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Arbitrary but predictive cues support attention to overlooked features
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Early Language Environments Predict Aspects of Explicit Language Awareness Development
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In: LANGUAGE LEARNING, vol 70, iss 2 (2020)
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How Bilingual Parents Talk to Children About Number in Mandarin and English.
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How Bilingual Parents Talk to Children About Number in Mandarin and English
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Two-year-olds' executive functioning: The influence of task-specific vocabulary knowledge.
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Children's use of linguistic information when learning in a bilingual context.
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In: Journal of experimental child psychology, vol 144 (2016)
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How symbolic experience shapes children's symbolic flexibility.
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In: Child development, vol 85, iss 2 (2014)
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Equal spacing and expanding schedules in children's categorization and generalization.
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In: Journal of experimental child psychology, vol 123, iss 1 (2014)
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Equal spacing and expanding schedules in children's categorization and generalization.
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In: Journal of experimental child psychology, vol 123, iss 1 (2014)
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Does bilingual experience affect early visual perceptual development?
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In: Frontiers in psychology, vol 5, iss DEC (2014)
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Abstract:
Visual attention and perception develop rapidly during the first few months after birth, and these behaviors are critical components in the development of language and cognitive abilities. Here we ask how early bilingual experiences might lead to differences in visual attention and perception. Experiments 1-3 investigated the looking behavior of monolingual and bilingual infants when presented with social (Experiment 1), mixed (Experiment 2), or non-social (Experiment 3) stimuli. In each of these experiments, infants' dwell times (DT) and number of fixations to areas of interest (AOIs) were analyzed, giving a sense of where the infants looked. To examine how the infants looked at the stimuli in a more global sense, Experiment 4 combined and analyzed the saccade data collected in Experiments 1-3. There were no significant differences between monolingual and bilingual infants' DTs, AOI fixations, or saccade characteristics (specifically, frequency, and amplitude) in any of the experiments. These results suggest that monolingual and bilingual infants process their visual environments similarly, supporting the idea that the substantial cognitive differences between monolinguals and bilinguals in early childhood are more related to active vocabulary production than perception of the environment.
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Keyword:
Basic Behavioral and Social Science; Behavioral and Social Science; bilingualism; cognition; Cognitive Sciences; development; infancy; language; Mental Health; Pediatric; perception; Psychology
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URL: https://escholarship.org/uc/item/7rr5v8q2
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Retrieval dynamics and retention in cross-situational statistical word learning.
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In: Cognitive science, vol 38, iss 4 (2014)
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Does bilingual experience affect early visual perceptual development?
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Who is she? Changes in the person context affect categorization.
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Who is she? Changes in the person context affect categorization
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Fast Mapping Across Time: Memory Processes Support Children's Retention of Learned Words.
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In: Frontiers in psychology, vol 3, iss FEB (2012)
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Fast Mapping Across Time: Memory Processes Support Children’s Retention of Learned Words
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At the Same Time or Apart in Time? The Role of Presentation Timing and Retrieval Dynamics in Generalization
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