I study how children learn language. Specifically, I look at how they learn the mapping between mental representations and language. In the past, I have among others investigated how children use intonation to mark something as given or new to their discourse partner. Currently, I am studying how children of different ages interpret complex sentences that describe the relation between two events, and which factors influence that interpretation. 

I am also interested in children's acquisition of discourse pragmatics and discourse management: How and when do they start to signal to someone that they're looking for a word (using "uhms" etc.)? Do they monitor what they're saying and when are they correcting themselves? Or when do they start using so-called back-channels ("hm-hm") to indicate understanding.