Franziska Köder
Biographic Data
| ID | 1102205 |
|---|---|
| NAME | Franziska Köder |
| GIVEN NAMES | Franziska |
| FAMILY NAME | Köder |
| SIGNATURE | KÖDER F |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0001-9779-9231 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The development of irony and epistemic vigilance
Understanding irony requires epistemic vigilance towards both the content and source of communication. We conducted two experiments to investigate whether children’s early epistemic vigilance abilities aid in detecting verbal irony. The first experiment focused on children’s vigilance towards utterance content, hypothesizing that utterances whose explicit (or literal) content is more inappropriate in the context would be easier to recognize as ir…
Insights from visual world paradigm studies on language prediction in children
Learning and using multiple languages
Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that impacts many areas of a person's life. So far little is known on how ADHD affects the learning and usage of additional languages. The present study investigates what potential challenges and benefits adults with ADHD experience in second language (L2) learning, and what strategies they have developed to offset ADHD-related differences in cognition and behaviour.…
Not Batting an Eye
Encountering idioms (hit the sack = "go to bed") in a second language (L2) often results in a literal-first understanding ("literally hit a sack"). The figurative meaning is retrieved later, subject to idiom familiarity and L2 proficiency, and typically at a processing cost. Intriguingly recent findings report the overextension of idiom use in inappropriate contexts by advanced L2 users, with greater L2 proficiency somewhat mitigating this effect…
The acquisition of figurative meanings
Children's metonymy comprehension
In this paper we investigate children's processing and comprehension of metonymy, a type of figurative use of language where an object or individual is referred to via a salient property (e.g., The beard used to refer to a man with a big beard). We tested 126 children aged 3 to 8 years and an adult control group, using a novel methodology which combines an online (eye-tracking) and an offline (picture selection) measure. The results from the pict…
The advantage of story-telling
Children struggle with the interpretation of pronouns in direct speech ( Ann said, “I get a cookie” ), but not in indirect speech ( Ann said that she gets a cookie ) (Köder & Maier, 2016). Yet children's books consistently favor direct over indirect speech (Baker & Freebody, 1989). To reconcile these seemingly contradictory findings, we hypothesize that the poor performance found by Köder and Maier (2016) is due to the information-transmission se…
Children mix direct and indirect speech
This study investigates children's acquisition of the distinction between direct speech ( Elephant said, “I get the football” ) and indirect speech ( Elephant said that he gets the football ), by measuring children's interpretation of first, second, and third person pronouns. Based on evidence from various linguistic sources, we hypothesize that the direct–indirect distinction is acquired relatively late. We also predict more mistakes for third p…
Children's metonymy comprehension
In this paper we investigate children's processing and comprehension of metonymy, a type of figurative use of language where an object or individual is referred to via a salient property (e.g., The beard used to refer to a man with a big beard). We tested 126 children aged 3 to 8 years and an adult control group, using a novel methodology which combines an online (eye-tracking) and an offline (picture selection) measure. The results from the pict…
The acquisition of figurative meanings
Children mix direct and indirect speech
This study investigates children's acquisition of the distinction between direct speech ( Elephant said, “I get the football” ) and indirect speech ( Elephant said that he gets the football ), by measuring children's interpretation of first, second, and third person pronouns. Based on evidence from various linguistic sources, we hypothesize that the direct–indirect distinction is acquired relatively late. We also predict more mistakes for third p…
The advantage of story-telling
Children struggle with the interpretation of pronouns in direct speech ( Ann said, “I get a cookie” ), but not in indirect speech ( Ann said that she gets a cookie ) (Köder & Maier, 2016). Yet children's books consistently favor direct over indirect speech (Baker & Freebody, 1989). To reconcile these seemingly contradictory findings, we hypothesize that the poor performance found by Köder and Maier (2016) is due to the information-transmission se…
The acquisition of figurative meanings
Children's metonymy comprehension
In this paper we investigate children's processing and comprehension of metonymy, a type of figurative use of language where an object or individual is referred to via a salient property (e.g., The beard used to refer to a man with a big beard). We tested 126 children aged 3 to 8 years and an adult control group, using a novel methodology which combines an online (eye-tracking) and an offline (picture selection) measure. The results from the pict…
Learning and using multiple languages
Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that impacts many areas of a person's life. So far little is known on how ADHD affects the learning and usage of additional languages. The present study investigates what potential challenges and benefits adults with ADHD experience in second language (L2) learning, and what strategies they have developed to offset ADHD-related differences in cognition and behaviour.…
Not Batting an Eye
Encountering idioms (hit the sack = "go to bed") in a second language (L2) often results in a literal-first understanding ("literally hit a sack"). The figurative meaning is retrieved later, subject to idiom familiarity and L2 proficiency, and typically at a processing cost. Intriguingly recent findings report the overextension of idiom use in inappropriate contexts by advanced L2 users, with greater L2 proficiency somewhat mitigating this effect…
Insights from visual world paradigm studies on language prediction in children
The development of irony and epistemic vigilance
Understanding irony requires epistemic vigilance towards both the content and source of communication. We conducted two experiments to investigate whether children’s early epistemic vigilance abilities aid in detecting verbal irony. The first experiment focused on children’s vigilance towards utterance content, hypothesizing that utterances whose explicit (or literal) content is more inappropriate in the context would be easier to recognize as ir…
Psychology (6 works) · Cognitive psychology (5 works) · Language, Metaphor, and Cognition (5 works) · Linguistics (5 works) · Artificial Intelligence (4 works) · Child and Animal Learning Development (4 works) · Computer Science (4 works) · Literal and figurative language (3 works) · Comprehension (2 works) · Direct speech (2 works)