah Sowden & Sotaro Kita - 2015 - Cognitive Science 39 (8):1855-1880.
    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 (...)
    Direct download (9 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  13.  14
    How Speakers Interrupt Themselves in Managing Problems in Speaking: Evidence From Self-Repairs.Mandana Seyfeddinipur, Sotaro Kita & Peter Indefrey - 2008 - Cognition 108 (3):837-842.
  14.  21
    Co-Speech Gestures Do Not Originate From Speech Production Processes: Evidence From the Relationship Between Co-Thought and Co-Speech Gestures.Mingyuan Chu & Sotaro Kita - 2009 - In N. A. Taatgen & H. van Rijn (eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society. pp. 591--595.
    Direct download  
     
    Export citation  
     
    Bookmark  
  15.  10
    Stopping at Nothing : Two-Year-Olds Differentiate Between Interrupted and Abandoned Goals.Alexander Green, Barbora Siposova, Sotaro Kita & John Michael - forthcoming - Journal of Experimental Child Psychology.
    Previous research has established that goal tracking emerges early in the first year of life and rapidly becomes increasingly sophisticated. However, it has not yet been shown whether young children continue to update their representations of others’ goals over time. The current study investigates this by probing young children’s ability to differentiate between goal directed actions that have been halted because the goal was interrupted, and because the goal was abandoned. To test whether children are sensitive to this distinction, we (...)
    No categories
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  16.  15
    The Development of Co-Representation Effects in a Joint Task: Do Children Represent a Co-Actor?Sophie J. Milward, Sotaro Kita & Ian A. Apperly - 2014 - Cognition 132 (3):269-279.
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark