A bit about Silke Brandt
I studied journalism and German and English language and literature at the University of Leipzig. In my third semester I started to work as a student assistant at the Max Planck Institute for Evolutionary Anthropology in Leipzig. In 2002 I got a DAAD scholarship to study linguistics at the University of California, Santa Barbara. In 2003 I returned to the Max Planck Institute to do research for my MA thesis on the acquisition of relative clauses in German and for my PhD projects on the acquisition of complex syntax in German and English. In 2008 I received my PhD from the University of Basel and continued to do research on children’s acquisition of complex syntax and Theory of Mind at the Max Planck Institute in Leipzig. From 2011 - 2012 I taught at the English Department at the University of Basel. In 2012 I moved to Lancaster for a lectureship in Linguistics. In my research and teaching I focus on psycholinguistics and first language acquisition.
My Role in LuCiD
I will be the leader of a project looking at the links between children’s acquisition of modals (it MUST be in the red box) and mental verbs (I KNOW it’s in the red box) as well as their understanding of Theory of Mind. Our aim is to determine how children’s developing linguistic knowledge interacts both with their input and their developing understanding of other minds and perspectives to determine the sequence in which they acquire the different functions of modal and mental state terms.I will also be involved in projects looking at interactions between word order and information structure in children’s acquisition of German, English, and other languages and in projects investigating children’s processing of restrictive relative clauses.
LuCiD publications (7) by Silke Brandt
de Ruiter, L., Theakston, A., Brandt, S., Lieven, E. (2017). Iconicity affects children’s comprehension of complex sentences: the role of semantics, clause order, input and individual differences. Cognition, 143, 61-76.
Brandt, S., Honglan, L., & Chan, A. (2017). A cross-linguistic perspective on mental verbs and false-belief development. Paper presented at the Budapest CEU Conference .on Cognitive Development, Budapest, Hungary.
Brandt, S., Nitschke, S. and Kidd, E. (2017). Priming the Comprehension of German Object Relative Clauses. Language Learning And Development. DOI: 10.1080/15475441.2016.1235500
Brandt, S., Buttelmann, D., Lieven, E., & Tomasello, M. (2016). Children’s understanding of first- and third-person perspectives in complement clauses and false-belief tasks. Journal of Experimental Child Psychology.
Koymen, B., Lieven, E., Brandt, S. (2015). Syntactic and semantic coordination in finite complement-clause constructions: a diary-based case study Journal of Child Language 43, 1, 22-42
Brandt, S., Lieven, E., & Tomasello, M. (2015). German children’s Use of Word Order and Case Marking to Interpret Simple and Complex Sentences: Testing Differences Between Constructions and Lexical Items, Language Learning and Development DOI: 10.1080/15475441.2015.1052448
Theakston, & Koymen, B. (2015). Getting ready for school. Talk given 8 November, Manchester Museum.