Dr. Merle Weicker

Vorträge und Konferenzbeiträge

Weicker, M. (2022, November). Inhalte des Deutschunterrichts aus Perspektive der Spracherwerbsforschung und Linguistik. Invited talk at TU Dortmund.

Weicker, M. (2022, November). The construal of telicity: Experimental evidence from adjectival resultatives in German. Workshop on word order in the nominal domain, Goethe University Frankfurt.

Schütt, E., Weicker, M., Dudschig, C. (2022, September). Investigating the effects of facial expressions and color cues on processing negated and affirmative sentences. (Poster) KogWis 2022, University of Freiburg.

Weicker, M., Heßler-Reusch, L. & Schulz, P. (2022, May). Incremental theme verbs do not encode measures of change: experimental evidence from German-speaking adults. (Poster) Second Experiments in Linguistic Meaning (ELM) conference, University of Pennsylvania.

Weicker, M. (2022, April). Getting to the comparative: Standards of comparison, scales, and antonyms in the classroom. Modern Linguistics and Language Didactics (LiDi) 2022.Universität Kassel [online].

Schütt, E., Weicker, M., Dudschig, C. (2022, March). Does the "not face" facilitate sentential negation processing? (Poster) Conference of experimental psychologists TeaP 2022, University of Cologne [online].

Weicker, M., Lemmer, R. & Schulz, P. (2022, February).  Input for second language learners benefits from linguistic insights: the case of dative. 44. Jahrestagung der Deutschen Gesellschaft für Sprachwissenschaft (AG: ‘Adaptive linguistic complexity: readability, developmentally proximal input, alignment’). Universität Tübingen [online].

Heßler, L., Weicker, M. & Schulz, P. (2022, February). Adjectives and Telicity – An Empirical Study of Resultative Adjective Constructions in German. 44. Jahrestagung der Deutschen Gesellschaft für Sprachwissenschaft (AG ‘Change of State Verbs – Empirical and Theoretical Perspectives’). Universität Tübingen [online].

Weicker, M. & Schulz, P. (2021, December). Children’s and adults’ interpretation of gradable adjectives: the role of the comparison class. Colloque des Syntaxe et Sémantique à Paris (CSSP), Université de Paris.

Weicker, M. (2021). Context-sensitivity and vagueness in children's and adults' interpretation of gradable adjectives. Invited talk at University of Padua [online].

Weicker, M. & Schulz, P. (2021). How child interpretations can inform us about semantic theories of gradable adjectives.12th Dubrovnik Conference on Cognitive Science [online].

Weicker, M. (2021). Adjective use of a 2-year-old German-speaking child – Benefits and challenges of a single case study.Special Interest Group ‘Interdisciplinary approaches to language’ of the IDeA centre [online].

Weicker, M. (2021). How child interpretations can inform theoretical accounts of gradable adjectives. Colloquium of the Language Acquisition Research Center (University of Massachusetts Amherst) [online].

Weicker, M. (2021). Context-sensitivity and vagueness in children‘s and adults‘ interpretation of gradable adjectives.Language acquisition workshop of New England (LAWNE) [online].

Weicker, M. (2020). Context-sensitivity and vagueness in children‘s and adults‘ interpretation of gradable adjectives. Colloquium of the Language Acquisition Research Center (University of Massachusetts Amherst) [online].

Weicker, M. (2020, postponed). Children are sensitive to the vagueness of ‘big’ and ‘small’: Evidence from borderline cases. IASCL Conference, UPenn.

Weicker, M. (2020). What children’s interpretation of gradable adjectives can tell us about language variation. Jahrestagung der Deutschen Gesellschaft für Sprachwissenschaft (AG: ‚Variation in the lexical semantics of adjectives and their crosslinguistic kin‘), Universität Hamburg.

Weicker, M. (2020). The role of the semantic complexity for the acquisition of adjectives. Workshop on formal and experimental approaches to adjectival modification, Goethe University Frankfurt.

Weicker, M. & Schulz, P. (2019). Not everything needs to be big or small: Evidence from children's interpretation of vague adjectives. (Poster) 44th annual Boston University Conference on Language Development (BUCLD 44), Boston University.

Weicker, M. (2019). Is everything either big or small? Evidence from children’s judgements of relative gradable adjectives. (Poster) 14th Generative Approaches to Language Acquisition (GALA 14), University Milano-Bicocca.

Weicker, M. & Schulz, P. (2019). Not all gradable adjectives are vague – Experimental evidence from children and adults. Sinn und Bedeutung 24, Osnabrück University.

Weicker, M. Schulz, P. (2019). Not all gradable adjectives are vague – Experimental Evidence from children and adults. The semantics and pragmatics of gradable adjectives: Integrating perspectives from linguistic theory, psycholinguistics and modeling (XPrag-ADJ19), University of Cologne.

Weicker, M. (2018). Die Rolle semantischer Komplexität für den Adjektiverwerb. Invited talk at Johannes Gutenberg University Mainz.

Weicker, M. (2018). The influence of semantic complexity on the acquisition of adjectives. Invited talk at Bar Ilan University, Ramat Gan, Israel.

Weicker, M. & Schulz, P. (2018). What big and clean have in common: on the interpretation of relative and absolute gradable adjectives in child and adult German. (Poster) Linguistic Evidence, Tübingen.

Weicker, Merle & Schulz, Petra (2017). Relative and absolute gradable adjectives in child comprehension: same or different? (Poster) 42nd annual Boston University Conference on Language Development (BUCLD 42), Boston University.

Weicker, Merle & Schulz, Petra (2017). Relative and absolute gradable adjectives in child comprehension: same or different? 1st Conference on Interdisciplinary Approaches to Linguistic Theory (CIALT-1), University of Crete.

Weicker, M. & Schulz, P. (2016). Red train, big train, broken train - semantic aspects of adjectives in child language. (Poster) 7th Generative Approaches to Language Acquisition North America (GALANA-7), University of Illinois at Urbana-Champaign.

Weicker, M. (2016). The semantics of adjectives in acquisition: First insights from production. Workshop on Complexity in Acquisition, University of Toronto.

Weicker, M. (2015). How are exhaustivity and universal quantification related? Evidence from (un)impaired child German. 12th Generative Approaches to Language Acquisition (GALA 12), University of Nantes.

Weicker, M. & Schulz, P. (2015). Who knows what about exhaustivity and quantification? Evidence from (un)impaired German-speaking children. (Poster) Child Language Symposium, University of Warwick.

Weicker, M. (2014). Quantifizierung und Exhaustivität im (un)gestörten Spracherwerb. 6. Semantik und Pragmatik im Südwesten, University Bielefeld.

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