Gary Morgan
Biographic Data
| ID | 3843578 |
|---|---|
| NAME | Gary Morgan |
| GIVEN NAMES | Gary |
| FAMILY NAME | Morgan |
| SIGNATURE | MORGAN G |
| AFFILIATIONS | City, University of London |
| VERIFIED | No |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 19 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Possible Coevolution of Vampire Bats (Chiroptera: Phyllostomidae: Desmodus) and Large Xenarthrans (Cingulata, Pilosa) in North America and South America During the Quaternary
Vampire bats likely first appeared in South America in the early Miocene (~20 Ma) and evolved to feed upon the blood of native South American mammals of medium to large body size, in particular, xenarthrans–ground sloths, armadillos, pampatheres, and glyptodonts, and native ungulates–notoungulates and litopterns. Following the formation of the Panamanian Isthmus (~5 Ma), vampire bats immigrated into North America as participants in the Great Amer…
Relationships between executive functions and morphosyntactic skills in Spanish-speaking children with and without developmental language disorder
Understanding of Pretend Emotions in Children Who Are Deaf and Hard of Hearing
Children who are deaf and hard of hearing (DHH) and born to hearing parents have delays in their social-cognitive development and in particular in their Theory of Mind (ToM).These delays are often attributed to the difficulties they encounter in acquiring age-appropriate linguistic and communicative skills.The present study asks whether this developmental delay extends to problems with understanding pretend emotions and if linguistic difficulties…
Executive Function Training for Deaf Children: Impact of a Music Intervention
Several studies have reported poor executive function (EF) development in deaf children with subsequent impacts on their social and academic attainment. This paper describes the results of a music-based EF intervention designed for deaf children and carried out in two sets of primary schools. This is the first classroom-based EF training study with deaf children, and it also incorporates a replication phase. The intervention was a within-subject …
Expressive Vocabulary Predicts Nonverbal Executive Function: A 2-year Longitudinal Study of Deaf and Hearing Children
Numerous studies suggest an association between language and executive function (EF), but evidence of a developmental relationship remains inconclusive. Data were collected from 75 deaf/hard-of-hearing (DHH) children and 82 hearing age-matched controls. Children were 6–11 years old at first time of testing and completed a battery of nonverbal EF tasks and a test of expressive vocabulary. These tasks were completed again 2 years later. Both groups…
“El nen s'ha menjat una aranya”: The development of narratives in Catalan speaking children
The production of a well-constructed narrative is the culmination of several years of language acquisition and is an important milestone in children's development. There is no current description of narrative development for Catalan speaking children. This study collected elicited narratives in Catalan from 118 children aged 4;0–10;11. Narratives were scored for macrostructure and microstructure. Narrative scores improved with age with maximum pe…
Understanding Pretend Emotions in Children Who Are Deaf and Hard of Hearing
Children who are deaf and hard of hearing (DHH) and born to hearing parents have delays in their social-cognitive development and in particular in their theory of mind (ToM). These delays are often attributed to the difficulties they encounter in acquiring age-appropriate linguistic and communicative skills. The present study asks whether this developmental delay extends to problems with understanding pretend emotions and if linguistic difficulti…
The challenges of viewpoint-taking when learning a sign language: Data from the ‘frog story’ in British Sign Language
Little is known about how hearing adults learn sign languages. Our objective in this study was to investigate how learners of British Sign Language (BSL) produce narratives, and we focused in particular on viewpoint-taking. Twenty-three intermediate-level learners of BSL and 10 deaf native/early signers produced a narrative in BSL using the wordless picture book Frog, where are you? (Mayer, 1969). We selected specific episodes from part of the bo…
The Understanding of Communicative Intentions in Children with Severe-to-Profound Hearing Loss
The ability to distinguish lies from sincere false statements requires understanding a speaker's communicative intentions and is argued to develop through linguistic interaction. We tested whether this ability was delayed in 26 children with severe-to-profound hearing loss who, based on vocabulary size, were thought to have relatively limited access to linguistic exchanges compared to typically hearing peers (n = 93). Children were presented with…
The impact of input quality on early sign development in native and non-native language learners
There is debate about how input variation influences child language. Most deaf children are exposed to a sign language from their non-fluent hearing parents and experience a delay in exposure to accessible language. A small number of children receive language input from their deaf parents who are fluent signers. Thus it is possible to document the impact of quality of input on early sign acquisition. The current study explores the outcomes of dif…
Adaptation of a vocabulary test from British Sign Language to American Sign Language
This study describes the adaptation process of a vocabulary knowledge test for British Sign Language (BSL) into American Sign Language (ASL) and presents results from the first round of pilot testing with 20 deaf native ASL signers. The web-based test assesses the strength of deaf children’s vocabulary knowledge by means of different mappings of phonological form and meaning of signs. The adaptation from BSL to ASL involved nine stages, which inc…
Lexical-Semantic Organization in Bilingually Developing Deaf Children With ASL-Dominant Language Exposure: Evidence From a Repeated Meaning Association Task
This study compared the lexical-semantic organization skills of bilingually developing deaf children in American Sign Language (ASL) and English with those of a monolingual hearing group. A repeated meaning-association paradigm was used to assess retrieval of semantic relations in deaf 6-10-year-olds exposed to ASL from birth by their deaf parents, with responses coded as syntagmatic or paradigmatic. Deaf children's responses in ASL and English w…
Input processing at first exposure to a sign language
There is growing interest in learners’ cognitive capacities to process a second language (L2) at first exposure to the target language. Evidence suggests that L2 learners are capable of processing novel words by exploiting phonological information from their first language (L1). Hearing adult learners of a sign language, however, cannot fall back on their L1 to process novel signs because the modality differences between speech (aural–oral) and s…
Phonological Development in Hearing Learners of a Sign Language: The Influence of Phonological Parameters, Sign Complexity, and Iconicity
The present study implemented a sign-repetition task at two points in time to hearing adult learners of British Sign Language and explored how each phonological parameter, sign complexity, and iconicity affected sign production over an 11-week (22-hour) instructional period. The results show that training improves articulation accuracy and that some sign components are produced more accurately than others: Handshape was the most difficult, follow…
Lexical organization in deaf children who use British Sign Language: Evidence from a semantic fluency task
We adapted the semantic fluency task into British Sign Language (BSL). In Study 1, we present data from twenty-two deaf signers aged four to fifteen. We show that the same ‘cognitive signatures’ that characterize this task in spoken languages are also present in deaf children, for example, the semantic clustering of responses. In Study 2, we present data from thirteen deaf children with Specific Language Impairment (SLI) in BSL, in comparison to …
The influence of typology and modality on the acquisition of verb agreement morphology in British Sign Language
The development of morphological verb agreement in childrenís language involves several different linguistic phenomena. Languageñspecific influences impact on developmental patterns and age of acquisition. This study addresses three potential factors involved in the development of verb agreement morphology in sign languages and more specifically in a case study of one deaf child of native signing parents acquiring British Sign Language. The data …
Children are just lingual: The development of phonology in British Sign Language (BSL)
The development of complex verb constructions in British Sign Language
This study focuses on the mapping of events onto verb-argument structures in British Sign Language (BSL). The development of complex sentences in BSL is described in a group of 30 children, aged 3;2–12;0, using data from comprehension measures and elicited sentence production. The findings support two interpretations: firstly, in the mapping of concepts onto language, children acquiring BSL overgeneralize the use of argument structure related to …
Language against the odds: The learning of British Sign Language by a polyglot savant
In this paper we report on our attempt to teach the polyglot savant Christopher (‘C’ hereinafter) British Sign Language (BSL). BSL presents C with a novel challenge in the use of hand-eye coordination, while at the same time offering him the linguistic ingredients he is obsessed with. Despite his deficits in key areas of intellectual ability, communication skills and visuo-spatial cognition, C has developed a working knowledge of BSL through proc…
Phonological Development in Hearing Learners of a Sign Language: The Influence of Phonological Parameters, Sign Complexity, and Iconicity
The present study implemented a sign-repetition task at two points in time to hearing adult learners of British Sign Language and explored how each phonological parameter, sign complexity, and iconicity affected sign production over an 11-week (22-hour) instructional period. The results show that training improves articulation accuracy and that some sign components are produced more accurately than others: Handshape was the most difficult, follow…
The challenges of viewpoint-taking when learning a sign language: Data from the ‘frog story’ in British Sign Language
Little is known about how hearing adults learn sign languages. Our objective in this study was to investigate how learners of British Sign Language (BSL) produce narratives, and we focused in particular on viewpoint-taking. Twenty-three intermediate-level learners of BSL and 10 deaf native/early signers produced a narrative in BSL using the wordless picture book Frog, where are you? (Mayer, 1969). We selected specific episodes from part of the bo…
Lexical-Semantic Organization in Bilingually Developing Deaf Children With ASL-Dominant Language Exposure: Evidence From a Repeated Meaning Association Task
This study compared the lexical-semantic organization skills of bilingually developing deaf children in American Sign Language (ASL) and English with those of a monolingual hearing group. A repeated meaning-association paradigm was used to assess retrieval of semantic relations in deaf 6-10-year-olds exposed to ASL from birth by their deaf parents, with responses coded as syntagmatic or paradigmatic. Deaf children's responses in ASL and English w…
Input processing at first exposure to a sign language
There is growing interest in learners’ cognitive capacities to process a second language (L2) at first exposure to the target language. Evidence suggests that L2 learners are capable of processing novel words by exploiting phonological information from their first language (L1). Hearing adult learners of a sign language, however, cannot fall back on their L1 to process novel signs because the modality differences between speech (aural–oral) and s…
Children are just lingual: The development of phonology in British Sign Language (BSL)
Language against the odds: The learning of British Sign Language by a polyglot savant
In this paper we report on our attempt to teach the polyglot savant Christopher (‘C’ hereinafter) British Sign Language (BSL). BSL presents C with a novel challenge in the use of hand-eye coordination, while at the same time offering him the linguistic ingredients he is obsessed with. Despite his deficits in key areas of intellectual ability, communication skills and visuo-spatial cognition, C has developed a working knowledge of BSL through proc…
The development of complex verb constructions in British Sign Language
This study focuses on the mapping of events onto verb-argument structures in British Sign Language (BSL). The development of complex sentences in BSL is described in a group of 30 children, aged 3;2–12;0, using data from comprehension measures and elicited sentence production. The findings support two interpretations: firstly, in the mapping of concepts onto language, children acquiring BSL overgeneralize the use of argument structure related to …
Language against the odds: The learning of British Sign Language by a polyglot savant
In this paper we report on our attempt to teach the polyglot savant Christopher (‘C’ hereinafter) British Sign Language (BSL). BSL presents C with a novel challenge in the use of hand-eye coordination, while at the same time offering him the linguistic ingredients he is obsessed with. Despite his deficits in key areas of intellectual ability, communication skills and visuo-spatial cognition, C has developed a working knowledge of BSL through proc…
The influence of typology and modality on the acquisition of verb agreement morphology in British Sign Language
The development of morphological verb agreement in childrenís language involves several different linguistic phenomena. Languageñspecific influences impact on developmental patterns and age of acquisition. This study addresses three potential factors involved in the development of verb agreement morphology in sign languages and more specifically in a case study of one deaf child of native signing parents acquiring British Sign Language. The data …
Children are just lingual: The development of phonology in British Sign Language (BSL)
Lexical organization in deaf children who use British Sign Language: Evidence from a semantic fluency task
We adapted the semantic fluency task into British Sign Language (BSL). In Study 1, we present data from twenty-two deaf signers aged four to fifteen. We show that the same ‘cognitive signatures’ that characterize this task in spoken languages are also present in deaf children, for example, the semantic clustering of responses. In Study 2, we present data from thirteen deaf children with Specific Language Impairment (SLI) in BSL, in comparison to …
Input processing at first exposure to a sign language
There is growing interest in learners’ cognitive capacities to process a second language (L2) at first exposure to the target language. Evidence suggests that L2 learners are capable of processing novel words by exploiting phonological information from their first language (L1). Hearing adult learners of a sign language, however, cannot fall back on their L1 to process novel signs because the modality differences between speech (aural–oral) and s…
Phonological Development in Hearing Learners of a Sign Language: The Influence of Phonological Parameters, Sign Complexity, and Iconicity
The present study implemented a sign-repetition task at two points in time to hearing adult learners of British Sign Language and explored how each phonological parameter, sign complexity, and iconicity affected sign production over an 11-week (22-hour) instructional period. The results show that training improves articulation accuracy and that some sign components are produced more accurately than others: Handshape was the most difficult, follow…
The impact of input quality on early sign development in native and non-native language learners
There is debate about how input variation influences child language. Most deaf children are exposed to a sign language from their non-fluent hearing parents and experience a delay in exposure to accessible language. A small number of children receive language input from their deaf parents who are fluent signers. Thus it is possible to document the impact of quality of input on early sign acquisition. The current study explores the outcomes of dif…
Adaptation of a vocabulary test from British Sign Language to American Sign Language
This study describes the adaptation process of a vocabulary knowledge test for British Sign Language (BSL) into American Sign Language (ASL) and presents results from the first round of pilot testing with 20 deaf native ASL signers. The web-based test assesses the strength of deaf children’s vocabulary knowledge by means of different mappings of phonological form and meaning of signs. The adaptation from BSL to ASL involved nine stages, which inc…
Lexical-Semantic Organization in Bilingually Developing Deaf Children With ASL-Dominant Language Exposure: Evidence From a Repeated Meaning Association Task
This study compared the lexical-semantic organization skills of bilingually developing deaf children in American Sign Language (ASL) and English with those of a monolingual hearing group. A repeated meaning-association paradigm was used to assess retrieval of semantic relations in deaf 6-10-year-olds exposed to ASL from birth by their deaf parents, with responses coded as syntagmatic or paradigmatic. Deaf children's responses in ASL and English w…
The Understanding of Communicative Intentions in Children with Severe-to-Profound Hearing Loss
The ability to distinguish lies from sincere false statements requires understanding a speaker's communicative intentions and is argued to develop through linguistic interaction. We tested whether this ability was delayed in 26 children with severe-to-profound hearing loss who, based on vocabulary size, were thought to have relatively limited access to linguistic exchanges compared to typically hearing peers (n = 93). Children were presented with…
Expressive Vocabulary Predicts Nonverbal Executive Function: A 2-year Longitudinal Study of Deaf and Hearing Children
Numerous studies suggest an association between language and executive function (EF), but evidence of a developmental relationship remains inconclusive. Data were collected from 75 deaf/hard-of-hearing (DHH) children and 82 hearing age-matched controls. Children were 6–11 years old at first time of testing and completed a battery of nonverbal EF tasks and a test of expressive vocabulary. These tasks were completed again 2 years later. Both groups…
“El nen s'ha menjat una aranya”: The development of narratives in Catalan speaking children
The production of a well-constructed narrative is the culmination of several years of language acquisition and is an important milestone in children's development. There is no current description of narrative development for Catalan speaking children. This study collected elicited narratives in Catalan from 118 children aged 4;0–10;11. Narratives were scored for macrostructure and microstructure. Narrative scores improved with age with maximum pe…
Understanding Pretend Emotions in Children Who Are Deaf and Hard of Hearing
Children who are deaf and hard of hearing (DHH) and born to hearing parents have delays in their social-cognitive development and in particular in their theory of mind (ToM). These delays are often attributed to the difficulties they encounter in acquiring age-appropriate linguistic and communicative skills. The present study asks whether this developmental delay extends to problems with understanding pretend emotions and if linguistic difficulti…
The challenges of viewpoint-taking when learning a sign language: Data from the ‘frog story’ in British Sign Language
Little is known about how hearing adults learn sign languages. Our objective in this study was to investigate how learners of British Sign Language (BSL) produce narratives, and we focused in particular on viewpoint-taking. Twenty-three intermediate-level learners of BSL and 10 deaf native/early signers produced a narrative in BSL using the wordless picture book Frog, where are you? (Mayer, 1969). We selected specific episodes from part of the bo…
Understanding of Pretend Emotions in Children Who Are Deaf and Hard of Hearing
Children who are deaf and hard of hearing (DHH) and born to hearing parents have delays in their social-cognitive development and in particular in their Theory of Mind (ToM).These delays are often attributed to the difficulties they encounter in acquiring age-appropriate linguistic and communicative skills.The present study asks whether this developmental delay extends to problems with understanding pretend emotions and if linguistic difficulties…
Executive Function Training for Deaf Children: Impact of a Music Intervention
Several studies have reported poor executive function (EF) development in deaf children with subsequent impacts on their social and academic attainment. This paper describes the results of a music-based EF intervention designed for deaf children and carried out in two sets of primary schools. This is the first classroom-based EF training study with deaf children, and it also incorporates a replication phase. The intervention was a within-subject …
Possible Coevolution of Vampire Bats (Chiroptera: Phyllostomidae: Desmodus) and Large Xenarthrans (Cingulata, Pilosa) in North America and South America During the Quaternary
Vampire bats likely first appeared in South America in the early Miocene (~20 Ma) and evolved to feed upon the blood of native South American mammals of medium to large body size, in particular, xenarthrans–ground sloths, armadillos, pampatheres, and glyptodonts, and native ungulates–notoungulates and litopterns. Following the formation of the Panamanian Isthmus (~5 Ma), vampire bats immigrated into North America as participants in the Great Amer…
Relationships between executive functions and morphosyntactic skills in Spanish-speaking children with and without developmental language disorder
Psychology (18 works) · Hearing Impairment and Communication (16 works) · Linguistics (16 works) · Sign language (11 works) · Hand Gesture Recognition Systems (9 works) · Developmental psychology (8 works) · Cognition (7 works) · Cognitive psychology (7 works) · Language, Discourse, Communication Strategies (7 works) · Vocabulary (6 works)