S.I. Wassenburg
Carnegie Mellon University
Embodied cognitionDevelopmental psychologyMathematics educationArtificial intelligencePsychologyCognitionCognitive psychologyIllusionNatural language processingGesturePerceptionTraining (civil)SentenceReading comprehensionTask (project management)Intervention (counseling)Situation modelScale readingIntervention studiesComputer scienceLinguisticsComprehensionReading (process)Social psychologySituational ethics
47Publications
6H-index
104Citations
Publications 44
Newest
#1S.I. WassenburgH-Index: 6
Last. Barbara C. N. MüllerH-Index: 15
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#1Wim T. J. L. Pouw (EUR: Erasmus University Rotterdam)H-Index: 10
#2S.I. Wassenburg (EUR: Erasmus University Rotterdam)H-Index: 6
Last. Fred Paas (EUR: Erasmus University Rotterdam)H-Index: 88
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Co-speech gestures have been proposed to strengthen sensorimotor knowledge related to objects’ weight and manipulability. This pre-registered study (https://www.osf.io/9uh6q/) was designed to explore how gestures affect memory for sensorimotor information through the application of the visual-haptic size-weight illusion (i.e., objects weigh the same, but are experienced as different in weight). With this paradigm, a discrepancy can be induced between participants’ conscious illusory perception o...
2 CitationsSource
#1Björn B. de Koning (EUR: Erasmus University Rotterdam)H-Index: 16
#2S.I. Wassenburg (EUR: Erasmus University Rotterdam)H-Index: 6
Last. Roel van Steensel (EUR: Erasmus University Rotterdam)H-Index: 9
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The ability to deduce implicit information about relations in a text (i.e., inferencing) is essential to understanding that text. Hence, there is increasing attention for supporting inferencing ski...
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#1S.I. Wassenburg (EUR: Erasmus University Rotterdam)H-Index: 6
#2Björn B. de Koning (EUR: Erasmus University Rotterdam)H-Index: 16
Last. Menno van der Schoot (VU: VU University Amsterdam)H-Index: 16
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AbstractThis study investigated whether presenting a picture before reading can encourage situation-model construction. We compared two conditions (n = 30) which differed in whether a picture of t...
1 CitationsSource
#1S.I. Wassenburg (EUR: Erasmus University Rotterdam)H-Index: 6
#2Björn B. de Koning (EUR: Erasmus University Rotterdam)H-Index: 16
Last. Menno van der Schoot (VU: VU University Amsterdam)H-Index: 16
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ABSTRACTRecent research shows that co-speech gestures can influence gesturers’ thought. This line of research suggests that the influence of gestures is so strong, that it can wash out and reverse an effect of learning. We argue that these findings need a more robust and ecologically valid test, which we provide in this article. Our results support the claim that gestures not only reflect information in our mental representations, but can also influence gesturer's thought by adding action inform...
1 CitationsSource
#1Wim T. J. L. PouwH-Index: 10
#2S.I. WassenburgH-Index: 6
Last. Fred PaasH-Index: 88
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#1Wim T. J. L. PouwH-Index: 10
1 Citations
#2S.I. WassenburgH-Index: 6
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#1M. van der SchootH-Index: 4
#2S.I. WassenburgH-Index: 6
Last. B.B. de KoningH-Index: 2
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#1Björn B. de Koning (VU: VU University Amsterdam)H-Index: 16
#2L.T. Bos (VU: VU University Amsterdam)H-Index: 5
Last. Menno van der Schoot (VU: VU University Amsterdam)H-Index: 16
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This study investigated the effects of a mental simulation training targeted at improving children’s reading comprehension. In a 4-week period, one group of third and fourth graders (n = 75) learned to draw upon their sensorimotor memories and experiences to mentally simulate text (experimental training group), whereas another group (n = 51) received the schools’ regular reading comprehension instructions (control training group). Pre-to-posttest differences in general reading comprehension, rea...
9 CitationsSource