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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 5 of 5 1 Early Language Environments Predict Aspects of Explicit Language Awareness Development Atagi, Natsuki; Sandhofer, Catherine M In: LANGUAGE LEARNING, vol 70, iss 2 (2020) BASE Show details 2 Two-year-olds' executive functioning: The influence of task-specific vocabulary knowledge. Schonberg, Christina C; Atagi, Natsuki; Sandhofer, Catherine M. - : eScholarship, University of California, 2018 BASE Show details 3 Selective attention to the mouth is associated with expressive language skills in monolingual and bilingual infants Tsang, Tawny; Atagi, Natsuki; Johnson, Scott P.. - 2018 BASE Show details 4 The Effects of Community Linguistic Diversity and Multilingualism on Children’s Development of Language Awareness Atagi, Natsuki. - : eScholarship, University of California, 2017 In: Atagi, Natsuki. (2017). The Effects of Community Linguistic Diversity and Multilingualism on Children’s Development of Language Awareness. UCLA: Psychology 0780. Retrieved from: http://www.escholarship.org/uc/item/993645q7 (2017) BASE Show details 5 Children's use of linguistic information when learning in a bilingual context. Atagi, Natsuki; Goldenberg, Elizabeth R; Sandhofer, Catherine M In: Journal of experimental child psychology, vol 144 (2016) Abstract: Children prefer to learn from people who are like themselves. However, who is considered "like themselves" is complex for bilingual children. Thus, the current study examined whether children's language experiences affect who they prefer to imitate. A sample of 3- to 5-year-old monolingual English-speaking children (n=16), Japanese-English bilingual children (n=16), and children bilingual in English and a non-Japanese language (n=16) watched videos of a monolingual English speaker and a Japanese-English bilingual speaker playing with novel toys and were asked to play with the same novel toys. Although all children--regardless of language background--imitated the monolingual speaker at similar rates, the two bilingual groups imitated the bilingual speaker more often than did the monolingual children. Such results suggest that experience in speaking two languages affects children's imitation behaviors. Keyword: Bilingualism; Child; Child Development; Cognitive development; Cognitive Sciences; Experimental Psychology; Female; Humans; Imitation; Imitative Behavior; Language contexts; Learning; Male; Multilingualism; Preschool; Psychology; Social categories; Social cognition; Social Perception URL: https://escholarship.org/uc/item/6181g3hj BASE Hide details

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