Profile of the Leipzig Research Center
for Early Child Development (LFE)
Profile of the Leipzig Research Center
for Early Child Development (LFE)
Leipzig 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.