Tesis doctorals

Tesis en curs

Coego, Sara (in prep.). The multimodal marking of Information Structure in children's speech. Universitat Pompeu Fabra; dirigida per Pilar Prieto (ICREA-UPF).
Florit-Pons, Júlia (in prep.). Multimodality as a tool for boosting narrative and pragmatic abilities in typical and non-typical language development. Universitat Pompeu Fabra; codirigida per Pilar Prieto (ICREA-UPF) i Alfonso Igualada (Universitat Oberta de Catalunya).
Sánchez-Ramón, Paula (in prep.) Co-speech gestures and prosody as multimodal markers of focus types in the Catalan language. Universitat Pompeu Fabra; codirigida per Pilar Prieto (ICREA-UPF) i Frank Kügler (Goethe Universität).
Yao, Ting (in prep.). Enhancing L2 speaking skills through a multimodal narrative intervention: a classroom-based study in a high-school setting. Universitat Pompeu Fabra; dirigida per Pilar Prieto (ICREA-UPF).

Tesis publicades

2023 (3)

Xi, Xiatong. Multimodal phonetic training: the benefits of hand gestures on learning L2 sounds. Universitat Pompeu Fabra; 2023.

Enllaç tesis

Zhang, Yuan. Music enhances second language pronunciation acquisition: the benefits of songs and embodied rhythmic and melodic activities. Universitat Pompeu Fabra; 2023.

Enllaç tesis

Valls-Ratés, Ïo. Using virtual reality to train public speaking skills in a secondary school setting. Universitat Pompeu Fabra; 2023.

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2022 (3)

Rohrer, Patrick Louis. A temporal and pragmatic analysis of gestures-speech association: a corpus-based approach using the novel Multimodal MultiDimensional (M3D). Universitat Pompeu Fabra; 2022.

Enllaç tesis

Pronina, Mariia The Developing architecture of expressive pragmatics in preschoolers: multimodal and structural language trumps social cognition. Universitat Pompeu Fabra; 2022.

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Baills, Florence. Using the hands to embody prosody boosts phonological learning in a foreign language. Universitat Pompeu Fabra; 2022.

Enllaç tesis

2021 (1)

Peng, Li. Embodied pronunciation training the benefits of visuospatial hand gestures. Universitat Pompeu Fabra; 2021.

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2020 (2)

Vilà-Giménez, Ingrid. Non-referential beat gestures as a window onto the development of children's narrative abilities. Universitat Pompeu Fabra; 2020.

Enllaç tesis

Cravotta, Alice. Restraining and Encouraging the Use of Gestures: Exploring the Effects on Speech. Università degli Studi di Padova; 2020.

2018 (3)

Kushch, Olga. Beat gestures and prosodic prominence: impact on learning. Universitat Pompeu Fabra; 2018.

Enllaç tesis

Labastía, Leopoldo. Buenos Aires Spanish intonation and information structure. UNED. Universidad Nacional de Educación a Distancia; 2018.

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Hübscher, Iris. Preschoolers' pragmatic development: how prosody and gesture lend a helping hand. Universitat Pompeu Fabra; 2018.

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2017 (2)

González-Fuente, Santiago. Audiovisual prosody and verbal irony. Universitat Pompeu Fabra; 2017.

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Igualada, Alfonso. Gesture-speech temporal integration in language development. Universitat Pompeu Fabra; 2017.

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2015 (1)

Sichel-Bazin, Rafèu. Prosodic systems in contact: occitan and french. Universitat Pompeu Fabra; 2015.

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2014 (1)

Esteve Gibert, Núria. The Integration of prosody and gesture in early intentional communication. Universitat Pompeu Fabra; 2014.

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2012 (2)

Armstrong, Meghan E. The development of yes-no question intonation in Puerto Rican Spanish. Ohio State University; 2012.

Borràs Comes, Joan Manel. The Role of intonation and facial gestures in conveying interrogativity. Universitat Pompeu Fabra; 2012.

Enllaç tesis

2011 (3)

Crespo Sendra, Verònica. Aspectes de l'entonació del valencià. Universitat Pompeu Fabra; 2011.

Enllaç tesis

Benet, Ariadna. El fraseig prosòdic en la parla espontània del català i del castellà. University of Hamburg; 2011.

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