RUB » Linguistik » Prof. Dr. Eva Belke

Prof. Dr. Eva Belke

Eva Belke


Sprachwissenschaftliches Institut
Fakultät für Philologie
Ruhr-Universität Bochum
Universitätsstr. 150
44801 Bochum


belke AT linguistics DOT rub DOT de
+49 (0)234 32-25116 (Sekretariat (8h-15h): +49 (0)234 32-28460)
+49 (0)234 32-14137
GB 3/153
17.07. (letzte Semesterwoche), 14.15 - 15.30; 10.08., 11.15 - 13.00; 05.09., 14.15 - 16.00; 20.09., 08.15 - 10.00


Current Research Interests

  • Lexical-semantic encoding processes in word production in in young and older healthy and impaired speakers
  • Orthographic processing and literacy acquisition
  • Psycholinguistic aspects of second language and foreign language processing
  • Cognitive resources of language processing
  • Aphasiology and clinical linguistics
  • Experimental reading research and acquired dyslexia
  • Co-ordination of visual and linguistic encoding processes

Recent research Projects with Third-Party Funding

Volkswagen Foundation, research initiative "Key Issues for Research and Society" (collaborative research project, 2015-2019):
Literacy as the key to social participation: Psycholinguistic perspectives on orthography instruction and literacy acquisition

German Research Council (2012-2016):
The automatic temporal alignment of speech in German, British English, and Dutch for psycholinguistic purposes

Volkswagen Foundation, Dilthey Fellowship (2007-2013):
Language processing in speakers who acquire a second language under submersion conditions

Other lab members

Verena Keite (lab coordination)

PhD students:
Jessica Ernst, Sarah Kuba, Verena Keite

Recent publications

Schillingmann, L., Ernst, J., Keite, V., Wrede, B., Meyer, A.S., & Belke, E. (in press). AlignTool: The automatic temporal alignment of spoken utterances in German, Dutch and British English for psycholinguistic purposes. Behavior Research Methods. see here for more

Belke, E., Shao, Z., & Meyer, A. S. (2017). Strategic origins of early semantic facilitation in the blocked-cyclic naming paradigm. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43(10), 1659-1668.

Bebout, J. & Belke, E. (2017). Language play facilitates language learning: Optimizing the input for rapid gender-like category induction. Cognitive Research: Principles and Implications, 2, 11. PDF

Hoedemaker, R., Ernst, J., Meyer, A.S. & Belke, E. (2017). Language production in a shared task: Cumulative semantic interference from self- and other-produced context words. Acta Psychologica, 155, 55-63. PDF

Belke, E. (2017). The role of task-specific response strategies in blocked-cyclic naming. Frontiers in Psychology, 7, 1955. PDF

Belke, E. (2017). Effects of lesions to the left lateral prefrontal cortex on task-specific top-down biases and response strategies in blocked-cyclic naming. Cognitive Neuropsychology, 34, 26-32. (Link to PDF)

Kauffeldt, L., Kirschke, C., Bebout, J., Frieg, H., Belke, E., Hoffmann, R. & Belke, G. (2014). Dschungeltanz und Monsterboogie: Singen und Spielen mit Sprache [Dschungeltanz and Monsterboogie: Singing and Playing with Language]. Baltmannsweiler: Schneider Hohengehren.

Frieg, H., Belke, E., Belke, G., Hoffmann, R. Bebout, J., Kauffeldt & L., Kirschke, C. (2014). Dschungeltanz und Monsterboogie: Lieder zur systematischen Sprachvermittlung im Vor- und Grundschulalter [Dschungeltanz and Monsterboogie: Songs for the language teaching in pre- and primary school]. Baltmannsweiler: Schneider Hohengehren.

Belke, E, & Stielow, A. (2013). Cumulative and non-cumulative semantic interference in object naming: Evidence from blocked and continuous manipulations of semantic context. Quarterly Journal of Experimental Psychology, 66, 2135-2160.

Belke, E. (2013). Long-lasting semantic context effects on object naming are necessarily conceptually mediated. Journal of Memory and Language, 69, 228-256.

Frieg, H., Hilbert, C., & Belke, E. (2013). Sprachförderung bei einem Jungen mit Deutsch als Zweitsprache: Wie erfolgreich sind implizite Verfahren? [Language training in German as a second language: How effective are implicit methods?]. Praxis Sprache, 1, 7-17.

von Lehmden, F., Kauffeldt, J., Belke, E., & Rohlfing, K. (2013). Das Vorlesen von Kinderbüchern als implizites Mittel zur Sprachförderung im Bereich Grammatik [Reading to children promotes implicit grammar acquisition]. Praxis Sprache, 1, 18-27.

Selected taught courses

  • Einführung in die klinische Linguistik [Introduction to clinical linguistics]
  • Einführung in die Psycholinguistik [Introduction to psycholinguistics]
  • Statistische Verfahren für Psycholinguist/inn/en und Klinische Linguist/inn/en [Statistical methods for psycholinguistis and clinical linguists]
  • Linguistische Methoden [Linguistic methods]
  • Lexikalische Repräsentationen und Prozesse bei mehrsprachigen Sprechern [Lexical representations and processes in multilingual speakers]
  • Spracherwerb [Language acquisition]
  • Sprachverarbeitung im Dialog [Language processing in dialogue contexts]
  • Visuelle Kognition und Sprachverarbeitung [Visual cognition and language processing]
  • Semantisch-lexikalische Repräsentationen und Prozesse bei der Wortverarbeitung [Lexical-semantic representations and processes in word production and recognition]
  • Visuelle Worterkennung und lautes Lesen [Visual word recognition and reading aloud]
  • Störungen der Sprachproduktion [Disorders of language production]
  • Praxis der Experimentellen Psycholinguistik [Practical experimental psycholingusitics]
  • Das mentale Lexikon [The mental lexicon]
  • Erwerb und Verarbeitung von Genusinformationen [Acquiring and processing grammatical gender]
  • Kognitive Ressourcen der Sprachverarbeitung [Cognitive ressources of language processing]