Sara Coego
Biographic Data
| ID | 3531374 |
|---|---|
| NAME | Sara Coego |
| GIVEN NAMES | Sara |
| FAMILY NAME | Coego |
| SIGNATURE | COEGO S |
| AFFILIATIONS | Universitat Pompeu Fabra |
| ORCID | 0000-0002-6322-3039 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Embodying stories
This study examines the multimodal characteristics of child-directed (CDS) and adult-directed (ADS) speech, focusing on speech and gesture behavior, with particular emphasis on gesture referentiality, viewpoint, and informativeness. Forty Early Childhood Education students ( M age = 20.45, 35 female) narrated the same wordless cartoon to simulated adult and child audiences (TEACH-TALK corpus), producing 196.33 minutes of speech and 7,191 gestures…
Multimodal imitation reveals differences in typically developing children and children with neurodevelopmental disorders
Imitation has been extensively studied in development, with most research examining either verbal/sentence imitation or gesture imitation in isolation. Despite the inherently multimodal nature of communication, very few studies have investigated how children imitate multiple communicative components simultaneously (such as gesture, sentence, and prosody). Moreover, little is known about how these multimodal imitation abilities develop across diff…
Preschoolers Mark Focus Types Through Multimodal Prominence
The present cross-sectional study assessed the role of multimodal cues in marking focus types during early childhood, focusing on prosodic prominence, gesture presence, and gestural prominence. A total of 116 Catalan-speaking three-, four- and five-year-olds participated in a semi-controlled interactive task eliciting words in three focus conditions: information, contrastive, and corrective. The data were coded manually using holistic assessments…
No prominent works on this page.
Preschoolers Mark Focus Types Through Multimodal Prominence
The present cross-sectional study assessed the role of multimodal cues in marking focus types during early childhood, focusing on prosodic prominence, gesture presence, and gestural prominence. A total of 116 Catalan-speaking three-, four- and five-year-olds participated in a semi-controlled interactive task eliciting words in three focus conditions: information, contrastive, and corrective. The data were coded manually using holistic assessments…
Embodying stories
This study examines the multimodal characteristics of child-directed (CDS) and adult-directed (ADS) speech, focusing on speech and gesture behavior, with particular emphasis on gesture referentiality, viewpoint, and informativeness. Forty Early Childhood Education students ( M age = 20.45, 35 female) narrated the same wordless cartoon to simulated adult and child audiences (TEACH-TALK corpus), producing 196.33 minutes of speech and 7,191 gestures…
Multimodal imitation reveals differences in typically developing children and children with neurodevelopmental disorders
Imitation has been extensively studied in development, with most research examining either verbal/sentence imitation or gesture imitation in isolation. Despite the inherently multimodal nature of communication, very few studies have investigated how children imitate multiple communicative components simultaneously (such as gesture, sentence, and prosody). Moreover, little is known about how these multimodal imitation abilities develop across diff…
Gesture (2 works) · Hearing Impairment and Communication (2 works) · Action Observation and Synchronization (1 works) · Autism (1 works) · Character (mathematics) (1 works) · Child and Animal Learning Development (1 works) · Child development (1 works) · CLARITY (1 works) · Communication (1 works) · Comprehension (1 works)