Profile of the Leipzig Research Center
for Early Child Development (LFE)
Dr. Cornelia Schulze
Research Associate | Research Group SaalbachLeipzig University
Faculty of Education
Marschnerstraße 31, Room 234
D-04109 Leipzig
T +49 (0) 341 97 31 265
cornelia.schulze(at)uni-leipzig.de
| 10/2016 – | Research Associate Educational Psychology (Prof. Dr. Saalbach) | Institute of Educational Scienes | Leipzig University |
| 10/2014 – 09/2016 | Postdoc Erfurt University |
| 07/2014 | Promotion (Dr. phil) Faculty of Biosciences, Pharmacy and Psychology (Leipzig University) and Max-Planck-Institute for Evolutionary Anthropology Dissertation: “Young children’s comprehension of indirect communication. Empirical research and theoretical conclusions.” | Supervisor: Michael Tomasello |
| 12/2013 – 09/2014 | Research Associate Education in the Field of Speech and Communication | Faculty of Education | Leipzig University |
| 01/2011 – 12/2013 | PhD Student Department for Comparative and Developmental Psychology | Max Planck Institute for Evolutionary Anthropology |
| 06/2009 – 12/2010 | Research Assistant Institute of German Studies | Faculty of Philology | Leipzig University |
| 04/2009 | Magistra Artium (M.A.) in German Studies, Psychology, Medieval and Modern History Leipzig University |
Grassmann, S., Schulze, C., & Tomasello, M. (2015). Children’s level of word knowledge predicts their exclusion of familiar objects as referents of novel words. Frontiers in Psychology 6, 1200.
Schulze, C., & Tomasello, M. (2015). 18-month-old infants comprehend indirect communicative acts. Cognition 136, 91-98. doi: 10.1016/j.cognition.2014.11.036
Spreer, M., Schulze, C., & Glück, Ch. W. (2015). Sprachverständnisleistungen als zentrale Voraussetzung schulischen Lernens. Rezeptive Sprachleistungen im Fokus. In Katrin Liebers, Brunhild Landwehr, Anne Marquardt, & Kezia Schlotter (Eds.), Lernprozessbegleitung und adaptives Lernen in der Grundschule. Forschungsbezogene Beiträge. Jahrbuch Grundschulforschung Band 19 (pp. 169-174). Springer.
Glück, C. W., Janke, B., Becker, E., Berg, M., Butz, A., Hatz, H., Mahlstedt, A., Schulze, C., Spreer, M., Teichert, K., & Theisel, A. (2014). Die Ki.SSES-PROLUBA Längsschnittstudie: Entwicklungsstand zur Einschulung von Kindern mit sonderpädagogischem Förderbedarf „Sprache“ bei separierender und integrativer Beschulung. In: Sallat, S.; Spreer, M., & Glück, C. W. (Eds.): Sprache professionell fördern: kompetent, vernetzt, innovativ (402-415). Schulz-Kirchner.
Schulze, C., Grassmann, S., & Tomasello, M. (2013). 3-year-old children make relevance inferences in indirect verbal communication. Child Development 84(6), 2079-2093.
Schulze, C. (2013). Relevance inferences in young children: 3-year-olds understand a speaker’s indirectly expressed social intention. In Frank Liedtke & Cornelia Schulze (Eds.), Beyond Words. Content, context, and inference (pp. 109-199). Berlin/Boston: Walter de Gruyter.
Liedtke, F. & Schulze, C. (Eds.). (2013). Beyond Words. Content, context, and inference. Berlin/Boston: Walter de Gruyter.
