Professor of Psychology
Universitat Oberta de Catalunya
Estudis de Psicologia i Ciències de l'Educació
Rambla del Poblenou, 156
08018 Barcelona
[email protected]
Universitat Oberta de Catalunya
Estudis de Psicologia i Ciències de l'Educació
Rambla del Poblenou, 156
08018 Barcelona
[email protected]
Overview: I am a developmental Psychologist interested in how early deafness impacts on language and cognitive development. In my research and teaching I ask questions about how children develop language, social and cognitive abilities, how these abilities are related and why in some cases this natural development can be disrupted or impaired
Want to do a PhD in language and cognitive development in children? Please email me. [email protected]
Want to do a PhD in language and cognitive development in children? Please email me. [email protected]
Language development
Curtin, M., Cruice, M., Morgan, G. & Herman. R. (2024). Assessing parent-child interaction with deaf and hard of hearing infants aged 0-3 years: An international multi-professional e-Delphi. PLOS ONE
Curtin, M., Herman. R., Morgan, G. & Cruice, M. (2024). "It doesn't matter if we're the most amazing professionals in the world." A qualitative study of professionals' perspectives on parent-child interaction assessment with deaf infants. Frontiers in Psychology, 15:1315220.
Garraffa, M., Guasti, M. Marinis, T. & Morgan, G. (2023). Language Acquisition in Diverse Linguistic, Social and Cognitive Circumstances (editorial)
www.frontiersin.org/research-topics/35921/language-acquisition-in-diverse-linguistic-social-and-cognitive-circumstances-volume-ii (link to volume)
Curtin, M., Cruice, M., Morgan, G. & Herman. R. (2022). Assessing parent interaction with deaf infants: A quantitative survey of UK professional practice. International Journal of Language & Communication Disorders.
Morgan, G. (2022). Remarks on the medical and social models of research in deafness and language development. Spraak- en Taalpathologie. Vol. 27, Special Issue in honour of Steven Gillis., pp. 135-144
Kelly, C., Crawford, E., Morgan, G., McKinley, D. & Matthews, D. (2022). Assessing a Video-Based Intervention to Promote Parent Communication Strategies with a Deaf Infant: A Feasibility and Acceptability Study. J. Clin. Med. 11,
Hardman, G., Kyle, F., Herman, R, & Morgan, G. (2022). Pre-linguistic social communication skills and post implant language outcomes in deaf children with cochlear implants. Journal of Communication Disorders, 100, ISSN 0021-9924, https://doi.org/10.1016/j.jcomdis.2022.106275.
Curtin, M. Herman., R., Cruice, M. & Morgan, G. (2021). Assessing parent–child interaction in infant deafness. Curr Opin Otolaryngol Head Neck Surg, 29:200–203 DOI:10.1097/MOO.0000000000000710
Curtin, M., Dirks, E., Cruice, M., Herman, R., Newman, L., Rodgers, L., & Morgan, G. (2021). Assessing parent behaviours in parent–child interactions with deaf and hard of hearing infants aged 0–3 Years: A systematic review. Journal of Clinical Medicine, 10(15), pp. 3345 - 3375.
Kelly, C., Morgan, G., Bannard, C. & Matthews, D. (2020). Early pragmatics in deaf or hard-of-hearing infants. Pediatrics, 146(S3), S262-S269
Martínez López, V. & Morgan, G. (2019). Phonological development in Spanish deaf children/Desarrollo fonológico tardío en niños españoles con pérdidas auditivas bilaterales (in English/Spanish). Infancia y Aprendizaje Now working with Spanish children.
Garraffa, M., Guasti, M.T., Marinis, T. & Morgan, G. (2017). Language Acquisition in Diverse Linguistic, Social and Cognitive Circumstances. Frontiers in Psychology Research Topic
Pierce, L., Genesee, F., Delcenserie, A. & Morgan, G. (2017). Toward a model of multiple paths to language learning: Response to commentaries. Applied Pscholinguistics
Pierce, L., Genesee, F., Delcenserie, A. & Morgan, G. (2017). Linking Early Language Experiences and Language Learning Outcomes. Special target article which will be published with a range of commentaries and our response to these. Applied Pscholinguistics.
I did a talk to teachers of the deaf in Edinburgh on this paper. Here is the link
Thompson, R., England, R., Woll, B., Lu, J. Mumford, K. & Morgan, G. (2017). Deaf and hearing children’s picture naming: Impact of age of acquisition and language modality on representational gesture. The gesture–sign interface in language acquisition / L’interface geste–signe dans l’acquisition du langage. Special issue of Language, Interaction and Acquisition 8:1 (2017)
Perniss, P., Lu, J., Morgan, G. & Vigliocco, G. (2017). Mapping language to the world: The role of iconicity in the sign language input. Developmental Science
Morgan, G. (2017). Trying to make sense of language synthesis. Commentary on Lillo-Martin et al. The development of bimodal bilingualism Linguistic Approaches to Bilingualism 6:6, 799-801
Mann, W., Sheng, L. & 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
Lu, J., Jones, A. & Morgan, G. (2016). The impact of input quality on early sign development in native and non-native language learners. Journal of Child Language, Special Issue on critical periods
Mann, W., Roy, P. & Morgan, G. (2016). Adaptation of a Vocabulary Test from British Sign Language to American Sign Language. Language Testing
Morgan, G (2015). On language acquisition in speech and sign: development of combinatorial structure in both modalities. Frontiers in Psychology: Language Sciences.
Perez, M., Valsameda, M. & Morgan, G. (2015). Bilingual sign education in Madrid, Spain. In. G, Tang, H. Knoors & M. Marschark. Bilingualism and Bilingual Deaf Education (Oxford University Press).
Singleton, J., Martin, A. & Morgan, G. (2015). Ethics, Deaf-Friendly Research, and Good Practice When Studying Sign Languages. In E. Orfanidou, B. Woll, & G. Morgan. Research Methods in Sign Language Studies: A Practical Guide. Wiley-Blackwell.
Morgan, G. (2014). Critical Period in Language Development. In P. Brookes & V. Kempe (Eds). Encyclopedia of Language Development. Sage press.
Marshall, C,. Mann, W. & Morgan, G. (2011). Short-term memory in signed languages: Not just a disadvantage for serial recall. Front. Psychology 2:102
Mann, W., Marshall, C., Mason, K., & Morgan, G. (2010). The acquisition of sign language: the impact of phonetic complexity on phonology. Language Learning and Development 6, 60-86
Ortega, G.; Morgan, G. (2010). Comparing child and adult development of a visual phonological system. Language, Interaction and Acquisition. 1 (1) 67-81.
Morgan, G., Herman, R., Barriere, I. & Woll, B. (2008). The onset and mastery of spatial language in children acquiring British Sign Language, Cognitive Development, 23, 1-9. Commentary on the paper by Dan Slobin
Marshall, C. & Morgan, G. (2008). Review of Visible variation. J. Linguistics 44 (2008)
Morgan, G., Barrett-Jones, S. & Stoneham, H. (2007). The first signs of language: phonological development in British Sign Language. Applied Psycholinguistics, 28, 3-22
Morgan, G. & Woll, B. (eds). (2007). Understanding sign language classifiers through a polycomponential approach. Special Issue Lingua, 117, 7, 1159-1168.
Morgan, G., Barriere, I. & Woll, B. (2006) The influence of typology and modality in the acquisition of verb agreement in British Sign Language. First Language, 26, p19-44.
Morgan, G. (2006). Children are just lingual: The development of phonology in BSL. Lingua, 116, 1507-1523
Morgan, G. (2005). What is Homesign? Review of S. Goldin-Meadow (2003). The resilience of Language. Psychology press. Journal of Child Language, 32, 925-928.
Morgan, G., Barriere, I. & Woll, B. (2003). First verbs in British Sign Language development. Working Papers in Language and Communication Science, vol. 2 pp 57-66
Morgan, G (2003). Transcription of child sign language. Journal of Deafness and Education International, 5: 3, 157-166.
Morgan, G., Herman, R. & Woll, B. (2002). The development of complex verb constructions in BSL. Journal of Child Language, 29, 655 -675.
Morgan, G. & Woll, B. (2002). (eds) Directions in sign language acquisition. Amsterdam: John Benjamins
Atypical Language Development
Hardman, G.; Herman, R.; Kyle, F.E.; Ebbels, S. & Morgan, G. (2023). Identifying Developmental Language Disorder in Deaf Children with Cochlear Implants: A Case Study of Three Children. J. Clin. Med. 2023, 12, 5755. https://doi.org/10.3390/jcm12175755
Herman, R, Shield, A. & Morgan, G. (2019). Sign language development in deaf children with language impairments and autism spectrum disorders. In Manual Sign Acquisition in Children with Developmental Disabilities (N. Grove & K. Launonen, Eds). Pp 133-151
Mann, W., Pena, E., & Morgan, G. (2018). Child Modifiability as Predictor of Language Abilities in Deaf Children who use American Sign Language. American Journal of Speech-Language Pathology
Marshall, C. & Morgan, G. (2018). Investigating sign language development, delay and disorder in deaf children. In M. Marschark & P. Spencer. The Oxford Handbook of Deaf Studies in Language: Research, Policy, and Practice.
Marshall, C., JA, KM, K.R, B.W, & Morgan, G. (2016). Sentence repetition in deaf children with specific language impairment in British Sign Language. Language Learning and Development.
Mann, W., Pe�a, E. & 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.
Herman, R., Rowley, K., Mason, K. & 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, 343-353
Herman, R., JA, KM, K.R, B.W, & Morgan, G. (2014). Profiling and profiling SLI in Deaf children who are sign language users. In D. Quinto-Pozos (ed). Multilingual Aspects of Signed Language Communication and Disorder. Multilingual Matters. pp45-69
Marshall, C., Rowley, K., Mason, K., Herman, R. & Morgan, G. (2012). Lexical organization in deaf children who use British Sign Language: Evidence from a semantic fluency task. Journal of Child Language.
Woll, B. & Morgan, G. (2012). Language impairments in the development of sign: Do they reside in a specific modality or are they modality-independent deficits? Bilingualism, Language & Cognition, 15, 75-87.
Mason, K., Rowley, K. Marshall, C.R., Atkinson, J. Herman, R. Woll, B. & Morgan, G. (2010). Identifying Specific Language Impairment in Deaf children acquiring British Sign Language: Implications for theory and practice. BJDP28, 33-49
Smith, N., Tsimpli, I.M. Morgan, G. & Woll, B. (2010). Signs of the Savant. CUP. Read a review on linguistlist
Morgan, G., Smith, N., Tsimpli, I.M. & Woll, B. (2007). Classifier learning and modality in a polyglot savant. Lingua, 117, 7, 1339-1353
Morgan, G., Herman. & Woll B (2007). Language impairments in sign language: breakthroughs and puzzles. International Journal of Language and Communication Disorders, 42, 97-105
Marshall, C. R. Denmark, T. & Morgan, G. (2006) Investigating the underlying causes of SLI: a non-sign repetition test in British Sign Language. Advances in Speech-Language Pathology 8(4): 347-355.
Morgan, G. (2005). Biology and Behaviour: Insights from the acquisition of sign language. In A. Cutler (ed). Twenty-First Century Psycholinguistics: Four Cornerstones. Lawrence Erlbaum Press.
Morgan, G., Smith, N., Tsimpli, I.M. & Woll, B. (2002). Language against the odds: the learning of BSL by a polyglot savant. Journal of Linguistics, 38, 1-41
Morgan, G., Woll, B., Smith, N, & Tsimpli, I.M. (2002). The effects of modality on BSL development in an exceptional learner. In R. Meier, Cormier, K. A. & Quinto, D.G. (eds), Modality and structure in signed and spoken language. Cambridge University Press. pp 422 -441
Narrative development
Pérez, M,. Sanjuána, M., Ardura,. A, Montero, I. y Morgan, G. (2024). Evaluación y descripción del discurso narrativo en LSE (Lengua de Signos Espanola). Revista de Logopedia, Foniatría y Audiología.
Camus, A., Aparici, M. & Morgan, G. (2022). Evaluación y descripción del desarrollo narrativo en español. Revista de Logopedia, Foniatría y Audiología.
Caballero, M., Aparici, M., Sanz-Torrent, M., Herman, R., Jones, A., & Morgan, G. (2020). "El nen s'ha menjat una aranya": The development of narratives in Catalan speaking children. Journal of Child Language, 47(5), 1030–1051. https://doi.org/10.1017/S0305000920000057
Gulamani, S., Marshall, C., & Morgan, G. (2020). The challenges of viewpoint-taking when learning a sign language: Data from the ‘frog story’ in British Sign Language. Second Language Research. https://doi.org/10.1177/0267658320906855
Jones, A., Marshall, C., Botting, N., Atkinson, J., Toscana, E., Denmark, T., Herman, R. & Morgan, G. (2016). Narrative skills in deaf children who use spoken English: dissociations between macro and microstructural devices. Research in Developmental Disabilities, 59, 268-282
Caballero, M., Sanz-Torrent, M. & Morgan G. (2015). Desarrollo narrativo en ninos de habla Catalana: Adaptacion del test Spider Story (Catalan narrative development). Poster presented at the IV Clinical Linguistics International Congress University of Barcelona.
Bel, A., Ortells, M. & Morgan, G. (2014). Reference control in the narratives of adult sign language learners. International Journal of Bilingualism.
Rathmann, C., Mann, W. & Morgan, G. (2007). Narrative structure and narrative development in deaf children. Deafness and Education International, 9, 187-196.
Morgan, G. (2005). Transcription of child sign language: A focus on narrative Journal of Sign Language and Linguistics, 8, 119-130
Morgan, G. (2005). The development of narrative in British Sign Language. In , B. Schick; M. Marschark & P. Spencer (eds). Advances in Sign Language Development in Deaf Children. Oxford University Press
Morgan, G. & Woll, B. (2003). The development of reference switching encoded through body classifiers in BSL. In K, Emmorey (ed), Perspectives on classifier constructions in sign languages. Mahwah, NJ : Lawrence Erlbaum Press pp 297-310
Morgan, G. (2002). The encoding of simultaneity in children's BSL narratives. Journal of Sign Language and Linguistics 5:2, 127-161.
Morgan, G. (2000). Discourse Cohesion in Sign and Speech. International Journal of Bilingualism, 4, 279-300.
Morgan, G. (1999). The development of discourse cohesion in BSL. Unpublished PhD thesis. University of Bristol
Morgan, G. (1999). Event packaging in British Sign Language discourse. In E. Winston (ed), Story Telling & Conversation: Discourse in Deaf Communities, pp 27-58. Washington D.C: Galluadet University press.
Morgan, G. (1999). Narrative development in British Sign Language. In C. Schelletter, C. Letts and M. Garman (eds), Issues in Child Language: from Phonology to Narrative. Reading : FECS press.
Morgan, G. (1997) Learning to use referential space in sign language discourse In K. Bernhardt (ed), Papers in Linguistics from the Univ. Manchester 1, p145-156.
Morgan, G. (1996) Spatial anaphoric mechanisms in British Sign Language. In S. Botely (ed), Approaches to Discourse Anaphora 8, University of Lancaster press.
Morgan, G. (1996) Discourse organisation in a British Sign Language Narrative. In E. Pedro (ed), Discourse Analysis. Lisbon: Colibri.
Language and Cognition
Kotowicz, J., Woll, B. & Morgan, G (2024). Testing the bilingual advantage for executive function: insights from hearing children who are native signers. International Journal of Bilingual Education and Bilingualism
Figueroa, M, Botting, N. & Morgan, G. (2024). Language and executive function relationships in the real world: Insights from deafness. Language and Cognitive Processes.
Becker, C. & Morgan, G. (in press). Communication interventions targeting Theory of Mind in deaf children. In R. Herman & C. Enns (Eds). Communication Interventions and Deafness. OUP Perspectives on Deafness,
Morgan, G. (2022). Working Memory and Childhood Deafness. In J. Schwieter & Z. Wen (Eds.), The Cambridge Handbook of Working Memory and Language (Cambridge Handbooks in Language and Linguistics, pp. 801-819). Cambridge: Cambridge University Press. doi:10.1017/9781108955638.042
Mason, K., Botting, N. & Morgan, G. (2022). Executive Function training for deaf children: impact of a music intervention. Journal of Deaf Studies and Deaf Education.
Morgan, G., Curtin, M., & Botting, N. (2021). The interplay between early social interaction, language and executive function development in deaf and hearing infants. Infant behavior & development, 64, 101591. Advance online publication. https://doi.org/10.1016/j.infbeh.2021.101591
Kelly, C., Freeth, M., Morgan, G. & Mathews, D. (2019). The Understanding of Communicative Intentions in Children with Severe-to-Profound Hearing Loss. Journal of Deaf Studies and Deaf Education, (3):1-10
Morgan, G. (ed.). (2020). Understanding Deafness, Language and Cognitive Development. Essays in honour of Bencie Woll. Amsterdam: John Benjamins
Sidera, F.; Serrat, E. & Morgan, G (2019). Understanding of Pretend Emotions in children who are deaf and hard of hearing. Journal: Journal of Deaf Studies and Deaf Education.
Morgan, G. & Dye, M. (2019). Executive Functions and Access to Language: The Importance of Intersubjectivity. In M. Marcshark & H. Knoors (eds). The Oxford Handbook of Deaf Studies in Learning and Cognition.
Kelly, C., Freeth, M., Morgan, G. & Mathews, D. (2019). The Understanding of Communicative Intentions in Children with Severe-to-Profound Hearing Loss. Journal of Deaf Studies and Deaf Education
Jones, A., Marshall, C., Botting, N. St Clair, M., Atkinson, J. and Morgan, G. (2019). Expressive vocabulary predicts non-verbal executive function: a 2-year longitudinal study of deaf and hearing children. Child Development, This is the 2 year follow up on a sub-group of the Botting et al (2016) paper below.
Sidera, F.; Serrat, E., Amadó, A. & Morgan, G (2018). Emotion recognition skills in children with hearing loss. What is the role of language? In Atypical Language Development in Romance Languages (2018) edited by Eva Aguilar-Mediavilla, Lucía Buil-Legaz, Raül López-Penadés, Víctor Sánchez-Azanza & Daniel Adrover-Roig (eds).
Marshall, C., Fastelli A., Jones, A., Botting, N., Atkinson-Hearn, J. & Morgan, G. (in press). Semantic fluency in deaf children who use spoken and signed language, in comparison to hearing peers International Journal of Language & Communication Disorders.
Morgan, G., Meristo, M. & Hjelmquist, E. (in press). Conversational experience, language and the development of Theory of Mind. In V. Slaughter (ed). Environmental Influences on Theory of Mind Development: Festschrift for Candi Peterson. Psychology Press.
Botting, N., Jones, A., Marshall, C., Denmark, T., Atkinson, J., & Morgan, G. (2016). Non-verbal executive function is mediated by language: A study of deaf and hearing children. Child Development
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. Front. Psychol. 6:527.
Go to our project on early ToM development in deaf children website - click here
Morgan, G. (2015). Social-cognition for learning as a deaf student. In H. Knoors & M. Marschark. Educating Deaf Students: Creating a Global Evidence Base. Oxford University Press.
I did an interview a while ago on what is Theory of mind and why it relates to deafness (the basics). Here it is
Morgan, G. Meristo, M., Mann, W., Hjelmquist, E., Surian, L., & Siegal, M. (2014). Mental state language and quality of conversational experience in deaf and hearing children. Cognitive Development, 29, 41-49
Meristo, M., Morgan, G., Geraci, A., Iozzi, L., Hjelmquist, E., Surian, L., & Siegal, M. (2014). Belief attribution in deaf and hearing infants. Developmental Science.
I was asked to talk about this paper in a web interview - here that is
Meristo,. M., Hjelmquist, E., & Morgan, G. (2012). How access to language affects theory of mind in deaf children. In M. Siegal & L. Surian (Eds.). Access to language and cognitive development. New York : Oxford University Press. (pp. 44-61)
Herman, R. & Morgan, G. (2011). Deafness, Language and Communication. in K. Hilari and N. Botting (eds). The Impact of Communication Disability Across the Lifespan. J&R Press Ltd, Guildford , UK .
Meristo et al. (2010). Belief-attribution in deaf and hearing infants: Evidence for the importance of conversational input. Opening Conference of the Cognitive Development Center, January 15-16 2010, Budapest, Hungary
Morgan, G. & Kegl, J. (2006) . Nicaraguan Sign Language and Theory of Mind: The issue of Critical Periods and Abilities. Journal of Child Psychology and Psychiatry, 47, 811-819.
A video of an introductory talk on ToM and deafness University of Athens 27.1.12
Gesture and signs - how hearing people learn sign language
Cocks, N., Byrne, S., Pritchard, M., Morgan, G. and Dipper, L. (2018), Integration of speech and gesture in aphasia. International Journal of Language & Communication Disorders.
Pritchard, M., Dipper, L., Morgan, G. & Cocks, N. (2018). The language-gesture connection: evidence from aphasia. Clinical Linguistics & Phonetics
Ortega, G., & Morgan, G. (2015). Input processing at first exposure to a sign language. Second language research.
Pritchard, M., Dipper, L., Morgan, G. & Cocks, N. (2015). Impaired integration of gesture and speech in aphasia. International Journal of Language & Communication Disorders.
Pritchard, M., Dipper, L., Morgan, G. & Cocks, N. (2015). Language and Iconic Gesture Use in Procedural Discourse by Speakers with Aphasia. Aphasiology
Ortega, G. & 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), 574-585
Marshall, C. & Morgan, G. (2015). From gesture to sign language: Conventionalisation of classifier constructions by adult hearing learners of British Sign Language. Topics in Cognitive Science.
Perniss, P., Ozyurek, A., & Morgan, G. (2015). The influence of the visual modality on language structure and language conventionalization: Insights from sign language and gesture. Topics in Cognitive Science. 7(1), 2-11.
Ortega, G. & Morgan, G. (2015). Phonological development in hearing learners of a sign language: The role of sign complexity and iconicity. Language Learning.
Orfanidou, E., Woll, B. & Morgan, G. (2015). Research Methods in Sign Language Studies: A Practical Guide. Wiley-Blackwell. Read a review here.
Sign segmentation - click here for more information
Orfanidou, E., Adam, R., McQueen, S. & Morgan, G. (2015). Segmentation of British Sign Language (BSL): Mind the gap! Quarterly Journal of Experimental Psychology.
Cocks, N., Dipper, L., Pritchard, M. & Morgan, G. (2013). The impact of impaired semantic knowledge on spontaneous iconic gesture production. Aphasiology
Adam, R., Orfanidou, E., McQueen, J & Morgan, G. (2012). Sign language comprehension: Insights from misperceptions of different phonological parameters. In R. Channon & H. Van der Hulst. Formational Units in the Analysis of Signs. Ishara Press. (pp 87-106).
Cocks, N., Morgan, G. & Kita, S. (2011). Iconic gesture and speech integration in younger and older adults. Gesture 11, 24-39.
Dipper, L., Cocks, N., Rowe, M & 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, 123�147
Cocks, N,. Dipper, L., Middleton, R. & 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, 423-436
Botting, N., Riches, N., Gaynor, M., Morgan, G. (2010). Gesture production and comprehension in children with specific language impairment. British Journal of Developmental Psychology, 28, 51-69
Cocks, N., Sautin, L., Kita, S., Morgan, G. & Zlotowitz, S. (2009) Gesture and speech integration: An exploratory study of a man with aphasia. International Journal of Language and Communication Disorders, 44, 795-804.
Orfanidou, E., Adam, R., Morgan, G., & McQueen, J.M. (2010)
Segmentation in signed and spoken language: different modalities, same segmentation procedures. Journal of Memory and Language v62, 272-283
Orfanidou, E., Adam, R. McQueen, J. & 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, 302-315
Something missing? Need more information? Get in touch at [email protected]
Curtin, M., Cruice, M., Morgan, G. & Herman. R. (2024). Assessing parent-child interaction with deaf and hard of hearing infants aged 0-3 years: An international multi-professional e-Delphi. PLOS ONE
Curtin, M., Herman. R., Morgan, G. & Cruice, M. (2024). "It doesn't matter if we're the most amazing professionals in the world." A qualitative study of professionals' perspectives on parent-child interaction assessment with deaf infants. Frontiers in Psychology, 15:1315220.
Garraffa, M., Guasti, M. Marinis, T. & Morgan, G. (2023). Language Acquisition in Diverse Linguistic, Social and Cognitive Circumstances (editorial)
www.frontiersin.org/research-topics/35921/language-acquisition-in-diverse-linguistic-social-and-cognitive-circumstances-volume-ii (link to volume)
Curtin, M., Cruice, M., Morgan, G. & Herman. R. (2022). Assessing parent interaction with deaf infants: A quantitative survey of UK professional practice. International Journal of Language & Communication Disorders.
Morgan, G. (2022). Remarks on the medical and social models of research in deafness and language development. Spraak- en Taalpathologie. Vol. 27, Special Issue in honour of Steven Gillis., pp. 135-144
Kelly, C., Crawford, E., Morgan, G., McKinley, D. & Matthews, D. (2022). Assessing a Video-Based Intervention to Promote Parent Communication Strategies with a Deaf Infant: A Feasibility and Acceptability Study. J. Clin. Med. 11,
Hardman, G., Kyle, F., Herman, R, & Morgan, G. (2022). Pre-linguistic social communication skills and post implant language outcomes in deaf children with cochlear implants. Journal of Communication Disorders, 100, ISSN 0021-9924, https://doi.org/10.1016/j.jcomdis.2022.106275.
Curtin, M. Herman., R., Cruice, M. & Morgan, G. (2021). Assessing parent–child interaction in infant deafness. Curr Opin Otolaryngol Head Neck Surg, 29:200–203 DOI:10.1097/MOO.0000000000000710
Curtin, M., Dirks, E., Cruice, M., Herman, R., Newman, L., Rodgers, L., & Morgan, G. (2021). Assessing parent behaviours in parent–child interactions with deaf and hard of hearing infants aged 0–3 Years: A systematic review. Journal of Clinical Medicine, 10(15), pp. 3345 - 3375.
Kelly, C., Morgan, G., Bannard, C. & Matthews, D. (2020). Early pragmatics in deaf or hard-of-hearing infants. Pediatrics, 146(S3), S262-S269
Martínez López, V. & Morgan, G. (2019). Phonological development in Spanish deaf children/Desarrollo fonológico tardío en niños españoles con pérdidas auditivas bilaterales (in English/Spanish). Infancia y Aprendizaje Now working with Spanish children.
Garraffa, M., Guasti, M.T., Marinis, T. & Morgan, G. (2017). Language Acquisition in Diverse Linguistic, Social and Cognitive Circumstances. Frontiers in Psychology Research Topic
Pierce, L., Genesee, F., Delcenserie, A. & Morgan, G. (2017). Toward a model of multiple paths to language learning: Response to commentaries. Applied Pscholinguistics
Pierce, L., Genesee, F., Delcenserie, A. & Morgan, G. (2017). Linking Early Language Experiences and Language Learning Outcomes. Special target article which will be published with a range of commentaries and our response to these. Applied Pscholinguistics.
I did a talk to teachers of the deaf in Edinburgh on this paper. Here is the link
Thompson, R., England, R., Woll, B., Lu, J. Mumford, K. & Morgan, G. (2017). Deaf and hearing children’s picture naming: Impact of age of acquisition and language modality on representational gesture. The gesture–sign interface in language acquisition / L’interface geste–signe dans l’acquisition du langage. Special issue of Language, Interaction and Acquisition 8:1 (2017)
Perniss, P., Lu, J., Morgan, G. & Vigliocco, G. (2017). Mapping language to the world: The role of iconicity in the sign language input. Developmental Science
Morgan, G. (2017). Trying to make sense of language synthesis. Commentary on Lillo-Martin et al. The development of bimodal bilingualism Linguistic Approaches to Bilingualism 6:6, 799-801
Mann, W., Sheng, L. & 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
Lu, J., Jones, A. & Morgan, G. (2016). The impact of input quality on early sign development in native and non-native language learners. Journal of Child Language, Special Issue on critical periods
Mann, W., Roy, P. & Morgan, G. (2016). Adaptation of a Vocabulary Test from British Sign Language to American Sign Language. Language Testing
Morgan, G (2015). On language acquisition in speech and sign: development of combinatorial structure in both modalities. Frontiers in Psychology: Language Sciences.
Perez, M., Valsameda, M. & Morgan, G. (2015). Bilingual sign education in Madrid, Spain. In. G, Tang, H. Knoors & M. Marschark. Bilingualism and Bilingual Deaf Education (Oxford University Press).
Singleton, J., Martin, A. & Morgan, G. (2015). Ethics, Deaf-Friendly Research, and Good Practice When Studying Sign Languages. In E. Orfanidou, B. Woll, & G. Morgan. Research Methods in Sign Language Studies: A Practical Guide. Wiley-Blackwell.
Morgan, G. (2014). Critical Period in Language Development. In P. Brookes & V. Kempe (Eds). Encyclopedia of Language Development. Sage press.
Marshall, C,. Mann, W. & Morgan, G. (2011). Short-term memory in signed languages: Not just a disadvantage for serial recall. Front. Psychology 2:102
Mann, W., Marshall, C., Mason, K., & Morgan, G. (2010). The acquisition of sign language: the impact of phonetic complexity on phonology. Language Learning and Development 6, 60-86
Ortega, G.; Morgan, G. (2010). Comparing child and adult development of a visual phonological system. Language, Interaction and Acquisition. 1 (1) 67-81.
Morgan, G., Herman, R., Barriere, I. & Woll, B. (2008). The onset and mastery of spatial language in children acquiring British Sign Language, Cognitive Development, 23, 1-9. Commentary on the paper by Dan Slobin
Marshall, C. & Morgan, G. (2008). Review of Visible variation. J. Linguistics 44 (2008)
Morgan, G., Barrett-Jones, S. & Stoneham, H. (2007). The first signs of language: phonological development in British Sign Language. Applied Psycholinguistics, 28, 3-22
Morgan, G. & Woll, B. (eds). (2007). Understanding sign language classifiers through a polycomponential approach. Special Issue Lingua, 117, 7, 1159-1168.
Morgan, G., Barriere, I. & Woll, B. (2006) The influence of typology and modality in the acquisition of verb agreement in British Sign Language. First Language, 26, p19-44.
Morgan, G. (2006). Children are just lingual: The development of phonology in BSL. Lingua, 116, 1507-1523
Morgan, G. (2005). What is Homesign? Review of S. Goldin-Meadow (2003). The resilience of Language. Psychology press. Journal of Child Language, 32, 925-928.
Morgan, G., Barriere, I. & Woll, B. (2003). First verbs in British Sign Language development. Working Papers in Language and Communication Science, vol. 2 pp 57-66
Morgan, G (2003). Transcription of child sign language. Journal of Deafness and Education International, 5: 3, 157-166.
Morgan, G., Herman, R. & Woll, B. (2002). The development of complex verb constructions in BSL. Journal of Child Language, 29, 655 -675.
Morgan, G. & Woll, B. (2002). (eds) Directions in sign language acquisition. Amsterdam: John Benjamins
Atypical Language Development
Hardman, G.; Herman, R.; Kyle, F.E.; Ebbels, S. & Morgan, G. (2023). Identifying Developmental Language Disorder in Deaf Children with Cochlear Implants: A Case Study of Three Children. J. Clin. Med. 2023, 12, 5755. https://doi.org/10.3390/jcm12175755
Herman, R, Shield, A. & Morgan, G. (2019). Sign language development in deaf children with language impairments and autism spectrum disorders. In Manual Sign Acquisition in Children with Developmental Disabilities (N. Grove & K. Launonen, Eds). Pp 133-151
Mann, W., Pena, E., & Morgan, G. (2018). Child Modifiability as Predictor of Language Abilities in Deaf Children who use American Sign Language. American Journal of Speech-Language Pathology
Marshall, C. & Morgan, G. (2018). Investigating sign language development, delay and disorder in deaf children. In M. Marschark & P. Spencer. The Oxford Handbook of Deaf Studies in Language: Research, Policy, and Practice.
Marshall, C., JA, KM, K.R, B.W, & Morgan, G. (2016). Sentence repetition in deaf children with specific language impairment in British Sign Language. Language Learning and Development.
Mann, W., Pe�a, E. & 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.
Herman, R., Rowley, K., Mason, K. & 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, 343-353
Herman, R., JA, KM, K.R, B.W, & Morgan, G. (2014). Profiling and profiling SLI in Deaf children who are sign language users. In D. Quinto-Pozos (ed). Multilingual Aspects of Signed Language Communication and Disorder. Multilingual Matters. pp45-69
Marshall, C., Rowley, K., Mason, K., Herman, R. & Morgan, G. (2012). Lexical organization in deaf children who use British Sign Language: Evidence from a semantic fluency task. Journal of Child Language.
Woll, B. & Morgan, G. (2012). Language impairments in the development of sign: Do they reside in a specific modality or are they modality-independent deficits? Bilingualism, Language & Cognition, 15, 75-87.
Mason, K., Rowley, K. Marshall, C.R., Atkinson, J. Herman, R. Woll, B. & Morgan, G. (2010). Identifying Specific Language Impairment in Deaf children acquiring British Sign Language: Implications for theory and practice. BJDP28, 33-49
Smith, N., Tsimpli, I.M. Morgan, G. & Woll, B. (2010). Signs of the Savant. CUP. Read a review on linguistlist
Morgan, G., Smith, N., Tsimpli, I.M. & Woll, B. (2007). Classifier learning and modality in a polyglot savant. Lingua, 117, 7, 1339-1353
Morgan, G., Herman. & Woll B (2007). Language impairments in sign language: breakthroughs and puzzles. International Journal of Language and Communication Disorders, 42, 97-105
Marshall, C. R. Denmark, T. & Morgan, G. (2006) Investigating the underlying causes of SLI: a non-sign repetition test in British Sign Language. Advances in Speech-Language Pathology 8(4): 347-355.
Morgan, G. (2005). Biology and Behaviour: Insights from the acquisition of sign language. In A. Cutler (ed). Twenty-First Century Psycholinguistics: Four Cornerstones. Lawrence Erlbaum Press.
Morgan, G., Smith, N., Tsimpli, I.M. & Woll, B. (2002). Language against the odds: the learning of BSL by a polyglot savant. Journal of Linguistics, 38, 1-41
Morgan, G., Woll, B., Smith, N, & Tsimpli, I.M. (2002). The effects of modality on BSL development in an exceptional learner. In R. Meier, Cormier, K. A. & Quinto, D.G. (eds), Modality and structure in signed and spoken language. Cambridge University Press. pp 422 -441
Narrative development
Pérez, M,. Sanjuána, M., Ardura,. A, Montero, I. y Morgan, G. (2024). Evaluación y descripción del discurso narrativo en LSE (Lengua de Signos Espanola). Revista de Logopedia, Foniatría y Audiología.
Camus, A., Aparici, M. & Morgan, G. (2022). Evaluación y descripción del desarrollo narrativo en español. Revista de Logopedia, Foniatría y Audiología.
Caballero, M., Aparici, M., Sanz-Torrent, M., Herman, R., Jones, A., & Morgan, G. (2020). "El nen s'ha menjat una aranya": The development of narratives in Catalan speaking children. Journal of Child Language, 47(5), 1030–1051. https://doi.org/10.1017/S0305000920000057
Gulamani, S., Marshall, C., & Morgan, G. (2020). The challenges of viewpoint-taking when learning a sign language: Data from the ‘frog story’ in British Sign Language. Second Language Research. https://doi.org/10.1177/0267658320906855
Jones, A., Marshall, C., Botting, N., Atkinson, J., Toscana, E., Denmark, T., Herman, R. & Morgan, G. (2016). Narrative skills in deaf children who use spoken English: dissociations between macro and microstructural devices. Research in Developmental Disabilities, 59, 268-282
Caballero, M., Sanz-Torrent, M. & Morgan G. (2015). Desarrollo narrativo en ninos de habla Catalana: Adaptacion del test Spider Story (Catalan narrative development). Poster presented at the IV Clinical Linguistics International Congress University of Barcelona.
Bel, A., Ortells, M. & Morgan, G. (2014). Reference control in the narratives of adult sign language learners. International Journal of Bilingualism.
Rathmann, C., Mann, W. & Morgan, G. (2007). Narrative structure and narrative development in deaf children. Deafness and Education International, 9, 187-196.
Morgan, G. (2005). Transcription of child sign language: A focus on narrative Journal of Sign Language and Linguistics, 8, 119-130
Morgan, G. (2005). The development of narrative in British Sign Language. In , B. Schick; M. Marschark & P. Spencer (eds). Advances in Sign Language Development in Deaf Children. Oxford University Press
Morgan, G. & Woll, B. (2003). The development of reference switching encoded through body classifiers in BSL. In K, Emmorey (ed), Perspectives on classifier constructions in sign languages. Mahwah, NJ : Lawrence Erlbaum Press pp 297-310
Morgan, G. (2002). The encoding of simultaneity in children's BSL narratives. Journal of Sign Language and Linguistics 5:2, 127-161.
Morgan, G. (2000). Discourse Cohesion in Sign and Speech. International Journal of Bilingualism, 4, 279-300.
Morgan, G. (1999). The development of discourse cohesion in BSL. Unpublished PhD thesis. University of Bristol
Morgan, G. (1999). Event packaging in British Sign Language discourse. In E. Winston (ed), Story Telling & Conversation: Discourse in Deaf Communities, pp 27-58. Washington D.C: Galluadet University press.
Morgan, G. (1999). Narrative development in British Sign Language. In C. Schelletter, C. Letts and M. Garman (eds), Issues in Child Language: from Phonology to Narrative. Reading : FECS press.
Morgan, G. (1997) Learning to use referential space in sign language discourse In K. Bernhardt (ed), Papers in Linguistics from the Univ. Manchester 1, p145-156.
Morgan, G. (1996) Spatial anaphoric mechanisms in British Sign Language. In S. Botely (ed), Approaches to Discourse Anaphora 8, University of Lancaster press.
Morgan, G. (1996) Discourse organisation in a British Sign Language Narrative. In E. Pedro (ed), Discourse Analysis. Lisbon: Colibri.
Language and Cognition
Kotowicz, J., Woll, B. & Morgan, G (2024). Testing the bilingual advantage for executive function: insights from hearing children who are native signers. International Journal of Bilingual Education and Bilingualism
Figueroa, M, Botting, N. & Morgan, G. (2024). Language and executive function relationships in the real world: Insights from deafness. Language and Cognitive Processes.
Becker, C. & Morgan, G. (in press). Communication interventions targeting Theory of Mind in deaf children. In R. Herman & C. Enns (Eds). Communication Interventions and Deafness. OUP Perspectives on Deafness,
Morgan, G. (2022). Working Memory and Childhood Deafness. In J. Schwieter & Z. Wen (Eds.), The Cambridge Handbook of Working Memory and Language (Cambridge Handbooks in Language and Linguistics, pp. 801-819). Cambridge: Cambridge University Press. doi:10.1017/9781108955638.042
Mason, K., Botting, N. & Morgan, G. (2022). Executive Function training for deaf children: impact of a music intervention. Journal of Deaf Studies and Deaf Education.
Morgan, G., Curtin, M., & Botting, N. (2021). The interplay between early social interaction, language and executive function development in deaf and hearing infants. Infant behavior & development, 64, 101591. Advance online publication. https://doi.org/10.1016/j.infbeh.2021.101591
Kelly, C., Freeth, M., Morgan, G. & Mathews, D. (2019). The Understanding of Communicative Intentions in Children with Severe-to-Profound Hearing Loss. Journal of Deaf Studies and Deaf Education, (3):1-10
Morgan, G. (ed.). (2020). Understanding Deafness, Language and Cognitive Development. Essays in honour of Bencie Woll. Amsterdam: John Benjamins
Sidera, F.; Serrat, E. & Morgan, G (2019). Understanding of Pretend Emotions in children who are deaf and hard of hearing. Journal: Journal of Deaf Studies and Deaf Education.
Morgan, G. & Dye, M. (2019). Executive Functions and Access to Language: The Importance of Intersubjectivity. In M. Marcshark & H. Knoors (eds). The Oxford Handbook of Deaf Studies in Learning and Cognition.
Kelly, C., Freeth, M., Morgan, G. & Mathews, D. (2019). The Understanding of Communicative Intentions in Children with Severe-to-Profound Hearing Loss. Journal of Deaf Studies and Deaf Education
Jones, A., Marshall, C., Botting, N. St Clair, M., Atkinson, J. and Morgan, G. (2019). Expressive vocabulary predicts non-verbal executive function: a 2-year longitudinal study of deaf and hearing children. Child Development, This is the 2 year follow up on a sub-group of the Botting et al (2016) paper below.
Sidera, F.; Serrat, E., Amadó, A. & Morgan, G (2018). Emotion recognition skills in children with hearing loss. What is the role of language? In Atypical Language Development in Romance Languages (2018) edited by Eva Aguilar-Mediavilla, Lucía Buil-Legaz, Raül López-Penadés, Víctor Sánchez-Azanza & Daniel Adrover-Roig (eds).
Marshall, C., Fastelli A., Jones, A., Botting, N., Atkinson-Hearn, J. & Morgan, G. (in press). Semantic fluency in deaf children who use spoken and signed language, in comparison to hearing peers International Journal of Language & Communication Disorders.
Morgan, G., Meristo, M. & Hjelmquist, E. (in press). Conversational experience, language and the development of Theory of Mind. In V. Slaughter (ed). Environmental Influences on Theory of Mind Development: Festschrift for Candi Peterson. Psychology Press.
Botting, N., Jones, A., Marshall, C., Denmark, T., Atkinson, J., & Morgan, G. (2016). Non-verbal executive function is mediated by language: A study of deaf and hearing children. Child Development
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. Front. Psychol. 6:527.
Go to our project on early ToM development in deaf children website - click here
Morgan, G. (2015). Social-cognition for learning as a deaf student. In H. Knoors & M. Marschark. Educating Deaf Students: Creating a Global Evidence Base. Oxford University Press.
I did an interview a while ago on what is Theory of mind and why it relates to deafness (the basics). Here it is
Morgan, G. Meristo, M., Mann, W., Hjelmquist, E., Surian, L., & Siegal, M. (2014). Mental state language and quality of conversational experience in deaf and hearing children. Cognitive Development, 29, 41-49
Meristo, M., Morgan, G., Geraci, A., Iozzi, L., Hjelmquist, E., Surian, L., & Siegal, M. (2014). Belief attribution in deaf and hearing infants. Developmental Science.
I was asked to talk about this paper in a web interview - here that is
Meristo,. M., Hjelmquist, E., & Morgan, G. (2012). How access to language affects theory of mind in deaf children. In M. Siegal & L. Surian (Eds.). Access to language and cognitive development. New York : Oxford University Press. (pp. 44-61)
Herman, R. & Morgan, G. (2011). Deafness, Language and Communication. in K. Hilari and N. Botting (eds). The Impact of Communication Disability Across the Lifespan. J&R Press Ltd, Guildford , UK .
Meristo et al. (2010). Belief-attribution in deaf and hearing infants: Evidence for the importance of conversational input. Opening Conference of the Cognitive Development Center, January 15-16 2010, Budapest, Hungary
Morgan, G. & Kegl, J. (2006) . Nicaraguan Sign Language and Theory of Mind: The issue of Critical Periods and Abilities. Journal of Child Psychology and Psychiatry, 47, 811-819.
A video of an introductory talk on ToM and deafness University of Athens 27.1.12
Gesture and signs - how hearing people learn sign language
Cocks, N., Byrne, S., Pritchard, M., Morgan, G. and Dipper, L. (2018), Integration of speech and gesture in aphasia. International Journal of Language & Communication Disorders.
Pritchard, M., Dipper, L., Morgan, G. & Cocks, N. (2018). The language-gesture connection: evidence from aphasia. Clinical Linguistics & Phonetics
Ortega, G., & Morgan, G. (2015). Input processing at first exposure to a sign language. Second language research.
Pritchard, M., Dipper, L., Morgan, G. & Cocks, N. (2015). Impaired integration of gesture and speech in aphasia. International Journal of Language & Communication Disorders.
Pritchard, M., Dipper, L., Morgan, G. & Cocks, N. (2015). Language and Iconic Gesture Use in Procedural Discourse by Speakers with Aphasia. Aphasiology
Ortega, G. & 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), 574-585
Marshall, C. & Morgan, G. (2015). From gesture to sign language: Conventionalisation of classifier constructions by adult hearing learners of British Sign Language. Topics in Cognitive Science.
Perniss, P., Ozyurek, A., & Morgan, G. (2015). The influence of the visual modality on language structure and language conventionalization: Insights from sign language and gesture. Topics in Cognitive Science. 7(1), 2-11.
Ortega, G. & Morgan, G. (2015). Phonological development in hearing learners of a sign language: The role of sign complexity and iconicity. Language Learning.
Orfanidou, E., Woll, B. & Morgan, G. (2015). Research Methods in Sign Language Studies: A Practical Guide. Wiley-Blackwell. Read a review here.
Sign segmentation - click here for more information
Orfanidou, E., Adam, R., McQueen, S. & Morgan, G. (2015). Segmentation of British Sign Language (BSL): Mind the gap! Quarterly Journal of Experimental Psychology.
Cocks, N., Dipper, L., Pritchard, M. & Morgan, G. (2013). The impact of impaired semantic knowledge on spontaneous iconic gesture production. Aphasiology
Adam, R., Orfanidou, E., McQueen, J & Morgan, G. (2012). Sign language comprehension: Insights from misperceptions of different phonological parameters. In R. Channon & H. Van der Hulst. Formational Units in the Analysis of Signs. Ishara Press. (pp 87-106).
Cocks, N., Morgan, G. & Kita, S. (2011). Iconic gesture and speech integration in younger and older adults. Gesture 11, 24-39.
Dipper, L., Cocks, N., Rowe, M & 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, 123�147
Cocks, N,. Dipper, L., Middleton, R. & 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, 423-436
Botting, N., Riches, N., Gaynor, M., Morgan, G. (2010). Gesture production and comprehension in children with specific language impairment. British Journal of Developmental Psychology, 28, 51-69
Cocks, N., Sautin, L., Kita, S., Morgan, G. & Zlotowitz, S. (2009) Gesture and speech integration: An exploratory study of a man with aphasia. International Journal of Language and Communication Disorders, 44, 795-804.
Orfanidou, E., Adam, R., Morgan, G., & McQueen, J.M. (2010)
Segmentation in signed and spoken language: different modalities, same segmentation procedures. Journal of Memory and Language v62, 272-283
Orfanidou, E., Adam, R. McQueen, J. & 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, 302-315
Something missing? Need more information? Get in touch at [email protected]