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International International

Key Profile Area: Skills and Structures in Language and Cognition Members

All Members of the Global Faculty

Prof. Matthias Schlesewsky
 

Member of the Global Faculty

Professor of Psychology at the University of South Australia

Matthias Schlesewsky is a Professor of Psychology at the University of South Australia. He was previously Professor of General Linguistics at the University of Mainz, Germany, and, prior to that, one of the first ”Junior Professors” in the German Academic System, with a position at the University of Marburg. As a chemist by training who holds a PhD in linguistics, he is passionate about interdisciplinary and transdisciplinary research spanning science and the humanities. Prof. Schlesewsky's main research interests are in the neurobiology of language and changes in language processing over the lifespan.

Selected Publications:

  • Bornkessel, I., & Schlesewsky, M. (2006). The extended argument dependency model: A neurocognitive approach to sentence comprehension across languages. Psychological Review, 113(4), 787–821. https://doi.org/10.1037/0033-295X.113.4.787
     
  • Bornkessel-Schlesewsky, I., & Schlesewsky, M. (2008). An alternative perspective on “semantic P600” effects in language comprehension. Brain Research Reviews, 59, 55–73.
     
  • Bornkessel-Schlesewsky, I., & Schlesewsky, M. (2019). Towards a neurobiologically plausible model of language-related, negative event-related potentials. Frontiers in Psychology, 10(298), 1–17.  https://doi.org/10.3389/fpsyg.2019.00298
     
  • Bornkessel-Schlesewsky, I., Schlesewsky, M., Small, S. L., & Rauschecker, J. P. (2015). Neurobiological roots of language in primate audition: Common computational properties. Trends in Cognitive Sciences, 19(3), 142–150. https://doi.org/10.1016/j.tics.2014.12.008
     
  • Kretzschmar, F., Pleimling, D., Hosemann, J., Füssel, S., Bornkessel-Schlesewsky, I., & Schlesewsky, M. (2013). Subjective impressions do not mirror online reading effort: Concurrent EEG-eyetracking evidence from the reading of books and digital media. PLoS One, 8(2), e56178. https://doi.org/10.1371/journal.pone.0056178