A bit about Thea Cameron-Faulkner
I am a lecturer in the School of Arts, Languages and Cultures at the University of Manchester. Before embarking on an academic career, I spent six years overseas (in Spain, Poland, Indonesia, and Hong Kong) working as an English Language teacher. Living and working overseas spurred me on to further study. I continued my studies in Linguistics as a postgraduate student at the University of Canterbury (New Zealand) and then conducted my PhD in School of Psychological Sciences at the University of Manchester (funded by the Max Planck Institute, Leipzig). Since 2003 I have been employed as a lecturer in child language development and have worked in the disciplines of Linguistics, Psychology, and Early Childhood Studies. I was awarded Chartered Psychologist status (CPsychol.) from the British Psychological Society in 2010.
I have two main research interests. Firstly I am interested in the development of communicative intention from the prelinguistic stage of development to later childhood - how do children use communicative strategies to make their intentions understood and to what extent are these strategies universal? The second strand to my research focuses on the communicative environment of young children and how this affects their language development.
My Role in LuCiD
I am Principal Investigator on Work Package 14, Investigating prelinguistic development in three minority cultures. I am also a Co-Investigator on the Language 0-5 longitudinal project, supporting the 11 month study of prelinguistic gestures.
LuCiD publications (7) by Thea Cameron-Faulkner
Boundy, L., Cameron-Faulkner, T. and Theakston, A. (2018). Intention or Attention Before Pointing: Do Infants’ Early Holdout Gestures Reflect Evidence of a Declarative Motive? Infancy. DOI: 10.1111/infa.12267
Cameron-Faulkner, T., Macdonald, R., Serratrice, L., Melville, J., & Gattis, M. (2017). Plant Yourself Where Language Blooms: Direct Experience of Nature Changes How Parents and Children Talk about Nature. Children, Youth and Environments, 27 (2), 110-124.
Theakston, A., Davis, M. & Cameron-Faulkner, T. (2016). It’s raining, isn’t it? Children’s use of tag questions as a test case for the role of form-function mappings in early language acquisition. Proceedings of the UK Cognitive Linguistics Conference, p.154.
Cameron-Faulkner, T., Theakston, A., Lieven, E., Tomasello, M. (2015). The Relationship Between Infant Holdout and Gives, and Pointing Infancy, 20, 5, 576-586
Michelle Davis, Thea Cameron-Faulkner,& Anna Theakston (2015). Exploring patterns in tag question production: A multiple correspondence analysis of form and function. Paper presented at the Child Language Symposium, Warwick, UK
Akiko Okuno, Thea Cameron-Faulkner, & Anna Theakston (2015). How does the world look to you? Paper presented at the Child Language Symposium, Warwick,UK
Boundy, L., Cameron-Faulkner, T. & Theakston, A. (2015). Exploring early proto-declarative behaviours: A fine-grained analysis of infant's early shows and gives. Poster presented at Gesture in Language Development Workshop, Warwick, 2015.