Laura M Morett
Biographic Data
| ID | 3076844 |
|---|---|
| NAME | Laura M Morett |
| GIVEN NAMES | Laura M |
| FAMILY NAME | Morett |
| SIGNATURE | MORETT L M |
| AFFILIATIONS | University of Alabama |
| ORCID | 0000-0002-1251-7213 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Perspective Taking Increases Representational Gesture Production in Videoconferencing Settings
Gestures are an important component of nonverbal communication and are often produced along with speech to aid comprehension, direct attention, and provide emphasis. This study investigates the effects of speaker and addressee visibility on gesture production in computer mediated communication. Based on previous research, we hypothesized that speakers would produce more representational gestures, which convey ideas, actions, and objects, when the…
Knowledge, belief, and self-efficacy towards autistic children in educational contexts
Multimodal Processing in Bilingualism and Second Language Acquisition
This entry provides an overview of how multimodal processing benefits communication between L2 and L1 speakers and bilinguals. The impacts of text, images, facial cues, and hand gestures are considered in combination with speech, as are hand and air writing. Thus, this entry reviews multimodal L2 processing across the auditory, visual, and haptic modalities, providing insight into how it can be conjointly leveraged by bilinguals, L2 learners, and…
Multimodal cues in L2 lexical tone acquisition
This review discusses the effectiveness of visual and haptic cues for second language (L2) lexical tone acquisition, with a special focus on observation and production of hand gestures. It explains how these cues can facilitate initial acquisition of L2 lexical tones via multimodal depictions of pitch. In doing so, it provides recommendations for incorporation of multimodal cues into L2 lexical tone pedagogy
Feeling signs
Manual production enhances learning and recall of signs by hearing second language learners; however, the mechanisms enabling this effect are unclear. We examined whether the motor encoding (somatosensory feedback) that occurs during sign production benefits learning and whether it interacts with sign iconicity, which also enhances learning. American Sign Language (ASL) signs varying in iconicity were learned either via production (repetition) wi…
Hand-y scaffolding
Currently, it is unclear whether observing iconic gestures benefits comprehension of second language (L2) accented narratives, and whether it benefits it to a different degree than it does for first language (L1) accented narratives. In this study, L1 American English speakers watched videos of two narratives, one of which featured L1 accented American English, and the other of which featured L2 French-accented English. One narrative featured ico…
Students’ acceptance of online learning in developing nations
Observing gesture at learning enhances subsequent phonological and semantic processing of L2 words
This study employed the N400 event-related potential (ERP) to investigate how observing different types of gestures at learning affects the subsequent processing of L2 Mandarin words differing in lexical tone by L1 English speakers. The effects of pitch gestures conveying lexical tones (e.g., upwards diagonal movements for rising tone), semantic gestures conveying word meanings (e.g., waving goodbye for to wave), and no gesture were compared. In …
Children’s disambiguation of novel words varies by the number and position of phonological contrasts
Young children often make pragmatic assumptions when learning new words. For example, they assume that a speaker who uses different words intends to refer to different things – the so-called principle of contrast. We used a standard disambiguation task to explore whether children’s assumptions about contrast depend on how much words differ. Three- to 6-year-olds heard pairs of words that differed in terms of the number, position, and types of pho…
Development of sensitivity to beat gesture and contrastive accenting in support of word learning in early childhood in boys and girls
This research investigated whether observing beat gesture and hearing contrastive accenting with novel words enhances their learning in early childhood and whether these effects differ by sex in light of sex differences in the pace of language development. Fifty-three 3- to 5-year-old boys and girls learned pairs of novel words with contrasting referents with beat gesture, contrastive accenting, both, or neither. Knowledge of these words was then…
Elucidating the influences of embodiment and conceptual metaphor on lexical and non-speech tone learning
Extending Gesture’s Impact on Word Learning to Reading
The purpose of this paper was to examine how learning pseudowords with matching versus mismatching gestures affects subsequent identification and integration of these newly learned pseudowords into read sentential contexts. Additionally, the pseudowords were manipulated to occur in either semantically-congruent or semantically-incongruent read sentential contexts, based on the pseudowords’ learned definition. To investigate the research question,…
The Influence of Tonal and Atonal Bilingualism on Children’s Lexical and Non-Lexical Tone Perception
This study examined how bilingualism in an atonal language, in addition to a tonal language, influences lexical and non-lexical tone perception and word learning during childhood. Forty children aged 5;3–7;2, bilingual either in English and Mandarin or English and another atonal language, were tested on Mandarin lexical tone discrimination, level-pitch sine-wave tone discrimination, and learning of novel words differing minimally in Mandarin lexi…
The Power of an Image
The Power of an Image
The Influence of Tonal and Atonal Bilingualism on Children’s Lexical and Non-Lexical Tone Perception
This study examined how bilingualism in an atonal language, in addition to a tonal language, influences lexical and non-lexical tone perception and word learning during childhood. Forty children aged 5;3–7;2, bilingual either in English and Mandarin or English and another atonal language, were tested on Mandarin lexical tone discrimination, level-pitch sine-wave tone discrimination, and learning of novel words differing minimally in Mandarin lexi…
Elucidating the influences of embodiment and conceptual metaphor on lexical and non-speech tone learning
Extending Gesture’s Impact on Word Learning to Reading
The purpose of this paper was to examine how learning pseudowords with matching versus mismatching gestures affects subsequent identification and integration of these newly learned pseudowords into read sentential contexts. Additionally, the pseudowords were manipulated to occur in either semantically-congruent or semantically-incongruent read sentential contexts, based on the pseudowords’ learned definition. To investigate the research question,…
Students’ acceptance of online learning in developing nations
Observing gesture at learning enhances subsequent phonological and semantic processing of L2 words
This study employed the N400 event-related potential (ERP) to investigate how observing different types of gestures at learning affects the subsequent processing of L2 Mandarin words differing in lexical tone by L1 English speakers. The effects of pitch gestures conveying lexical tones (e.g., upwards diagonal movements for rising tone), semantic gestures conveying word meanings (e.g., waving goodbye for to wave), and no gesture were compared. In …
Children’s disambiguation of novel words varies by the number and position of phonological contrasts
Young children often make pragmatic assumptions when learning new words. For example, they assume that a speaker who uses different words intends to refer to different things – the so-called principle of contrast. We used a standard disambiguation task to explore whether children’s assumptions about contrast depend on how much words differ. Three- to 6-year-olds heard pairs of words that differed in terms of the number, position, and types of pho…
Development of sensitivity to beat gesture and contrastive accenting in support of word learning in early childhood in boys and girls
This research investigated whether observing beat gesture and hearing contrastive accenting with novel words enhances their learning in early childhood and whether these effects differ by sex in light of sex differences in the pace of language development. Fifty-three 3- to 5-year-old boys and girls learned pairs of novel words with contrasting referents with beat gesture, contrastive accenting, both, or neither. Knowledge of these words was then…
Multimodal cues in L2 lexical tone acquisition
This review discusses the effectiveness of visual and haptic cues for second language (L2) lexical tone acquisition, with a special focus on observation and production of hand gestures. It explains how these cues can facilitate initial acquisition of L2 lexical tones via multimodal depictions of pitch. In doing so, it provides recommendations for incorporation of multimodal cues into L2 lexical tone pedagogy
Feeling signs
Manual production enhances learning and recall of signs by hearing second language learners; however, the mechanisms enabling this effect are unclear. We examined whether the motor encoding (somatosensory feedback) that occurs during sign production benefits learning and whether it interacts with sign iconicity, which also enhances learning. American Sign Language (ASL) signs varying in iconicity were learned either via production (repetition) wi…
Hand-y scaffolding
Currently, it is unclear whether observing iconic gestures benefits comprehension of second language (L2) accented narratives, and whether it benefits it to a different degree than it does for first language (L1) accented narratives. In this study, L1 American English speakers watched videos of two narratives, one of which featured L1 accented American English, and the other of which featured L2 French-accented English. One narrative featured ico…
Multimodal Processing in Bilingualism and Second Language Acquisition
This entry provides an overview of how multimodal processing benefits communication between L2 and L1 speakers and bilinguals. The impacts of text, images, facial cues, and hand gestures are considered in combination with speech, as are hand and air writing. Thus, this entry reviews multimodal L2 processing across the auditory, visual, and haptic modalities, providing insight into how it can be conjointly leveraged by bilinguals, L2 learners, and…
Perspective Taking Increases Representational Gesture Production in Videoconferencing Settings
Gestures are an important component of nonverbal communication and are often produced along with speech to aid comprehension, direct attention, and provide emphasis. This study investigates the effects of speaker and addressee visibility on gesture production in computer mediated communication. Based on previous research, we hypothesized that speakers would produce more representational gestures, which convey ideas, actions, and objects, when the…
Knowledge, belief, and self-efficacy towards autistic children in educational contexts
Hearing Impairment and Communication (10 works) · Computer Science (9 works) · Psychology (9 works) · Gesture (8 works) · Linguistics (8 works) · Artificial Intelligence (5 works) · Language, Metaphor, and Cognition (5 works) · Artificial Intelligence (4 works) · Communication (4 works) · Hand Gesture Recognition Systems (4 works)