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portrait of Professor Gary Morgan

Professor Gary Morgan

Professor of Psychology

School of Health Sciences, Division of Language & Communication Science

Contact Information

Contact

Visit Gary Morgan

D213, Rhind Building

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Postal Address

City, University of London
Northampton Square
London
EC1V 0HB
United Kingdom

About

Overview

Most of my early work compared signed and spoken language acquisition. The existence of SLI in signing children and gestures in hearing people with language difficulties. Other interest has been in the relationship between language and cognitive development in Theory of Mind and Executive Functions. My current work is moving towards why there is so much variability in how completely deaf children learn spoken language.
For all my work and publications, please click here http://www.staff.city.ac.uk/g.morgan/
Want to do a PhD in language/cognitive development of deaf children? Please email me.

Qualifications

- PhD Bristol
- Ba Psychology Manchester

Languages: French, Spanish

Professional Bodies

- Member of European COST program Bi-SLI: Language Impairment in a Multilingual Society
- Mentor for Early Career PIs (Faculty of Life Sciences, UCL) 9.12.09
- Executive Board International Association for Child Language Executive (IASCL) (2005-2011)
- ESRC Peer Review College (2010-2015)
- Society for Research in Child Development (SRCD) (2008-)
- Fellow of the Higher Education Academy (2002-)
- Science and innovation network (China) at UCL
- Editorial Board: Journal of Deaf Studies and Education ~ Language Interaction and Acquisition ~ Frontiers in Language Sciences

Awards

- Vice President nomination for the International Association for the Study of Child Language (2010)
- Shortlist Organisational Achievement of the Year (DCAL) Signature (CACDP) Annual Awards 12.11.09 and 3.11.12
- British Council/Dutch Science foundation academic exchange award (2005)
- European Bureau of Lesser used languages consultant - Catalan speakers in Alghero (1999) Visiting fellowship to University of Lisbon and Deaf residential school Portugal through EU Alpha project (1997)
- PhD summer school in Language Acquisition. Denmark. 13.8.1997, Fellowship through EU to CNR Rome (1997); PhD ESRC studentship ESRC (1994-1998)
- Nicaragua fieldwork visit ESRC scholarship (1994)
- ERASMUS scholarship University of Barcelona (1991-1992)

Research

Research Overview

1. Vision

Aims

In my research and teaching I ask questions about how children develop language, social-cognitive and academic abilities and why in some cases this natural development goes awry. I am committed to making my research inform social and educational policy. The Economic and Social Research Council (ESRC) has funded by work continually since 1994.

Language acquisition by Eye

My main research centres on language acquisition and cognitive development. In a series of projects I have established that young children adapt to a dramatic shift in how language is accessed through visual sensory input to follow normal milestones in language development. My work has shown that deaf children of deaf parents acquire sign languages in comparable ways to children learning spoken languages at the phonological, morpho-syntactic and pragmatic levels. This switch in modality provides a window onto the amazing robustness of child language acquisition and the plasticity of the human system for communication. At the same time language acquisition in the visual modality has some impact on the ways children develop signing and how adults interact with signing children.

From 1995 onwards I carried out field work and education projects with the deaf community of Nicaragua where I witnessed an extreme example of the language making capacity of young deaf children. In other work more recently I have been exploring the phonotactic regularities of signed languages and how this aids comprehension. This work is at the level of adult signers segmenting real signs from non-sign sequences. The next step will be to look at how these abilities develop in young children. The goal of this line of research is to further the study of language acquisition in general by demonstrating the unique differences in development stemming from the input in another modality as well as comparing the universal patterns in development that appear despite this modality shift. One current example study is the role of iconicity in early sign acquisition and its overlap with early co-speech gesture and action.

Deafness, Cognition and Language

Since the establishment of the Deafness Cognition and Language research  centre (DCAL) in 2006, my language acquisition work has extended out to the development of social-cognition in deaf children and in particular Theory of Mind (ToM). I am interested in how ToM emerges through early communication and is triggered by language experience. In the context of 95% of deaf children experiencing late and impoverished access to language the question of how ToM develops with or without links to language is intriguing. This work began in the Nicaraguan deaf community. This study revealed aspects of ToM can develop even in the face of very late language acquisition. Currently I led a large study of British 2-4 year old deaf children from deaf and hearing parents. In this work we evaluated parent-child communication and its influence on implicit and explicit ToM reasoning. The findings of this research link to theories of ToM development and deaf children's educational and social development. Currently in this line of research I am currently studying the development of executive functions in deaf children.

Disruption to development or processing of language

My other main interests are atypical language and cognitive development. I led a study of a large group of deaf children who have specific language impairments (SLI). Despite normal intelligence, social and linguistic stimulation they are not picking up the rules of language. This is the first study in the world to look at this population. The results will lead to a greater understanding of what the core SLI deficit might be (if there is a single one) as well as more effective language intervention for deaf children. In other projects I am following the linguistic savant Christopher's development of sign language, hearing children and adults' use of gesture with developmental and acquired language impairments and the effects of visual impairments on sign language structure. The goal of this line of research is to understand more about the language and cognitive architecture of the typical individual by investigating disruptions and dissociations.

Research Areas

- Psychology of deafness
- Language and cognitive development

Research Centres

- DCAL
- UCL

Grants

- (2012). Festival of Science debate and workshops: Executive Functions - ESRC. £2000
- (2011). Festival of Science debate and workshops: Bilingualism - ESRC. £2000
- (2011-2014). Senior Scientist advisor. Marie Curie post-doctoral fellowship. Mentor for Dr. Wolfgang Mann. £90,000
- (2011-2015). Co-PI ESRC DCAL. £4.5 million.
- (2005-2010). Co-PI ESRC DCAL. £3.4 million. Research Centres are major investments in one or more of the ESRC's priority themes. They are funded for an initial period of ten years, subject to a satisfactory mid-term review.

Grants outside DCAL:

- (2011-2012). £70,000. Co-PI. Dunhill Medical Trust. Gesture use in people with aphasia
- (2008-2011). City University London post-doctoral fellowship. Mentor for Dr. Wolfgang Mann.
- (2008-2011). The Leverhume Trust post-doctoral Early career fellowship. Mentor for Dr. Chloe Marshall.
- (2007). Host for the ESRC - SSRC Collaborative Visiting Fellows (Gaurav Mathur).
- (2006-2009). PI. ESRC Sign Segmentation. £330,000
- (2007-2008). - PI. ESF exploratory workshop €14,000
- (2007-2008). - PI. ESRC research seminar series: sign language and gestures overlaps £15,000
- (2002-2003). PI. ESRC Sign language acquisition £45,000
- (2008) Organiser. Festival of Science debate and workshops - ESRC. £2000
- (2007) Organiser. Festival of Science debate and workshops - ESRC. £2000
- (2007) £4800 Co-PI. Aphasia and gesture: methods. With Lucy Dipper and Naomi Cocks
- (2007) £5000 Co-PI. SLI and gesture. With Nicola Botting and Sotaro Kita
- (2006) Organiser. Research feedback workshop. City University KT. £1500
- (2006) £5000 Co-PI. Aphasia and gesture. With Naomi Cocks
- (2005) £5000 PI. Nonsense sign repetition. With Chloe Marshall.
- (2002) £5000. PI. Sign language development. With Bencie Woll and Isabelle Barriere.

Research assistants

Dr. Tanya Denmark, http://www.ucl.ac.uk/dcal/team/directorsresearch/tanyadenmark

Fellows

- Dr Wolfgang Mann
http://www.ucl.ac.uk/dcal/team/associatesadmin/wolfgangmann

Research Students

Name
Ciara Kelly (with Danielle Mathews, Univ. Sheffield)
Thesis Title
Deaf children's cognitive development
Further Information
2011-
Name
Gerardo Ortega
Thesis Title
Psycholinguistic studies of signed languages
Further Information
2008 -
Name
K. Mason
Thesis Title
Deaf children's EF skills
Further Information
DCAL studentship

Publications

Book

  1. Smith, N., Tsimpli, I., Morgan, G. and Morgan, B. (Eds.), (2011). The signs of a savant: Language against the odds. Cambridge: Cambridge University Press ISBN 978-0-521-61769-7.

Chapters (14)

  1. Kyle, F. (2015). Research Methods in Studying Reading and Literacy Development in Deaf Children Who Sign. In Orfanidou, E., Woll, B. and Morgan, G. (Eds.), Research Methods in Sign Language Studies A Practical Guide (pp. 300–318). Chichester, UK: John Wiley & Sons. ISBN 978-1-118-27141-4.
  2. Meristo, M., Hjelmquist, E. and Morgan, G. (2011). How access to language affects theory of mind in deaf children. In Siegal, M. and Surian, L. (Eds.), Access to language and cognitive development (pp. 44–61). New York: Oxford University Press. ISBN 978-0-19-959272-2.
  3. Herman, R. and Morgan, G. (2011). Deafness, language and communication. In Hilari, K. and Botting, N. (Eds.), The impact of communication disability across the lifespan Guilford, UK: J&R Press Ltd. ISBN 978-1-907826-03-0.
  4. Herman, R.C. and Morgan, G. (2010). Deafness, language & communication. In Botting, N. and Hilari, K. (Eds.), The Impact of Communication Disability Across the Lifespan London, England: J & R Press ISBN 978-1-907826-03-0.
  5. Morgan, G. and Woll, B. (2009). Applied linguistic studies of sign language. In Wei, L. and Cook, V. (Eds.), Contemporary applied linguistics: Language teaching and learning London: Continuum Intl Pub Group. ISBN 978-0-8264-9680-5.
  6. Morgan, G. (2005). The development of narrative in British Sign Language. In Schick, B., Marschark, M. and Spencer, P. (Eds.), Advances in the sign language development of deaf children New York: Oxford University Press, USA. ISBN 978-0-19-518094-7.
  7. Morgan, G. (2005). Biology and behavior: Insights from the acquisition of sign language. In Cutler, A. (Ed.), Twenty-First Century psycholinguistics: Four cornerstones (pp. 191–206). Mahwah, NJ: Lawrence Erlbaum Associates. ISBN 978-0-8058-5208-0.
  8. Morgan, G. and Woll, B. (2003). The development of reference switching encoded through body classifiers in BSL. In Emmorey, K. (Ed.), Perspectives on classifer constructions in sign languages Mahwah, NJ: Lawrence Erlbaum. ISBN 978-0-8058-4269-2.
  9. Morgan, G. and Woll, B. (2003). The development of reference switching encoded through body classifiers in British sign language. Perspectives on Classifier Constructions in Sign Languages (pp. 288–301). ISBN 1-4106-0744-5.
  10. Morgan, G., Woll, B., Smith, N. and Tsimpli, I.M. (2002). The effects of modality on BSL development in an exceptional learner. In Conference, T.L.S., Meier, R., Cormier, K.A. and Quinto-Pozos, D.G. (Eds.), Modality and structure in signed and spoken languages (pp. 422–441). Cambridge: Cambridge University Press. ISBN 978-0-521-80385-4.
  11. Morgan, G. and Woll, B. (2002). Conclusions and directions for further research. In Morgan, G. and Woll, B. (Eds.), Directions in sign language acquisition (pp. 291–299). Amsterdam: John Benjamins Publishing Company. ISBN 978-90-272-3472-8.
  12. Morgan, G. and Woll, B. (2002). The development of complex sentences in British Sign Language. In Morgan, G. and Woll, B. (Eds.), Directions in sign language acquisition (pp. 259–280). Amsterdam: John Benjamins Publishing Company. ISBN 978-90-272-3472-8.
  13. Morgan, G. (1999). Event packaging in British Sign Language discourse. In Winston, E. (Ed.), Storytelling and conversation: Discourse in Deaf Communities (pp. 27–58). Washington DC: Gallaudet University Press. ISBN 978-1-56368-081-6.
  14. Herman, R., Rowley, K., Marshall, C., Mason, K., Atkinson, J., Woll, B. and Morgan, G. Profiling SLI in deaf children who are sign language users. Multilingual Aspects of Signed Language Communication and Disorder (pp. 45–69). ISBN 978-1-78309-131-7.

Conference Paper/Proceedings

  1. Morgan, G. and Woll, B. (2003). The development of reference switching encoded through body classifiers in British Sign Language. .

Journal Articles (69)

  1. Botting, N., Jones, A., Marshall, C., Denmark, T., Atkinson, J. and Morgan, G. (2017). Nonverbal Executive Function is Mediated by Language: A Study of Deaf and Hearing Children. CHILD DEVELOPMENT, 88(5), pp. 1689–1700. doi:10.1111/cdev.12659.
  2. Perniss, P., Lu, J.C., Morgan, G. and Vigliocco, G. (2017). Mapping language to the world: The role of iconicity in the sign language input. Developmental Science . doi:10.1111/desc.12551.
  3. Mann, W., Sheng, L. and Morgan, G. (2016). Lexical-Semantic Organization in Bilingually Developing Deaf Children With ASL-Dominant Language Exposure: Evidence From a Repeated Meaning Association Task. Language Learning, 66(4), pp. 872–899. doi:10.1111/lang.12169.
  4. Jones, A.C., Toscano, E., Botting, N., Marshall, C.R., Atkinson, J.R., Denmark, T., Herman, R. and Morgan, G. (2016). Narrative skills in deaf children who use spoken English: Dissociations between macro and microstructural devices. RESEARCH IN DEVELOPMENTAL DISABILITIES, 59, pp. 268–282. doi:10.1016/j.ridd.2016.09.010.
  5. Lu, J., Jones, A. and Morgan, G. (2016). The impact of input quality on early sign development in native and non-native language learners. Journal of Child Language, 43(3), pp. 537–552. doi:10.1017/S0305000915000835.
  6. Mann, W., Roy, P. and Morgan, G. (2016). Adaptation of a vocabulary test from British Sign Language to American Sign Language. Language Testing, 33(1), pp. 3–22. doi:10.1177/0265532215575627.
  7. Morgan, G. (2016). Trying to make sense of language synthesis. LINGUISTIC APPROACHES TO BILINGUALISM, 6(6), pp. 799–801. doi:10.1075/lab.6.6.10mor.
  8. Ortega, G. and Morgan, G. (2015). The effect of iconicity in the mental lexicon of hearing non-signers and proficient signers: evidence of cross-modal priming. Language, Cognition and Neuroscience, 30(5), pp. 574–585. doi:10.1080/23273798.2014.959533.
  9. Pritchard, M., Dipper, L., Morgan, G. and Cocks, N. (2015). Language and iconic gesture use in procedural discourse by speakers with aphasia. Aphasiology, 29(7), pp. 826–844. doi:10.1080/02687038.2014.993912.
  10. Orfanidou, E., McQueen, J.M., Adam, R. and Morgan, G. (2015). Segmentation of British Sign Language (BSL): Mind the gap! Quarterly Journal of Experimental Psychology, 68(4), pp. 641–663. doi:10.1080/17470218.2014.945467.
  11. Marshall, C.R. and Morgan, G. (2015). From gesture to sign language: Conventionalization of classifier constructions by adult hearing learners of british sign language. Topics in Cognitive Science, 7(1), pp. 61–80. doi:10.1111/tops.12118.
  12. Perniss, P., Özyürek, A. and Morgan, G. (2015). The influence of the visual modality on language structure and conventionalization: Insights from sign language and gesture. Topics in Cognitive Science, 7(1), pp. 2–11. doi:10.1111/tops.12127.
  13. Marshall, C., Jones, A., Denmark, T., Mason, K., Atkinson, J., Botting, N. and Morgan, G. (2015). Deaf children's non-verbal working memory is impacted by their language experience. Frontiers in Psychology, 6(MAY) . doi:10.3389/fpsyg.2015.00527.
  14. Ortega, G., Ortega, G., Morgan, G. and Morgan, G. (2015). Phonological Development in Hearing Learners of a Sign Language: The Influence of Phonological Parameters, Sign Complexity, and Iconicity. Language Learning . doi:10.1111/lang.12123.
  15. Ortega, G. and Morgan, G. (2015). Phonological Development in Hearing Learners of a Sign Language: The Influence of Phonological Parameters, Sign Complexity, and Iconicity. Language Learning, 65(3), pp. 660–688. doi:10.1111/lang.12123.
  16. Marshall, C., Mason, K., Rowley, K., Herman, R., Atkinson, J., Woll, B. and Morgan, G. (2015). Sentence Repetition in Deaf Children with Specific Language Impairment in British Sign Language. Language Learning and Development, 11(3), pp. 237–251. doi:10.1080/15475441.2014.917557.
  17. Mann, W., Peña, E.D. and Morgan, G. (2015). Child modifiability as a predictor of language abilities in deaf children who use American sign language. American Journal of Speech-Language Pathology, 24(3), pp. 374–385. doi:10.1044/2015_AJSLP-14-0072.
  18. Ortega, G. and Morgan, G. (2015). Input processing at first exposure to a sign language. Second Language Research, 31(4), pp. 443–463. doi:10.1177/0267658315576822.
  19. Bel, A., Ortells, M. and Morgan, G. (2015). Reference control in the narratives of adult sign language learners. International Journal of Bilingualism, 19(5), pp. 608–624. doi:10.1177/1367006914527186.
  20. Dipper, L., Pritchard, M., Morgan, G. and Cocks, N. (2015). The language-gesture connection: Evidence from aphasia. Clinical Linguistics and Phonetics, 29(8-10), pp. 748–763. doi:10.3109/02699206.2015.1036462.
  21. Morgan, G., Meristo, M., Mann, W., Hjelmquist, E., Surian, L. and Siegal, M. (2014). Mental state language and quality of conversational experience in deaf and hearing children. Cognitive Development, 29(1), pp. 41–49. doi:10.1016/j.cogdev.2013.10.002.
  22. Herman, R., Rowley, K., Mason, K. and Morgan, G. (2014). Deficits in narrative abilities in child British Sign Language users with specific language impairment. International Journal of Language and Communication Disorders, 49(3), pp. 343–353. doi:10.1111/1460-6984.12078.
  23. Mann, W., Peña, E.D. and Morgan, G. (2014). Exploring the use of dynamic language assessment with deaf children, who use American Sign Language: Two case studies. Journal of Communication Disorders . doi:10.1016/j.jcomdis.2014.05.002.
  24. Marshall, C., Mason, K., Rowley, K., Herman, R., Atkinson, J., Woll, B. and Morgan, G. (2014). Sentence Repetition in Deaf Children with Specific Language Impairment in British Sign Language. Language Learning and Development . doi:10.1080/15475441.2014.917557.
  25. Morgan, G. (2014). On language acquisition in speech and sign: Development drives combinatorial structure in both modalities. Frontiers in Psychology, 5(OCT) . doi:10.3389/fpsyg.2014.01217.
  26. Mann, W., Peña, E.D. and Morgan, G. (2014). Exploring the use of dynamic language assessment with deaf children, who use American Sign Language: Two case studies. Journal of Communication Disorders, 52, pp. 16–30. doi:10.1016/j.jcomdis.2014.05.002.
  27. Marshall, C.R., Rowley, K., Mason, K., Herman, R. and Morgan, G. (2013). Lexical organization in deaf children who use British Sign Language: Evidence from a semantic fluency task. Journal of Child Language, 40(1), pp. 193–220. doi:10.1017/S0305000912000116.
  28. Cocks, N., Dipper, L., Pritchard, M. and Morgan, G. (2013). The impact of impaired semantic knowledge on spontaneous iconic gesture production. Aphasiology, 27(9), pp. 1050–1069.
  29. Woll, B. and Morgan, G. (2012). Language impairments in the development of sign: Do they reside in a specific modality or are they modality-independent deficits? Bilingualism, 15(1), pp. 75–87. doi:10.1017/S1366728911000459.
  30. Meristo, M., Morgan, G., Geraci, A., Iozzi, L., Hjelmquist, E., Surian, L. and Siegal, M. (2012). Belief attribution in deaf and hearing infants. Developmental Science .
  31. Dipper, L., Cocks, N., Rowe, M. and Morgan, G. (2011). What can co-speech gestures in aphasia tell us about the relationship between language and gesture?: A single case study of a participant with Conduction Aphasia. Gesture, 11(2), pp. 123–147. doi:10.1075/gest.11.2.02dip.
  32. Cocks, N., Morgan, G. and Kita, S. (2011). Iconic gesture and speech integration in younger and older adults. Gesture, 11(1), pp. 24–39. doi:10.1075/gest.11.1.02coc.
  33. Cocks, N., Dipper, L., Middleton, R. and Morgan, G. (2011). What can iconic gestures tell us about the language system? A case of conduction aphasia. International journal of language & communication disorders, 46(4), pp. 423–436. doi:10.3109/13682822.2010.520813.
  34. Marshall, C.R., Mann, W. and Morgan, G. (2011). Short-term memory in signed languages: not just a disadvantage for serial recall. Front Psychol, 2, p. 102. doi:10.3389/fpsyg.2011.00102.
  35. Orfanidou, E., Adam, R., Morgan, G. and McQueen, J.M. (2010). Recognition of signed and spoken language: Different sensory inputs, the same segmentation procedure. JOURNAL OF MEMORY AND LANGUAGE, 62(3), pp. 272–283. doi:10.1016/j.jml.2009.12.001.
  36. Mason, K., Rowley, K., Marshall, C.R., Atkinson, J.R., Herman, R., Woll, B. and Morgan, G. (2010). Identifying specific language impairment in deaf children acquiring British Sign Language: implications for theory and practice. Br J Dev Psychol, 28(Pt 1), pp. 33–49.
  37. Botting, N., Riches, N., Gaynor, M. and Morgan, G. (2010). Gesture production and comprehension in children with specific language impairment. Br J Dev Psychol, 28(Pt 1), pp. 51–69.
  38. Morgan, G. (2010). Cognitive Development: The Learning Brain. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS, 45(2), pp. 262–262. doi:10.3109/13682820903211091.
  39. Mann, W., Marshall, C.R., Mason, K. and Morgan, G. (2010). The acquisition of Sign Language: The impact of phonetic complexity on phonology. Language Learning and Development, 6(1), pp. 60–86.
  40. Ortega, G. and Morgan, G.D. (2010). Comparing child and adult development of a visual phonological system. Language Interaction and Acquisition .
  41. Cocks, N., Sautin, L., Kita, S., Morgan, G. and Zlotowitz, S. (2009). Gesture and speech integration: an exploratory study of a man with aphasia. Int J Lang Commun Disord, 44(5), pp. 795–804. doi:10.1080/13682820802256965.
  42. Orfanidou, E., Adam, R., McQueen, J.M. and Morgan, G. (2009). Making sense of nonsense in British Sign Language (BSL): The contribution of different phonological parameters to sign recognition. Memory and Cognition, 37(3), pp. 302–315. doi:10.3758/MC.37.3.302.
  43. Orfanidou, E., Adam, R., McQueen, J. and Morgan, G.D. (2009). Making sense of nonsense in British Sign Language (BSL): The contribution of different phonological parameters to sign recognition. Memory and Cognition, 37, pp. 302–315.
  44. Marshall, C. and Morgan, G. (2008). Visible variation: Comparative studies on sign language structure. JOURNAL OF LINGUISTICS, 44(2), pp. 535–539. doi:10.1017/S0022226708005252.
  45. Morgan, G., Woll, B. and Woolfe, T. (2008). Does baby signing lead to faster language development in hearing children? Evidence from deaf signing babies. INTERNATIONAL JOURNAL OF PSYCHOLOGY, 43(3-4), pp. 400–400.
  46. Morgan, G., Herman, R., Barriere, I. and Woll, B. (2008). The onset and mastery of spatial language in children acquiring British Sign Language. COGNITIVE DEVELOPMENT, 23(1), pp. 1–19. doi:10.1016/j.cogdev.2007.09.003.
  47. Morgan, G. and Marshall, C. (2008). Review of Variation in sign language structure. Journal of Linguistics and Literature, 44(2), pp. 535–539. doi:10.1017/S0022226708005252.
  48. Rathmann, C., Mann, W. and Morgan, G. (2007). Narrative structure and narrative development in deaf children. Deafness and Education International, 9(4), pp. 187–196. doi:10.1002/dei.228.
  49. Morgan, G. and Woll, B. (2007). Understanding sign language classifiers through a polycomponential approach. Lingua, 117(7), pp. 1159–1168. doi:10.1016/j.lingua.2006.01.006.
  50. Morgan, G., Smith, N., Tsimpli, I. and Woll, B. (2007). Classifier learning and modality in a polyglot savant. LINGUA, 117(7), pp. 1339–1353. doi:10.1016/j.lingua.2006.01.005.
  51. Morgan, G., Barrett-Jones, S. and Stoneham, H. (2007). The first signs of language: Phonological development in British Sign Language. Applied Psycholinguistics, 28(1), pp. 3–22.
  52. Morgan, G., Herman, R. and Woll, B. (2007). Language impairments in sign language: breakthroughs and puzzles. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS, 42(1), pp. 97–105. doi:10.1080/13682820600783178.
  53. Marshall, C.R., Denmark, T. and Morgan, G.D. (2007). Investigating the underlying causes of SLI: a non-sign repetition test in British Sign Language. Advances in Speech Language Pathology, 8(4), pp. 347–355.
  54. Morgan, G.D. and Woll, B. (2007). The linguistics of sign language classifiers: phonology, morpho-syntax, semantix and discourse. Lingua, 117(7), pp. 1159–1168.
  55. Morgan, G.D., Smith, N., Tsimpli, I.M. and Woll, B. (2007). Learning to talk about space in BSL: dissociations in the language space interface. Lingua, 117(7), pp. 1339–1353.
  56. Morgan, G., Barrière, I. and Woll, B. (2006). The influence of typology and modality on the acquisition of verb agreement morphology in British Sign Language. First Language, 26(1), pp. 19–43. doi:10.1177/0142723706060739.
  57. Morgan, G. and Kegl, J. (2006). Nicaraguan Sign Language and Theory of Mind: the issue of critical periods and abilities. J Child Psychol Psychiatry, 47(8), pp. 811–819. doi:10.1111/j.1469-7610.2006.01621.x.
  58. Morgan, G. (2006). 'Children are just lingual': The development of phonology in British Sign Language (BSL). Lingua, 116(10), pp. 1507–1523.
  59. Morgan, G. (2005). Transcription of child sign language: A focus on narrative. Sign Language and Linguistics (Online), 8(1-2), pp. 117–128.
  60. Morgan, G. (2005). The resilience of language: what gesture creation in deaf children can tell us about how all children learn language. JOURNAL OF CHILD LANGUAGE, 32(4), pp. 925–928. doi:10.1017/S030500090500704X.
  61. Morgan, G.D. (2005). Transcription of child sign language: A focus on narrative. Sign Language and Linguistics, 8(1-2), pp. 119–130. doi:10.1075/sll.8.1.06mor.
  62. Morgan, G. (2005). What is Homesign? Review of S. Goldin-Meadow (2003). The resilience of language. Journal of Child Language, 32(4), pp. 925–928. doi:10.1017/S030500090500704X.
  63. Morgan, G. (2003). Transcription of child sign language. Deafness and Education International, 5(3), pp. 157–166. doi:10.1002/dei.154.
  64. Morgan, G. (2002). Children's encoding of simultaneity in British Sign Language narratives. Sign Language and Linguistics (Online), 5(2), pp. 131–165.
  65. Morgan, G., Herman, R. and Woll, B. (2002). The development of complex verb constructions in British Sign Language. J Child Lang, 29(3), pp. 655–675.
  66. Morgan, G., Smith, N., Tsimpli, I. and Woll, B. (2002). Language against the odds: the learning of British Sign Language by a polyglot savant. JOURNAL OF LINGUISTICS, 38(1), pp. 1–41. doi:10.1017/S0022226701001220.
  67. Morgan, G.D. (2002). The encoding of simultaneity in children's British Sign Language narratives. Sign Language and Linguistics, 5(2), pp. 131–165. doi:10.1075/sll.5.2.04mor.
  68. Morgan, G. (2000). Discourse cohesion in sign and speech. International Journal of Bilingualism, 4(3), pp. 279–300. doi:10.1177/13670069000040030101.

    [publisher’s website]

  69. Marshall, C., Jones, A., Fastelli, A., Atkinson, J., Botting, N.F. and Morgan, G. Semantic fluency in deaf children who use spoken and signed language, in comparison to hearing peers. International Journal of Language and Communication Disorders .

Education

Teaching

Visiting professor delivering courses on language and cognitive development:

- University of Paris 8, University of Barcelona, Pompeu Fabra University Barcelona, Trinity College Dublin, University of Amsterdam, University of Salamanca, University of Seville, University of Jyvaskyla.

- Development of Joint professional practice MSc Unit for SLTs and Teachers. Course materials and curriculum for Language Learning and Development module. City University and Institute of Education, London 2002-

- Module Leader Psychology and Language Sciences (Undergraduate and Postgraduate Speech and Language Therapists)

- Module leader Final year dissertation and Evidence Based Practice (4th year SLT undergraduate)

- Member of Department's Professional Studies and Programme Management Committees.

- Member of Department's Strategy & Policy group

- Undergraduate admissions tutor and member of School's admissions policy group 2002-2005

- Chair of Departmental Sign Language and Deaf Studies research group;

- PhD student supervisor and mentor for The Health Foundation Nursing and Allied Health Professionals

- Mentor for Junior Lecturing staff at LCS, City University

- Honorary Senior researcher Centre for Human Communication (UCL) 2006- and Dept of Phonetics and Linguistics (UCL) 1998-

- External examiner: University of Manchester Psychology and Speech and Language Therapy 2005-2009

- National University of Ireland Galway Speech and Language Therapy (2010-) Strathclyde University Speech and Language Therapy (2010-).

- Lectures to MSc Neuroscience language and Communication 'deafness option' UCL.

- Visiting lecturer - sign language linguistics. University of Reading. 2003-2005

- Lecturer Sign language Sociolinguistics. Preston polytechnic. 1997.

- Contribute distance learning module on sign Language Acquisition. University of Manchester, Deaf Education MSc programme. 1997

Other Activities

Events/Conferences (10)

  1. Language delay - does it matter? Symposium. (2012).
    Description: 37th Boston University Conference on language development. Invited speaker.
  2. Language and cognition in deaf children. Jyväskylä, Finland (2012).
    Description: Nordic conference on bilingual issues concerning deaf children. University of Jyväskylä. Invited speaker (plenary).
  3. The spontaneous representational gestures of pre-schoolers: Comparison across culture and language. (2012).
    Description: ISGS conference. Conference talk (symposium organiser).
  4. Discussant for Multimodality and Language Learning Workshop MPI. Nijmegen (2012).
    Description: Invited speaker.
  5. Language & Theory of Mind reasoning: seminar in honour of Michael Siegal. (2012).
    Description: Invited speaker. University of Sheffield. http://shef.ac.uk/psychology/staff/academic/michael-siegal
  6. Iconicity and Language Development. (2012).
    Description: Invited speaker. Birkbeck college.
  7. El futur de les llengües de signes es a mans dels nadons (In the hands of babes: the future of sign languages). Barcelona (2012).
    Description: Invited speaker. In Catalan. l'Institut d'Estudis Catalans.
  8. Iconicity and Language Development. (2012).
    Description: Psycholinguistics in the SouthEast (PsyLingSE). UCL. Conference talk.
  9. The origins of Theory of Mind reasoning. (2012).
    Description: University of Lancaster. Invited speaker.
  10. Language delay affects Theory of Mind reasoning in non-verbal tasks. University of Athens (2012).
    Description: Invited speaker. Video: http://www.blod.gr/lectures/Pages/viewlecture.aspx?LectureID=370

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City, University of London is an independent member institution of the University of London. Established by Royal Charter in 1836, the University of London consists of 18 independent member institutions with outstanding global reputations and several prestigious central academic bodies and activities.