Prof. Dr. Barbara Höhle

• Since 2005
  Full Professor at the Universität Potsdam
  
  

• 2004
  Full Professor for Clinical Linguistics, Phillipps Universität Marburg
  
  

• 2004
  Habilitation Freie Universität Berlin
  
  

• 1995 – 2004
  Assistant Professor Universität Potsdam
  
  

• 1995
  Post-Doc Berlin-Brandenburg Akademie der Wissenschaften
  
  

• 1992
  Doctorate completed at Freie Universität Berlin
  
  

• 1987 – 1995
  Lecturer and Research Assistant Freie Universität Berlin
  
  

• Boll-Avetisyan, N., Bhatara, A., Unger, A., Nazzi, T. & Höhle, B. (2015) Effects of experience with L2 and music on rhythmic grouping by French listeners. Bilingualism: Language and Cognition. Doi:10.1017/S1366728915000425

• Höhle, B., Pauen, S., Hesse, V., & Weissenborn, J. (2014) Discrimination of rhythmic pattern at 4 months and language performance at 5 years: A longitudinal analysis of data from German-learning children. Language Learning, 64, 141-164.

• Höhle, B., Hörnig, R., Weskott, T., Knauf, S. & Krüger, A. (2014) Effects of focus and definiteness on children’s word order: Evidence from German 5-year-olds‘ reproductions of double object constructions. Journal of Child Language, 41, 780-810.

• Bhatara, A., Boll-Avetisyan, N., Unger, A., Nazzi, T. & Höhle, B. (2013) Native language affects rhythmic grouping. Journal of the Acoustic Society of America 134, 3828-3843.

• Ott, S., & Höhle, B. (2013) Verb inflection in German-learning children with typical and atypical language acquisition: the impact of subsyllabic frequencies. Journal of Child Language 40, 169-192.

• Wellmann, C., Holzgrefe, J., Truckenbrodt, H., Wartenburger, I. & Höhle, B. (2012) How each prosodic boundary cue matters: Evidence from German infants. Frontiers in Language Sciences.

• Berger, F. & Höhle, B. (2012) Restrictions on addition: Children’s interpretation of the focus particles auch (‘also’) and nur (‘only’) in German. Journal of Child Language, 39, 383-410.

• Brandt-Kobele, O.-C. & Höhle, B. (2010) What asymmetries within comprehension reveal about asymmetries between comprehension and production: The case of verb inflection in language acquisition. Lingua, 120, 1910-1925.

• Höhle, B., Bijeljac-Babic, R., Herold, B., Weissenborn, J. & Nazzi, T. (2009) Language specific prosodic preferences during the first year of life: Evidence from German and French infants. Infant Behavior and Development, 32, 262-274.

• Herold, B., Höhle, B., Walch, E., Weber, T. & Obladen, M. (2008) Impaired word stress pattern discrimination in very low-birth weight infants during the first 6 months of life. Developmental Medicine and Child Neurology, 50, 678-683.

• Predictable, Marie-Curie Sklodowska International Training Network , Horizon 2020, 2015 – 2019

• Crossing the borders: Language cognition and the brain in early human development. DFG Research Unit 2253, 2015 – 2018

• Ich sehe was was du nicht siehst: Common ground and contrastive information in children’s and adult’s reference resolution. DFG Priority Programme “XPrag.de: New Pragmatic Theories based on Experimental Evidence”, with Isabell Wartenburger, 2014 – 2017,

• L1 acquisition of linguistic means for marking information structure: prosodic, syntactic and lexical aspects, Collaborative Research Group Information Structure, DFG SFB 632, C3, with Flavia Adani, 2011 – 2014

• Crosslinguistic investigations on the development of rhythmic preferences in German and French infants, DFG/ANR, with Thierry Nazzi, Université Paris Descartes, 2010 – 2013

• Development of prosodic competence in early first language acquisition: Behavioral and neurophysiological investigations, DFG, SPP 1234, with Hubert Truckenbrodt and Isabell Wartenburger, 2010 – 2013

• Means of focus marking in normal and disordered language cquisition, Collaborative Research Group Information Structure, DFG SFB 632, C3, 2007 – 2011

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