Profile

Professional career

• since 10/2016
  Postdoctoral researcher at University of Leipzig, Developmental and Educational Psychology
• 10/2014 - 09/2016
  Postdoc-Fellow at University of Erfurt
• 12/2013 - 09/2014
  Research assistant, University of Leipzig (Germany), Institute of Special Education, Department of Speech-Language-Communication in Special Education
• 07/2014
  Doctor philosophiae (Dr. phil.)Faculty of Biosciences, Pharmacy and Psychology(University of Leipzig, Germany)Dissertation: “Young children’s comprehension of indirect communication. Empirical research and theoretical conclusions.”
• 01/2011 - 12/2013
  Doctoral student at Max Planck Institute for Evolutionary Anthropology, Department of Developmental and Comparative Psychology (Supervisor: Michael Tomasello)
• 09/2009 - 12/2010
  Research assistant, University of Leipzig (Germany), Department of German Studies; Pragmalinguistics
• 04/2009
  Magistra Artium (M.A.)German Studies, Psychology, History; University of Leipzig (Germany)Topic of Thesis: “Lexikonerwerb. Der Einfluss der Wortbekanntheit auf das Wortlernprinzip ‘Mutual Exclusivity’.”

Research interests:

• Comprehension of intentions (in communication)
• Relevance references and understanding of indirect communication in young children
• Theory of Mind and communication comprehension
• social-cognitive foundations for pragmatically successful communication
• Ostensive signals in interpersonal communication
• Development of pragmatic, linguistic and cognitive skills in childhood
• Pragmatic abilities of children with autism spectrum disorder, specific language impairment (SLI) and pragmatic language disorder (PLI)
• Vocabulary acquisition in young children
• Development of receptive vocabulary at school age
• Inclusion and regular school

• Communication in the classroom

Research methods:

• behavioral measures (object selection, observation)
• questionnaire and diagnostic tests
• eye tracking, pupillometry
• reaction times

• ConComm - The role of context sensitivity in the production and comprehension of indirect communication.

  Schulze, Cornelia

  Duration: 09/2020 – ongoing

  Involved organisational units of Leipzig University: Pädagogische Psychologie mit dem Schwerpunkt Lehren, Lernen und Entwicklung
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• CogComm - Cognitive foundations of communication in infancy and its development over time.

  Schulze, Cornelia

  Duration: 09/2020 – ongoing

  Involved organisational units of Leipzig University: Pädagogische Psychologie mit dem Schwerpunkt Lehren, Lernen und Entwicklung
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• Participation and contingent scaffolding: classroom discourse in primary science education

  Herrmann, Annika Ann-Marie

  Duration: 04/2019 – ongoing

  Involved organisational units of Leipzig University: Grundschuldidaktik Sachunterricht unter besonderer Berücksichtigung von Naturwissenschaft und Technik; Pädagogische Psychologie mit dem Schwerpunkt Lehren, Lernen und Entwicklung
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• PragIro. Pragmatic acquisition in German. Childhood irony comprehension revisited

  Fuchs, Julia

  Duration: 01/2023 – ongoing

  Involved organisational units of Leipzig University: Pädagogische Psychologie mit dem Schwerpunkt Lehren, Lernen und Entwicklung; Germanistische Linguistik - Pragmatik (JP)
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more projects

• Schulze, C.; Buttelmann, D.

  Children understand communication intuitively, but indirect communication makes them think twice—Evidence from pupillometry and looking patterns

  Journal of Experimental Child Psychology. 2021. p. 105105.

  DOI: 10.1016/j.jecp.2021.105105
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• Bohn, M.; Huff, L. N. J. S.; Schulze, C.; Frank, M. C.; Tessler, M. H.

  Modeling individual differences in children’s information integration during pragmatic word learning

  Open Mind: Discoveries in Cognitive Science. 2022. pp. 311–326.

  DOI: 10.1162/opmi_a_00069
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• Schulze, C.; Buttelmann, D.

  Infants differentiate between successful and failed communication in a false-belief context

  Infant Behavior and Development. 2022. p. 101770.

  DOI: 10.1016/j.infbeh.2022.101770
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• Abbot-Smith, K.; Schulze, C.; Anagnostopoulou, N.; Zajączkowska, M.; Matthews, D.

  How do 3-year-olds use relevance inferencing to interpret indirect speech?

  First Language. 2022. 42 (1). pp. 3–21.

  DOI: https://journals.sagepub.com/doi/10.1177/01427237211043594
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more publications

• Andere Stipendien/Forschungspreise: Pre-Doc Award

  Schulze, Cornelia (Pädagogische Psychologie mit dem Schwerpunkt Lehren, Lernen und Entwicklung)

  awarded in 2021 by Universität Leipzig.
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more awards

• Pädagogische Psychologie mit dem Schwerpunkt Lehren, Lernen und Entwicklung

  Communicative abilities of typically-developing children and children with Autism

  External participating organisations: Ludwig-Maximilians-Universität München (Germany)

  Involved persons: Schulze, Cornelia; Schuwerk, Tobias; Sodian, Beate
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• Pädagogische Psychologie mit dem Schwerpunkt Lehren, Lernen und Entwicklung

  Communication and Theory of Mind

  External participating organisations: Universität Bern (Bern, Switzerland)

  Involved persons: Schulze, Cornelia; Buttelmann, David
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• Pädagogische Psychologie mit dem Schwerpunkt Lehren, Lernen und Entwicklung

  Cognitive processes underlying informativeness and ad-hoc inferences

  External participating organisations: Max-Planck-Institut für evolutionäre Anthropologie (Leipzig, Germany); University of Cambridge (Cambridge, United Kingdom)

  Involved persons: Schulze, Cornelia; Große, Gerlind; Katsos, Napoleon; Tomasello, Michael
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more cooperations

• Developmental Psychologie

• Educational Psychology

• Supervision of empirical theses (Staatsexamen, BA, MA)