Camilla E. Crawshaw
Externe Doktorandin
| E-Mail: | camilla.crawshaw@tu-dortmund.de |
| Anschrift: | Fachgebiet Sprache & Kommunikation |
| Sprechzeiten: | Sprechstunde nach individueller Absprache |
Themenschwerpunkte
- Gesture
- Theory of Mind
- Figurative Language
- Narrative Skills
- Language Delay
Mitarbeit im Projekt:
- Längschnittstudie zu meta-linguistischen und metakognitiven Fähigkeiten
- Gesten udn Sprachentwicklung
- Promotionsvorhaben:
Predicting later advanced language and metacognitive skills from initiations of joint interaction and communicative goals in earlier development
Supervised by: Prof. Dr. Ute Ritterfeld and Prof. Dr. Carina Lüke
Externe Lehrtätigkeit:
| November 2019 - März 2023 | Technische Universität Dortmund, Deutschland |
| Winter 2020/21 | Master-level course: “Gesture and language skills in the course of development” [Gestische Fähigkeiten und Sprachkompetenzen im Entwicklungsverlauf] |
| Sommer 2020, 2021, 2022 | Bachelor-level course: “The development of language and representational abilities” [Die Entwicklung der Sprach- und Symbolisierungsfähigkeit] |
| Winter 2019/2020 | Master-level course: “Language impairment and autism” [Spracherwerbsstörungen und Autismus] |
| Januar 2019 - März 2019 | Lernstudio Barbarossa, Paderborn, Deutschland Teacher of English as a Foreign Language (EFL) to adults across levels A2-C1. |
| September 2014 -April 2016 | Winterbourne International Academy, Bristol, UK Employment as a secondary school teacher with fully qualified and inducted status, working with children and young people across the 11-18 age range, with varying abilities and special educational needs (SEN). |
Beruflicher Werdegang
seit November 2019 | Technische Universität Dortmund, Germany PhD in Language and Communication in the School of Rehabilitation Sciences (in Vorbereitung) |
| April 2019 - Oktober 2019 | Universität Paderborn, Germany Wissenschaftliche Mitarbeiterin in der Arbeitsgruppe Psycholinguistik unter der Leitung von Prof. Dr. Katharina Rohlfing. |
| August 2016 - August 2018 | Norwegian University of Science and Technology (NTNU), Norwegen M.Phil. English Linguistics and Language Acquisition |
| September 2013 - Juni 2014 | University of Birmingham, UK Postgraduate Diploma in Secondary Education (PGDipEd) Modern Foreign Languages: German with French (Qualified Teacher Status) |
September 2008–Juli 2012 | University of Leeds, UK BA Joint Honours German and Japanese |
Zeitschriftenartikel (*peer reviewed)
*Tolksdorf, N. F., Viertel, F. E., Crawshaw, C. E., & Rohlfing, K. J. (2021, June 24-30). Do shy children keep more distance from a social robot? Exploring shy children’s proxemics with a social robot or a human [Paper presentation]. In: Interaction Design and Children (IDC '21, Athens, Greece). Association for Computing Machinery, New York, NY, USA (pp.527–531). https://doi.org/10.1145/3459990.3465181
*Tolksdorf, N. F., Crawshaw, C. E., & Rohlfing, K. J. (2021). Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction. Frontiers in Education, 5:569615, 1–12. https://doi.org/10.3389/feduc.2020.569615
*Crawshaw, C. E., Kern, F., Mertens, U. and Rohlfing, K. J. (2020). Children’s Narrative Elaboration After Reading a Storybook Versus Viewing a Video. Frontiers in Psychology, 11:569891, 1–16. https://doi.org/10.3389/fpsyg.2020.569891
Koferenzbeiträge
Viesel-Nordmeyer, N., Prado, J., Ritterfeld, U., Schurig, M., Lüke, C., Röhm, A. & Crawshaw, C. E. (2021, December). The specific role of grammar skills in mathematical learning. Presentation at the virtual conference of the Mathematical Cognition and Learning Society (MCLS) 2021.
Poster titled “A Longitudinal Consideration of Late Talkers’ Development of Language, Metaphor, Theory of Mind, and Reading Skills” (Crawshaw, C. E., Lüke, C., & Ritterfeld, U.) at the workshop “Late talkers: Interdisciplinary approaches to understand early language delay” hosted by the University of Warwick in August 2021.
Viesel-Nordmeyer, N., Ritterfeld, U., Lüke, C., Crawshaw, C. E., & Starke, A. (2021, August). Understanding longitudinal relationships between linguistic, mathematical, and working memory skills. Presentation at the international conference of the European Association for Research on Learning and Instruction (EARLI '21).
Poster titled “Predicting the development of later complex linguistic and metacognitive skills from early communicative abilities” (Crawshaw, C. E., Lüke, C., & Ritterfeld, U.) at XPRAG.it in July 2021 (Postponed from 2020), InTo Brain. (Abstract doi: 10.17605/osf.io/b4rfz)
Crawshaw, C. E., Lüke, C., & Ritterfeld, U. (2020, November). The importance of early communicative skills for the development of complex language and metacognitive competences. Presentation at ISES 11 (Interdisziplinäre Tagung über Sprachentwicklungsstörungen [Interdisciplinary Conference on Developmental Language Disorders]), GISKID.
