My early work concentrated on comparisons between sign and
spoken language development and my PhD described this with
narrative skills. In most of the first studies I used
spontaneous language samples from 2 families of native
signers. During this time I co-edited the IASCL volume in
2002. My current work on language is involving more
experimental studies with BSL in adults and also gestures and
spoken language in deaf children. This last factor is to do
with the changes in how language is being used by this
I have been looking at
language impairments in signing children and gestures in hearing
people with language difficulties. This research looks at common and differing patterns of breakdown.
Linked to this area I worked in my post-doc at UCL with Christopher
My other interest is the
relationship between language and cognitive development. I
have looked at this in relation to Theory of Mind and now with
the development of Executive Functions
Gesture. In other work I am investigating how children
learn about iconicity. Related to this last question I have been exploring how
signed languages have evolved from co-speech gesture and what
role language development has played during this transition.
here for an interview by IASCL on language development
is a recent interview on cognitive development http://www.uoc.edu/portal/en/sala-de-premsa/actualitat/entrevistes/2014/gary-morgan.html
here - to go to our
research centre funded by the ESRC
on sign language and gesture - most are downloadable, contact
me for copies if not.
W., Roy, P. & Morgan, G. (in press). Adaptation of a Vocabulary Test
from British Sign Language to American Sign Language. Language Testing
G (2015). On language
acquisition in speech and sign: development of combinatorial structure in
both modalities. Frontiers in Psychology: Language Sciences.
M., Valsameda, M. &
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.
G. (2014). Critical
Period in Language Development. In P. Brookes & V.
Kempe (Eds). Encyclopedia
of Language Development. Sage press.
C,. Mann, W. &
Short-term memory in signed languages:
Not just a disadvantage for serial recall. Front. Psychology 2:102
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
repetition - click here for more information
G.; Morgan, G. (2010). Comparing child and
adult development of a visual phonological system. Language,
Interaction and Acquisition. 1 (1) 67-81.
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
C. & Morgan, G. (2008). Review
G., Barrett-Jones, S. & Stoneham, H. (2007). The first signs of language: phonological
development in British Sign Language. Applied Psycholinguistics, 28,
& Woll, B. (eds). (2007). Understanding sign language classifiers through a
polycomponential approach. Special Issue Lingua, 117, 7, 1159-1168.
G., Barriere, I. & Woll, B. (2006) The influence of typology and modality in
the acquisition of verb agreement in British Sign Language. First Language,
G. (2006). Children are just lingual:
The development of phonology in BSL. Lingua, 116, 1507-1523
G. (2005). What is Homesign? Review of
S. Goldin-Meadow (2003). The resilience of Language. Psychology press. Journal
of Child Language, 32, 925-928.
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
G (2003). Transcription of child sign language.
Journal of Deafness and Education International, 5: 3, 157-166.
Herman, R. & Woll, B. (2002). The development of complex verb
constructions in BSL. Journal of Child Language, 29, 655 -675.
& Woll, B. (2002). (eds) Directions
in sign language acquisition. Amsterdam: John Benjamins
Narrative discourse and development
A., Ortells, M. & Morgan, G. (2014). Reference
control in the narratives of adult sign language learners.
C., Mann, W. & Morgan, G. (2007). Narrative structure and narrative
development in deaf children. Deafness and Education International, 9,
G. (2005). Transcription
of child sign language: A focus on narrative Journal of Sign Language and Linguistics, 8, 119-130
G. (2005). The
development of narrative in British Sign Language. In , B. Schick; M.
Marschark & P. Spencer (eds). Advances in Sign Language Development in
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
G. (2002). The encoding of simultaneity in children's BSL
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.
G. (1999). The development of discourse cohesion in
BSL. Unpublished PhD thesis. University of Bristol
G. (1999). Event packaging in British Sign Language discourse. In E. Winston
(ed), Story Telling & Conversation: Discourse in Deaf Communities, pp 27-58.
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.
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.
G. (1996) Spatial anaphoric mechanisms in British Sign
(ed), Approaches to Discourse Anaphora 8,
G. (1996) Discourse organisation in a British Sign Language Narrative. In E.
Pedro (ed), Discourse Analysis. Lisbon: Colibri.
our project on Executive
our project on early ToM development in deaf children website -
Marshall C, Jones A,
Denmark T, Mason K, Atkinson J, Botting N and Morgan G (2015).
children's non-verbal working memory is impacted by their
language experience. Front. Psychol. 6:527.
Morgan, G. (in press).
Social-cognition for learning as a deaf student. In H. Knoors
& M. Marschark. Educating Deaf Students: Creating a Global
Evidence Base. Oxford University Press.
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.
attribution in deaf and hearing infants. Developmental
was asked to talk about this paper in a web interview - here
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.
Press. (pp. 44–61)
& 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,
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,
G. & Kegl, J. (2006). Nicaraguan
Sign Language and Theory of Mind: The issue of Critical Periods and Abilities.
of Child Psychology and Psychiatry, 47, 811-819.
video of an introductory talk on ToM and deafness University
of Athens 27.1.12
to our sign language SLI project project website - click
W., Peña, E., & Morgan, G. (in press). Child
Modifiability as Predictor of Language Abilities in Deaf
Children who use American Sign Language. American Journal of
& Morgan, G. (in press). 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.
JA, KM, K.R, B.W, & Morgan,
G. (in press).
repetition in deaf children with specific language impairment
in British Sign Language. Language Learning and Development.
W., Peña, E. & Morgan,
G. (2014). Exploring
the Use of Dynamic Language Assessment with Deaf Children who
use American Sign Language: Two Case Studies. Journal of
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
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
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.
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.
Tsimpli, I.M. Morgan, G. & Woll, B. (2010). Signs of the
Read a review on linguistlist
Smith, N., Tsimpli, I.M. & Woll, B. (2007). Classifier learning and modality
in a polyglot savant. Lingua, 117, 7, 1339-1353
G., Herman. & Woll B (2007). Language impairments in sign language:
breakthroughs and puzzles. International Journal of Language and Communication
Disorders, 42, 97-105
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.
G. (2005). Biology
and Behaviour: Insights from the acquisition of sign language. In
Cutler (ed). Twenty-First Century Psycholinguistics: Four Cornerstones.
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
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.
Press. pp 422 -441
E., Woll, B. & Morgan, G.
(2015). Research Methods in Sign Language
Studies: A Practical Guide. Wiley-Blackwell.
click here for more information
E., Adam, R., McQueen, S. & Morgan, G. (2015).
Segmentation of British Sign Language (BSL): Mind the gap!
Quarterly Journal of Experimental Psychology.
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).
Adam, R., Morgan, G., & McQueen, J.M. (2010)
signed and spoken language: different modalities, same
segmentation procedures. Journal of Memory and
Language v62, 272-283
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
M., Dipper, L., Morgan, G. & Cocks, N. (in press). The
language-gesture connection: evidence from aphasia. Clinical Linguistics &
G., & Morgan, G. (2015).
Input processing at first exposure to a sign language.
Second language research.
M., Dipper, L., Morgan, G. & Cocks, N. (2015). Impaired
integration of gesture and speech in aphasia. International Journal of
Language & Communication Disorders.
M., Dipper, L., Morgan, G. & Cocks, N. (2015). Language and Iconic
Gesture Use in Procedural Discourse by Speakers with Aphasia. Aphasiology
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),
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.
P., Özyürek, A., & Morgan, G. (2015). The
influence of the visual modality on language structure and
language conventionalization: Insights from sign language and
Topics in Cognitive Science.
G. & Morgan, G. (2015). Phonological development in hearing learners of
a sign language: The role of sign complexity and iconicity. Language Learning.
N., Dipper, L., Pritchard, M. & Morgan, G. (2013). The
impact of impaired semantic knowledge on spontaneous iconic gesture production.
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,
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
N., Riches, N., Gaynor, M., Morgan, G. (2010). Gesture production and
comprehension in children with specific language impairment. British
Journal of Developmental Psychology,
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.