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Susanne Grassmann

Susanne Grassmann
eduRD · research and development

PhD

About

36
Publications
12,783
Reads
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420
Citations
Additional affiliations
November 2015 - October 2018
University of Applied Sciences and Arts Northwestern Switzerland
Position
  • Senior Researcher
December 2012 - August 2015
University of Zurich
Position
  • Senior Associate for Research and Teaching
August 2010 - November 2012
University of Groningen
Position
  • Professor (Assistant)
Education
January 2006 - June 2009
October 1998 - September 2005
University of Leipzig
Field of study
  • Linguistics, Philosophy, Psychology

Publications

Publications (36)
Article
Vorgestellt wird ein didaktisches Modell der digitalen Bildung in der Elementarpädagogik. Das Modell würdigt einerseits Kindertageseinrichtungen als relevante Bildungsorte in Bezug auf die digitale Welt. Andererseits bietet es pädagogischen Fachkräften eine Orientierung darüber, welche Lerngelegenheiten Kindern in der Kindertageseinrichtung eröf...
Chapter
Touchscreen devices connected to the internet such as mobile phones and tablets are ubiquitous, and so are the pictures taken, shared, and watched with these devices. This chapter demonstrates how to design a ubiquitous digital learning environment for task-based language and literacy promotion. The open educational web-resource DAZonline is the fi...
Preprint
Full-text available
Touch-screen devices connected to the internet are ubiquitous and so are pictures. Children understand the symbolic function of pictures at a young age and can learn from depicted information. Indeed, pictures have long been used in language promotion programs and second language learning – dating back at least to the 17th century when Comenius pub...
Book
Full-text available
Im Projekt entwickelten Begleitheft werden 10 Schritte zur alltagsintegrierten sprachlichen Bildung vorgestellt. Diese 10 Schritte bestehen aus einem einleitenden Kapitel zur Thematik, fünf Strategien für die alltägliche sprachliche Bildung, drei Anwendungsmöglichkeiten in der Praxis und einem Schlusskapitel zur Qualitätssicherung. .... Des Weitere...
Conference Paper
Praktische Implikationen: Lehrer stehen vor der Herausforderung, zu erkennen, wann sie mit dem Rechtschreibunterricht beginnen sollen. Digitale Stifte ermöglichen die gleichzeitige Aufzeichnung von Schreibprodukten und Schreibbewegungen. Wir schlagen darum vor, dass Analysen dieser Aufzeichnungen verwendet werden könnten, um Lehrer dabei zu unterst...
Article
Full-text available
Im Auftrag des Aargauer Departements für Bildung, Kultur und Sport wurden das didaktische Konzept und die Inhalte für eine schweizerische Sprachlernapp für Asylsuchende entwickelt. Das didaktische Konzept und die Gestaltung der App entsprechen dem aktuellen kognitionspsychologischen Forschungsstand und sind so gewählt, dass sie das eigenständige Le...
Article
Full-text available
Im Auftrag des Aargauer Departements für Bildung, Kultur und Sport wurden das didaktische Konzept und die Inhalte für eine schweizerische Sprachlernapp für Asylsuchende entwickelt. In ihrer Art ist die App einzigartig und richtungsweisend. Das didaktische Konzept und die Gestaltung der App entsprechen dem aktuellen kognitionspsychologischen Forschu...
Preprint
Full-text available
Article
Full-text available
During social interactions infants predict and evaluate other people’s actions. Previous behavioral research found that infants’ imitation of others’ actions depends on these evaluations and is context-dependent: 1-year-olds predominantly imitated an unusual action (turning on a lamp with one’s forehead) when the model’s hands were free compared to...
Chapter
Full-text available
Ein Katalogbeitrag zur Sonderausstellung «GESTEN - gestern, heute, übermorgen» im Sächsischen Industriemuseum. Infos zur Ausstellung: http://web.saechsisches-industriemuseum.com/chemnitz/sonderausstellungen/gesten.html
Poster
Full-text available
Imitation is an important social learning mechanism for infants. Interestingly, infants do not imitate every action they see. Fourteen-month-olds predominantly imitated an unusual and inefficient action (turning on a lamp with one’s forehead) when the model’s hands were free compared to when the model’s hands were occupied (Gergely et al., 2002). R...
Article
Monolingual children follow pointing over labeling when these are in conflict in object selection tasks. Specifically, when a speaker labels one object, but points at another object, monolinguals select the object pointed at. Here, we ask whether (i) bilingual children show the same behavior as monolinguals and (ii) relative language proficiency af...
Article
Full-text available
Seit dem Jahr 2000 wurden weltweit im 3-Jahrestakt 15Jährige hinsichtlich ihrer Fähigkeiten Texte zu verstehen, mathematische Probleme zu lösen und Naturwissenschaftlich zu denken. Ziel dieses umfangreichen Unterfangens, das PISA genannt wird, ist zu messen, wie gut Schülerinnen und Schüler am Ende der obligatorischen Schulzeit darauf vorbereitet s...
Chapter
Full-text available
Wenn ein Kind geboren wird, versteht es kaum etwas von der Welt – vielleicht ganz ähnlich wie ein Affenbaby. Dennoch verläuft die Entwicklung von Menschenkind und Affenbaby grundverschieden. Das Menschenkind kann im Alter von drei bis vier Jahren sprechen, laufen, einen Purzelbaum schlagen, Bälle werfen und fangen, sich ankleiden, den Tische decken...
Chapter
Alle Tiere kommunizieren. Sie reagieren auf ihre Umgebung und beeinflussen das Verhalten ihrer Artgenossen: Von Einzeller bis Fruchtfliege, von Seepferdchen bis Hund und von Vogel bis Mensch. Tiere produzieren Geräusche, Gesten, chemische Signalstoffe und ändern ihr Verhalten, wenn sie derartige Signale wahrnehmen. Im Wildscreen ARKive (www.arkive....
Article
Full-text available
When children are learning a novel object label, they tend to exclude as possible referents familiar objects for which they already have a name. In the current study, we wanted to know if children would behave in this same way regardless of how well they knew the name of potential referent objects, specifically, whether they could only comprehend i...
Article
Full-text available
This study investigates the development of two cognitive abilities that are involved in metaphor comprehension: implicit analogical reasoning and assigning an unconventional label to a familiar entity (as in Romeo's 'Juliet is the sun'). We presented 3- and 4-year-old children with literal object-requests in a pretense setting (e.g., 'Give me the t...
Article
Full-text available
Most pet dogs know a few words, but recently, the astonishing communicative skills of domestic dogs ( Canis familiaris ) have been discovered: Some dogs know a great number of words and differentiate objects by label in apparently humanlike ways. However, one must be careful not to overestimate the skills of man's best friend. At best, canine skill...
Article
Full-text available
Children use and integrate a variety of information when learning novel words. Most strikingly, children are skillful in drawing inferences about speakers’ intentions. This chapter reviews the current state of affairs regarding the wide variety of pragmatic information that children employ in word learning. Current debates on whether seemingly prag...
Article
Three studies investigated 3-year-old children's ability to determine a speaker's communicative intent when the speaker's overt utterance related to that intent only indirectly. Studies 1 and 2 examined children's comprehension of indirectly stated requests (e.g., "I find Xs good" can imply, in context, a request for X; N = 32). Study 3 investigate...
Article
Full-text available
Two word-trained dogs were presented with acts of reference in which a human pointed, named objects, or simultaneously did both. The question was whether these dogs would assume co-reference of pointing and naming and thus pick the pointed-to object. Results show that the dogs did indeed assume co-reference of pointing and naming in order to determ...
Data
Example of the experimenter's voice. Tone of the experimenter's voice in the imperative trials followed by tone of the experimenter's voice in the informative trials. Both examples show the experimental condition (with pointing gesture). (MPG)
Article
Full-text available
Domestic dogs are skillful at using the human pointing gesture. In this study we investigated whether dogs take contextual information into account when following pointing gestures, specifically, whether they follow human pointing gestures more readily in the context in which food has been found previously. Also varied was the human's tone of voice...
Article
From the very beginning of language acquisition, young children are sensitive to what is given versus what is new in their discourse with others. Here we ask whether 24-month-olds use this skill to interpret prosodic highlighting as an invitation to focus their attention on what is new in the situation. Using an eye-tracking methodology, we compare...
Article
Full-text available
Adults refer young children's attention to things in two basic ways: through the use of pointing (and other deictic gestures) and words (and other linguistic conventions). In the current studies, we referred young children (2- and 4-year-olds) to things in conflicting ways, that is, by pointing to one object while indicating linguistically (in some...
Article
Many studies have established that children tend to exclude objects for which they already have a name as potential referents of novel words. In the current study we asked whether this exclusion can be triggered by social-pragmatic context alone without pre-existing words as blockers. Two-year-old children watched an adult looking at a novel object...
Article
Full-text available
German children aged 2;1 heard a sentence containing a nonce noun and a nonce verb (Der Feks miekt). Either the noun or the verb was prosodically highlighted by increased pitch, duration and loudness. Independently, either the object or the action in the ongoing referential scene was the new element in the situation. Children learned the nonce noun...

Questions

Questions (18)
Question
Learning to read requires children to jump with their eyes from letter to letter and from word to word. I assume that experience with picture books trains children's skills to jump with their eyes over a page. Does anybody know whether there is research about this?
Furthermore, animated picture books induce eye movements through the animations. Thus, children respond to changes in the environment rather than actively steer their saccadic eye movements. Thus, they may be less skillful in controlling their eye movements when learning to read. Again my question: does someone know whether there is empirical research about this?
If there is no research on these two hypotheses: Who would be into running a study together?
Question
The background of the question is an interest in modeling human learning, for example, language learning. I have updated the question for clarification).
Example:
Speakers of a language know many things about their language only implicitly - e.g., they understand and produce well-formed sentences without being able to name the grammatical rules. Thus knowledge of the rules (competence) may underly the utterance (performance).
Knowledge structure
It is (relatively) easy to enter the rules into a knowledge graph. However, it could also be that not rules but associative learning and generalizations from input underly the performance of speakers (i.e., rules would be known by the speaker only implicitly).
Questions:
1. Do you think it is possible to design knowledge graphs for implicit knowledge?
2. Another question is whether and how to differentiate receptive and productive knowledge or context dependency (e.g., I only understand passive sentences in conversations about traffic but not (yet) in conversation about sport)? Would every node have two levels, or would it be multiple sub-graphs both for contexts and deepness of knowledge?
curious about your thougts :)
Question
i am wondering whether someone actually built an (adaptive) language learning software based on the cue competition model by brian macwhinney
Question
i learned to write with a filler but today pencils (soft or medium) are pretty common -as they have been in other parts of the world. are there any scientific studies on the effect of weight, ergonomics an refill-type on learning to write?
Question
Hi everybody
since singing along in classroom settings is not allowed in some countries due to COVID restrictions, i am wondering whether there is any research about learning songs from/through singing along with recordings and the optimal conditions for such learning to take place.
i myself learnt many songs from repeated (endless) listening to CD/cassette when i was a child. Learning in classroom i found much more difficult - perhaps because of less exposure/frequency of listening and practicing. Is there research on optimal instruction (e.g. first listen, then sing along, then sing alone) for learnins songs? And what about digital? Are there song-learning apps????
Question
when i first learnt about the neuronal recycling hypothesis, i was wondering whether this is related to the great success of a Swiss method for reading instruction: (see https://www.ursularickli.ch/Meine-Lehrmittel/Leseschlau/mobile/)
the method starts with images (drawings) of faces shaped as if they are producing a speech sound (see image). that is, as a first step, children learn to read words from these faces. only when they fluently read these faces, the transition to letters is made.
what is your intuition? could it be that about 12 weeks of learning to read these face-images prepares the visual cortext for letter/ word recognition in a more efficient way than the standard approcach to teaching reading?
Question
are there researchers working on traffic education in SWITZERLAND? any contact info/ name more than welcome!
Question
we are prototying a tablet-based handwriting test for children.
Sinc tablets have constrained processing capacities, I am wondering, what the lowest temporal resolution for the recording of pen positions would be. Does anybody have a suggestion? Would 60Hz be sufficient?
best Susanne

Network

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Projects

Projects (5)
Project
trajectory of development, game-based interventions
Project
Entwicklung von wirksamen Materialien für die Rechtschreibförderung in der Unterstufe. Empirische Überprüfung der Wirksamkeit der Materialien. Entwicklung einer Weiterbildung für Lehrpersonen.