Suzanne Aussems
Biographic Data
| ID | 8764899 |
|---|---|
| NAME | Suzanne Aussems |
| GIVEN NAMES | Suzanne |
| FAMILY NAME | Aussems |
| SIGNATURE | AUSSEMS S |
| AFFILIATIONS | University of Warwick |
| ORCID | 0000-0002-0781-5849 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Adults interpret iconicity in speech and gesture via the same modality-independent process
Iconicity is the resemblance or similarity between the form of a signal and its meaning. In two studies, we investigated whether adults interpret iconicity in speech and gesture via a modality-independent mechanism (Study 1, N = 40; Study 2, N = 348). Participants in both studies completed two verb–action matching tasks. In these tasks, either spoken verbs or co-speech gestures were manipulated at different rates to iconically represent actions (…
How to implement a unified multimodal framework of first language acquisition: A commentary on Karadöller, Sümer, and Özyürek
This commentary discusses implementing a unified multimodal framework for studying first language acquisition, responding to Karadöller, Sümer, and Özyürek. It outlines four key considerations: the need for clear definitions of multimodality, the importance of including communicative nonverbal behaviors beyond gestures, the limitations of sequential analyses in capturing true multimodality, and gaps in research on early iconic gesture production …
Seeing Iconic Gesture Promotes First- and Second-Order Verb Generalization in Preschoolers
This study investigated whether seeing iconic gestures depicting verb referents promotes two types of generalization. We taught 3- to 4-year-olds novel locomotion verbs. Children who saw iconic manner gestures during training generalized more verbs to novel events (first-order generalization) than children who saw interactive gestures (Experiment 1, N = 48; Experiment 2, N = 48) and path-tracing gestures (Experiment 3, N = 48). Furthermore, immed…
Covid-19 first lockdown as a window into language acquisition: Associations between caregiver-child activities and vocabulary gains
The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children’s language development. The vocabularies of 1742 children aged 8-36 months across 1…
Autochthony and the crisis of citizenship
Human locomotion is a fundamental class of events, and manners of locomotion (e.g., how the limbs are used to achieve a change of location) are commonly encoded in language and gesture. To our knowledge, there is no openly accessible database containing normed human locomotion stimuli. Therefore, we introduce the GestuRe and ACtion Exemplar (GRACE) video database, which contains 676 videos of actors performing novel manners of human locomotion (i…
Autochthony and the crisis of citizenship
Human locomotion is a fundamental class of events, and manners of locomotion (e.g., how the limbs are used to achieve a change of location) are commonly encoded in language and gesture. To our knowledge, there is no openly accessible database containing normed human locomotion stimuli. Therefore, we introduce the GestuRe and ACtion Exemplar (GRACE) video database, which contains 676 videos of actors performing novel manners of human locomotion (i…
Autochthony and the crisis of citizenship
Human locomotion is a fundamental class of events, and manners of locomotion (e.g., how the limbs are used to achieve a change of location) are commonly encoded in language and gesture. To our knowledge, there is no openly accessible database containing normed human locomotion stimuli. Therefore, we introduce the GestuRe and ACtion Exemplar (GRACE) video database, which contains 676 videos of actors performing novel manners of human locomotion (i…
Seeing Iconic Gesture Promotes First- and Second-Order Verb Generalization in Preschoolers
This study investigated whether seeing iconic gestures depicting verb referents promotes two types of generalization. We taught 3- to 4-year-olds novel locomotion verbs. Children who saw iconic manner gestures during training generalized more verbs to novel events (first-order generalization) than children who saw interactive gestures (Experiment 1, N = 48; Experiment 2, N = 48) and path-tracing gestures (Experiment 3, N = 48). Furthermore, immed…
Covid-19 first lockdown as a window into language acquisition: Associations between caregiver-child activities and vocabulary gains
The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children’s language development. The vocabularies of 1742 children aged 8-36 months across 1…
Adults interpret iconicity in speech and gesture via the same modality-independent process
Iconicity is the resemblance or similarity between the form of a signal and its meaning. In two studies, we investigated whether adults interpret iconicity in speech and gesture via a modality-independent mechanism (Study 1, N = 40; Study 2, N = 348). Participants in both studies completed two verb–action matching tasks. In these tasks, either spoken verbs or co-speech gestures were manipulated at different rates to iconically represent actions (…
How to implement a unified multimodal framework of first language acquisition: A commentary on Karadöller, Sümer, and Özyürek
This commentary discusses implementing a unified multimodal framework for studying first language acquisition, responding to Karadöller, Sümer, and Özyürek. It outlines four key considerations: the need for clear definitions of multimodality, the importance of including communicative nonverbal behaviors beyond gestures, the limitations of sequential analyses in capturing true multimodality, and gaps in research on early iconic gesture production …
Linguistics (4 works) · Psychology (4 works) · Hearing Impairment and Communication (3 works) · Cognitive psychology (2 works) · Communication (2 works) · Computer Science (2 works) · Gesture (2 works) · Language acquisition (2 works) · Language, Metaphor, and Cognition (2 works) · Mathematics education (2 works)