katrinI am a professor of speech and language pathology (logopédie) at the University of Neuchâtel (Institute of Language Sciences and Communications).

My research focuses on language learning and language disorders in infants and children.

Much of my early work has focused on the acquisition of native sound structure, especially in infants and children with hearing impairments. Recently, I have expanded my interests to other areas of language, with a focus on language impairments in multilingual settings, and on early diagnosis and prevention.

Recent research projects:

Language learning mechanisms in multilingual children

Language assessment in children with migration background

Mapping the development of phonetic perception

 

Contact: katrin.skoruppa -at- unine.ch

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Academic career

Since 2016: Professor of Speech and Language Pathology

Institute of Language Sciences and Communication, University of Neuchâtel

2014 – 2016: Postdoctoral Research Associate

Department of Language and Literature, University of Basel

2012 – 2014: Lecturer in Psycholinguistics

Department of Language and Linguistics, University of Essex

2009 – 2012: Postdoctoral Research Associate

Department for Speech, Hearing and Phonetic Sciences, UCL (London)

Advisor: Stuart Rosen

2006 – 2009: PhD in Linguistics

Ecole des Hautes Etudes en Sciences Sociales (Paris)

Title: Mechanisms of early phonological acquisition

Advisor: Sharon Peperkamp

2005 – 2006: Master in Cognitive Sciences

Ecole Normale Supérieure (Paris)

2000 – 2005: Diploma in Clinical Linguistics

(German equivalent of BA/MA), University of Potsdam

Academic career

Publications

Articles in peer-reviewed journals. Please contact me if you would like a copy.

  • Sundara, M., Ngon, C., Skoruppa, K., Feldman, N. H., Onario, G. M., Morgan, J. L., & Peperkamp, S. (2018). Young infants’ discrimination of subtle phonetic contrasts. Cognition 178, 57-66.
  • Madlener, K., Skoruppa, K. & Behrens, H. (2017). Gradual development of constructional complexity in German spatial language. Cognitive Linguistics 28 (4), 757–798.
  • Skoruppa, K., Nevins, A., Gillard, A. & Rosen, S. (2015). The role of vowel phonotactics in native speech segmentation. Journal of Phonetics, 49, 67-76.
  • Skoruppa, K. & Rosen, S. (2014). Phonological processing in English-learning children with hearing impairment: Compensation for place assimilation in connected speech. Journal of Speech, Language and Hearing Research, 57, 1127-1134.
  • Cauvet, E., Alves Limissuri, R., Millotte, S., Skoruppa, K., Margules, S. & Christophe, A. (2014): Function words constrain on-line recognition of nouns and verbs in French 18-month-olds. Language Learning and Development, 10, 1-18.
  • Skoruppa, K., Mani, N., Plunkett, K., Cabrol, D. & Peperkamp, S. (2013): Early word recognition in sentence context: French and English 24-month-olds’ perception of sentence-medial mispronunciations and assimilations. Infancy, 18, 1007-1029.
  • Skoruppa, K., Mani, N. & Peperkamp, S. (2013). Toddlers’ processing of phonological alternations: Early compensation for assimilation in English and French. Child Development, 84, 313-330.
  • Skoruppa, K., Pons, F., Bosch, L., Christophe, A., Cabrol, D. & Peperkamp, S. (2013): The development of word stress processing in French and Spanish infants. Language Learning and Development, 9, 88-104.
  • Skoruppa, K.*, Cristià, A.*, Peperkamp, S. & Seidl, A. (2011). English-learning infants’ perception of word stress patterns. Journal of the Acoustical Society of America, 130, EL50-EL55.                                                 (* = joint first authors)
  • Skoruppa, K. & Peperkamp, S. (2011). Adaptation to a novel accent: Feature-based learning of context-sensitive phonological regularities. Cognitive Science, 35, 348-366.
  • Skoruppa, K., Pons, F., Christophe, A., Bosch, L., Dupoux, E., Sebastián-Gallés, N., Alves Limissuri, R. & Peperkamp, S. (2009). Language-specific stress perception by 9-month-old French and Spanish infants. Developmental Science, 12, 914-9.

Articles in peer-reviewed conference proceedings. Please contact me if you would like a copy.

  • Behrens, H., Madlener, K. & Skoruppa, K. (2016). The role of scaffolding in children’s questions: Implications for (preschool) language assessment from a usage-based perspective. In: Stefanowitsch, A. & Schoenefeld, D. Yearbook of the German Cognitive Linguistics Association. De Gruyter Mouton, pp. 237 – 259.
  • Skoruppa, K., Lambrechts, A. & Peperkamp, S. (2012). The role of phonetic distance in the acquisition of phonological alternations. In Lima, S.; Mullin, K. & Smith, B. (eds.). Proceedings of NELS 39, Vol. 2. CreateSpace Independent Publishing Platform. pp. 717-729.
Publications