Dr. Cornelia Schulze

Dr. Cornelia Schulze

Lecturer (LfbA)

Pädagogische Psychologie mit dem Schwerpunkt Lehren, Lernen und Entwicklung
Haus 3
Marschnerstraße 31, Room 234
04109 Leipzig

Phone: +49 341 97-31264
Fax: +49 341 97-31269

Abstract

Cornelia Schulze received her doctorate at the Max Planck Institute for Evolutionary Anthropology (research group Michael Tomasello) and then did research in the field of special education language and communication at the University of Leipzig (research group Christian Glück), as a postdoctoral fellow at the University of Erfurt (collaboration with Stephan Sallat and David Buttelmann) and has been working at the University of Leipzig in the field of educational psychology and developmental psychology (research group Henrik Saalbach) since 2016. Her research focuses on the social-cognitive foundations of intentional understanding in communication as well as the acquisition of language and pragmatic skills in children. She also investigates classroom communication and its influence on the psychological well-being of students.

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
    show details
  • 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 – 06/2024
    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.
    show details
  • 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.
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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.
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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.
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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)