Peer-reviewed scientific journal publications

Aussems, S., Devey Smith, L., & Kita, S. (2024). Do 14-17-month-olds use iconic speech and gesture cues to interpret word meanings? The Journal of the Acoustical Society of America, 151(1), xx-xx. Advance online publication. doi: 10.1121/10.0027916

Mumford, K. H., Aussems, S., & Kita, S. (2022). Encouraging pointing with the right hand, but not the left hand, gives right-handed 3-year-olds a linguistic advantage. Developmental Science, 26(3), e13315. doi: 10.1111/desc.13315

Aussems, S., Mumford, K. H., & Kita, S. (2022). Prior experience with actions facilitates 3-year-old children’s verb learning. Journal of Experimental Psychology: General, 151(1), 246-262. doi: 10.1037/xge0001071

Bergmann, C., Dimitrova, N., … Aussems, S., et al. (2022). Young children’s screen time during the first COVID-19 lockdown in 11 countries. Scientific Reports, 12, 1-15. doi: 10.1038/s41598-022-05840-5

Kartushina, N., Mani, N., … Aussems, S., et al. (2022). COVID-19 first lockdown as a window into language acquisition: associations between caregiver-child activities and vocabulary gains. Language Development Research, 2, 1-36. doi: 10.34842/abym-xv34

Zuniga-Montanez, C., Kita, S., Aussems, S., & Krott, A. (2021). Beyond the shape of things: Infants can be taught to generalise nouns by function. Psychological Science, 32(7), 1073-1085. doi: 10.1177/0956797621993107

Aussems, S., & Kita, S. (2021). Seeing iconic gesture promotes first- and second-order verb generalization in preschoolers. Child Development, 92(1), 124-141. doi: 10.1111/cdev.13392

Aussems, S., & Kita, S. (2019). Seeing iconic gestures with action events facilitates children’s memory of these events. Child Development, 90(4), 1123-1137. doi: 10.1111/cdev.12988

Aussems, S. (2019). How seeing iconic gestures facilitates action event memory and verb learning in 3-year-old children. Language Acquisition, 27(1), 68-70. doi: 10.1080/10489223.2019.1624759

Aussems, S., Kwok, N., & Kita, S. (2018). GestuRe and ACtion Exemplar (GRACE) video database: Stimuli for research on manners of human locomotion and iconic gestures. Behavior Research Methods, 50(3), 1270-1284. doi: 10.3758/s13428-017-0942-2

Aussems, S., & Vogt., P. (2018). Adults use distributional statistics for word learning in a conservative way. IEEE Transactions on Cognitive and Developmental Systems, 12(2), 232-242. doi: 10.1109/TCDS.2018.2870161

Vogt, P., Mastin, J. D., & Aussems, S. (2015). Early vocabulary development in rural and urban Mozambique. Child Development Research, vol. 2015, Article ID 189195, 15 pages. doi: 10.1155/2015/189195

Peer-reviewed conference proceedings

Li, M., Aussems, S., & Kita, S. (2024). Is adults’ ability to interpret iconicity shared between the spoken and gestural modalities? Proceedings of the Annual Meeting of the Cognitive Science Society, 46. (pp. 2034-2041). Rotterdam, The Netherlands: Cognitive Science Society.

Aussems, S., Devey Smith, L., & Kita, S. (2024). Do 14–17-month-olds use iconic cues to interpret words? Proceedings of the Annual Meeting of the Cognitive Science Society, 46. (pp. 3513-3519). Rotterdam, The Netherlands: Cognitive Science Society.

Aussems, S., Chu, M., Kita, S., & van Zaanen, M. (2015). Applying pattern-based classification to sequences of gestures. In Noelle, D. C., Dale, R., Warlaumont, A. S., Yoshimi, J., Matlock, T., Jennings, C. D., & Maglio, P. P. (Eds.), proceedings of the 37th annual meeting of the Cognitive Science Society (pp. 124-129). Austin, TX: Cognitive Science Society.

Aussems, S., & Vogt, P. (2015). Adults track multiple hypotheses simultaneously during word learning. In Noelle, D. C., Dale, R., Warlaumont, A. S., Yoshimi, J., Matlock, T., Jennings, C. D., & Maglio, P. P. (Eds.), proceedings of the 37th annual meeting of the Cognitive Science Society (pp. 118-123). Austin, TX: Cognitive Science Society.

van Zaanen, M., van Huyssteen, G., Aussems, S., Emmery, C., & Eiselen, R. (2014). The development of Dutch and Afrikaans language resources for compound boundary analysis. In N. Calzolari et al. (Eds.), proceedings of the 9th international conference on Language Resources and Evaluation (LREC) (pp. 1056-1062). Reykjavik, Iceland.

Aussems, S., & Vogt, P. (2013). Exploring cross-situational learning and mutual exclusivity. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), proceedings of the 35th annual conference of the Cognitive Science Society (p. 3874). Austin, TX: Cognitive Science Society.

Aussems, S., Goris, B., Lichtenberg, V., van Noord, N., Smetsers, R., & van Zaanen, M. (2013). Unsupervised identification of compounds. In proceedings of the 22nd annual Belgian-Dutch conference on machine learning (BENELEARN) (pp. 18-25). Nijmegen, The Netherlands.

Aussems, S., Bruys, S., Goris, B., Lichtenberg, V., van Noord, N., Smetsers, R., & van Zaanen, M. (2013). Automatically identifying compounds. In book of abstracts of the 23rd meeting of Computational Linguistics in the Netherlands (CLIN) (p. 10). Enschede, The Netherlands.

Blog posts

Ricketts, J., & Aussems, S. (2020). What EYFS teachers need to know about shared reading. TES website.

Aussems, S. (2018). What hand gestures tell us about the evolution of language. iCog website.

Digital resources

Aussems, S., Kwok, N., & Kita, S. (2017). Digital resource to support : “GestuRe and ACtion Exemplar (GRACE) Video Database: Stimuli for Research on Manners of Human Locomotion and Iconic Gestures”. University of Warwick, Department of Psychology.