Dr. Antje Sauermann

Profil

Zusammenfassung

Dr. Antje Sauermann erforscht, wie Menschen Sprache verstehen und produzieren — insbesondere wie grammatikalische Strukturen, Wortstellung und Informationsstruktur verarbeitet werden. Sie nutzt dabei experimentelle Methoden wie Eye-Tracking, um zu beobachten, wie das Gehirn beim Lesen und Hören reagiert. Ihre Expertise umfasst auch mehrsprachige Kontexte und die Frage, wie Register (Sprachvarianten für unterschiedliche Situationen) in verschiedenen Sprachen und Altersgruppen funktionieren.

Skills

Name

Dr. Antje Sauermann

Titel

Dr.

Fakultät

Sprach- und literaturwissenschaftliche Fakultät

Institut

Institut für deutsche Sprache und Linguistik

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HU-FIS-Profil

Quelle ↗

Zuletzt gescrapt

28.6.2026, 01:12:08

• SFB 1412/1: Registerwahrnehmung in einem mehrsprachigen Kontext des Deutschen: Differenzierung, Bewusstheit und Einstellungen (TP C07)

  Quelle ↗

  Förderer: DFG Sonderforschungsbereich Zeitraum: 07/2020 - 12/2023 Projektleitung: Prof. Dr. Heike Wiese, Dr. Antje Sauermann

• SFB 1412/2: Der Einfluss von Sprachideologien auf Registerdifferenzierungen in mehrsprachigen Kontexten (TP C07)

  Quelle ↗
  409-02 · Softwaretechnik und Programmiersprachen

  Förderer: DFG Sonderforschungsbereich Zeitraum: 01/2024 - 12/2027 Projektleitung: Dr. Oliver Bunk, Prof. Dr. Heike Wiese, Dr. Antje Sauermann

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• Processing contextual and lexical cues to focus: Evidence from eye movements in reading

  2012

  Language and Cognitive Processes · 91 Zitationen · DOI

  Three eye movement experiments investigated the interaction between contextual and lexical focus cues during reading. Context was used to focus on either the indirect or direct object of a double object construction, which was followed by a remnant continuation that formed either a congruous or incongruous contrast with the contextually focused object. Experiment 1 demonstrated that remnants were more difficult to process when incongruous with the contextually focused constituent, indicating that context was effective in specifying focus. Experiments 2 and 3 investigated the interaction between context and lexical focus arising from the particle only which specifies focus on the subsequent adjacent element. When only preceded both objects (Experiment 2), the conflict between lexical and contextual focus cues disrupted processing of the remnant element and was resolved in favour of the contextually focused element. However, when only was placed between both objects (Experiment 3), cue-conflict disrupted processing earlier in the sentence but did not appear to be fully resolved during on-line sentence processing. These findings reveal that the interplay between contextual and lexical cues to focus is important for establishing focus structure during on-line sentence processing.

• Intonational marking of focus in different word orders in German children

  2011

  56 Zitationen

  1.1. Focus marking It has been argued in the linguistic literature that focus can highlight new or contrastive information (Kiss, 1998; Krifka, 2008). Moreover, focus may range from having narrow scope over one

• Visual attention and quantifier-spreading in heritage Russian bilinguals

  2014

  Second language Research · 54 Zitationen · DOI

  It is well established in language acquisition research that monolingual children and adult second language learners misinterpret sentences with the universal quantifier every and make quantifier-spreading errors that are attributed to a preference for a match in number between two sets of objects. The present Visual World eye-tracking study tested bilingual heritage Russian–English adults and investigated how they interpret of sentences like Every alligator lies in a bathtub in both languages. Participants performed a sentence–picture verification task while their eye movements were recorded. Pictures showed three pairs of alligators in bathtubs and two extra objects: elephants (Control condition), bathtubs (Overexhaustive condition), or alligators (Underexhaustive condition). Monolingual adults performed at ceiling in all conditions. Heritage language (HL) adults made 20% q-spreading errors, but only in the Overexhaustive condition, and when they made an error they spent more time looking at the two extra bathtubs during the Verb region. We attribute q-spreading in HL speakers to cognitive overload caused by the necessity to integrate conflicting sources of information, i.e. the spoken sentences in their weaker, heritage, language and attention-demanding visual context, that differed with respect to referential salience.

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