Cynthia Marshall
Dados Biográficos
| ID | 164381 |
|---|---|
| NOME | Cynthia Marshall |
| PRENOMES | Cynthia |
| SOBRENOME | Marshall |
| ASSINATURA | MARSHALL C |
| AFILIAÇÕES | University College London |
| ORCID | 0000-0003-2405-1999 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 31 |
| TOTAL DE CITAÇÕES | 44 |
| TOTAL COMO AUTOR | 31 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1966 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 4 |
Introduction to the Special Section on ‘DLD
Raising educational outcomes for individuals with Down syndrome
No previous systematic reviews have focused on which targeted interventions successfully raise educational outcomes (i.e. reading, writing, mathematics, science and general attainment outcomes) for students with Down syndrome. This study reports on the findings from a larger pre‐registered systematic review of targeted interventions for students with special educational needs and disabilities (SEND). Here, we examined studies that have used a ran…
Language development beyond the here-and-now
Most language use is displaced, referring to past, future, or hypothetical events, posing the challenge of how children learn what words refer to when the referent is not physically available. One possibility is that iconic cues that imagistically evoke properties of absent referents support learning when referents are displaced. In an audio-visual corpus of caregiver–child dyads, English-speaking caregivers interacted with their children (N = 71…
From gesture to Sign? An exploration of the effects of communicative pressure, interaction, and time on the process of conventionalisation
This study explored how non-signers exploit their gestural repertoire during a process of handshape conventionalisation. We examined how communicative context, interaction, and time affect the transition from iconically motivated representations to linguistically organised, generalised forms. One hundred non-signers undertook a silent gesture-elicitation task, describing pictures in one of four conditions: (A) in isolation; (B) with a passive rec…
Foreign language provision in English primary schools
Fluency in more than one language is generally accepted as being advantageous in our modern global age. However, in addition to the obvious personal, social, cultural and economic benefits of being bilingual, it has been claimed that bilingualism enhances cognitive development in a range of areas relevant to educational outcomes. Given the poor track record of teaching children foreign languages in England, schools that are not required to follow…
Introduction to the special section on topic maintenance in social conversation
Which Aspects of Visual Motivation Aid the Implicit Learning of Signs at First Exposure
We investigated whether sign-naïve learners can infer and learn the meaning of signs after minimal exposure to continuous, naturalistic input in the form of a weather forecast in Swedish Sign Language. Participants were L1-English adults. Two experimental groups watched the forecast once (n = 40) or twice (n = 42); a control group did not (n = 42). Participants were then asked to assign meaning to 22 target signs. We explored predictors of meanin…
Introduction to the special section on the Emergent Literacy and Language Early Childhood Checklist for Teachers (ELLECCT)
How are signed languages learned as second languages
This review addresses the question: How are signed languages learned by adult hearing learners? While there has been much research on second language learners of spoken languages, there has been far less work in signed languages. Comparing sign and spoken second language acquisition allows us to investigate whether learning patterns are general (across the visual and oral modalities) or specific (in only one of the modalities), and hence furthers…
Executive Function Training for Deaf Children
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
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…
Investigating the relationship between syntactic and short-term/working memory impairments in children with developmental disorders is not a straightforward endeavour
The research studies presented in this special issue rest on two assumptions: firstly, that limitations in verbal short-term memory and verbal working memory (vSTM/WM) capacity are likely to be related to impairments in syntax, and secondly that this relationship is likely to be causal, with impairments in vSTM/WM causing impairments in syntax. In this commentary article I make two, linked, methodological critiques relevant to these studies. Firs…
The challenges of viewpoint-taking when learning a 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…
Onomatopoeia, gestures, actions and words
Most research on how children learn the mapping between words and world has assumed that language is arbitrary, and has investigated language learning in contexts in which objects referred to are present in the environment. Here, we report analyses of a semi-naturalistic corpus of caregivers talking to their 2-3 year-old. We focus on caregivers' use of non-arbitrary cues across different expressive channels: both iconic (onomatopoeia and represen…
Heather van der Lely and developmental language disorders
This special issue honours the work and memory of Heather van der Lely, who died of cancer on 17 February 2014, at the too-young age of 58. Heather pioneered the study of children with Grammatical-Specific Language Impairment using a range of innovative behavioural and neuroimaging methods, and became one of the best-known researchers in the field of developmental language disorders. When Heather left school at 16 with few qualifications, her sev…
Socio-economic status affects sentence repetition, but not non-word repetition, in Chilean preschoolers
Sentence repetition and non-word repetition tests are widely used measures of language processing which are sensitive to language ability. Surprisingly little previous work has investigated whether children’s socio-economic status (SES) affects their sentence and non-word repetition accuracy. This study investigates sentence and non-word repetition using an adaptation of the Grammar and Phonology Screening (GAPS) test. The sample comprised 126 ty…
Modality-Dependent and -Independent Factors in the Organisation of the Signed Language Lexicon
Lexical organization in deaf children who use British Sign Language
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 …
Investigating Deaf Children's Vocabulary Knowledge in British Sign Language
This study explores different aspects of the mapping between phonological form and meaning of signs in British Sign Language (BSL) by means of four tasks to measure meaning recognition, form recognition, form recall, and meaning recall. The aim was to investigate whether there is a hierarchy of difficulty for these tasks and, therefore, whether BSL vocabulary acquisition proceeds incrementally, as is the case for spoken languages. Twenty-four dea…
Irregular past tense forms in English
Two cognitive models of inflectional morphology are widely debated in the literature-the Words and Rules model, whereby irregular forms are stored in the lexicon but regular forms are created by rule, and Single Mechanism models, whereby both regulars and irregulars form an associative network, with no rules. A newer model, the Computational Grammatical Complexity (CGC) model, recognises the contribution of hierarchical complexity in three compon…
Who did Buzz see someone? Grammaticality judgement of wh-questions in typically developing children and children with Grammatical-SLI
Building an Assessment Use Argument for sign language
In this article, we adapt a concept designed to structure language testing more effectively, the Assessment Use Argument (AUA), as a framework for the development and/or use of sign language assessments for deaf children who are taught in a sign bilingual education setting. By drawing on data from a recent investigation of deaf children's nonsense sign repetition skills in British Sign Language, we demonstrate the steps of implementing the AUA in…
The Acquisition of Sign Language
Research into the effect of phonetic complexity on phonological acquisition has a long history in spoken languages. This paper considers the effect of phonetics on phonological development in a signed language. We report on an experiment in which nonword-repetition methodology was adapted so as to examine in a systematic way how phonetic complexity in two phonological parameters of signed languages - handshape and movement - affects the perceptio…
Effects of Word Position and Stress on Onset Cluster Production
Children with specific language impairment (SLI) and dyslexia have phonological deficits that are claimed to cause their language and literacy impairments and to be responsible for the overlap between the two disorders. Little is known, however, about the phonological grammar of children with SLI and dyslexia, and indeed whether they show differences in phonological development. We designed a nonword repetition task to investigate the impact of w…
Passive verb morphology
Who did Buzz see someone? Grammaticality judgement of wh-questions in typically developing children and children with Grammatical-SLI
The Acquisition of Sign Language
Research into the effect of phonetic complexity on phonological acquisition has a long history in spoken languages. This paper considers the effect of phonetics on phonological development in a signed language. We report on an experiment in which nonword-repetition methodology was adapted so as to examine in a systematic way how phonetic complexity in two phonological parameters of signed languages - handshape and movement - affects the perceptio…
Effects of Word Position and Stress on Onset Cluster Production
Children with specific language impairment (SLI) and dyslexia have phonological deficits that are claimed to cause their language and literacy impairments and to be responsible for the overlap between the two disorders. Little is known, however, about the phonological grammar of children with SLI and dyslexia, and indeed whether they show differences in phonological development. We designed a nonword repetition task to investigate the impact of w…
Investigating Deaf Children's Vocabulary Knowledge in British Sign Language
This study explores different aspects of the mapping between phonological form and meaning of signs in British Sign Language (BSL) by means of four tasks to measure meaning recognition, form recognition, form recall, and meaning recall. The aim was to investigate whether there is a hierarchy of difficulty for these tasks and, therefore, whether BSL vocabulary acquisition proceeds incrementally, as is the case for spoken languages. Twenty-four dea…
The challenges of viewpoint-taking when learning a 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…
Which Aspects of Visual Motivation Aid the Implicit Learning of Signs at First Exposure
We investigated whether sign-naïve learners can infer and learn the meaning of signs after minimal exposure to continuous, naturalistic input in the form of a weather forecast in Swedish Sign Language. Participants were L1-English adults. Two experimental groups watched the forecast once (n = 40) or twice (n = 42); a control group did not (n = 42). Participants were then asked to assign meaning to 22 target signs. We explored predictors of meanin…
Passive verb morphology
Modality-Dependent and -Independent Factors in the Organisation of the Signed Language Lexicon
Irregular past tense forms in English
Two cognitive models of inflectional morphology are widely debated in the literature-the Words and Rules model, whereby irregular forms are stored in the lexicon but regular forms are created by rule, and Single Mechanism models, whereby both regulars and irregulars form an associative network, with no rules. A newer model, the Computational Grammatical Complexity (CGC) model, recognises the contribution of hierarchical complexity in three compon…
Titus Andronicus
The Face of Scotland
"Bad" Shakespeare
Roberts, Jeanne Addison. The Shakespearean Wild
Titus Andronicus
The Shattering of the Self
The shattering of the self
In The Shattering of the Self: Violence, Subjectivity, and Early Modern Texts, Cynthia Marshall reconceptualizes the place and function of violence in Renaissance literature. During the Renaissance an emerging concept of the autonomous self within art, politics, religion, commerce, and other areas existed in tandem with an established, popular sense of the self as fluid, unstable, and volatile. Marshall examines an early modern fascination with e…
Passive verb morphology
Effects of Word Position and Stress on Onset Cluster Production
Children with specific language impairment (SLI) and dyslexia have phonological deficits that are claimed to cause their language and literacy impairments and to be responsible for the overlap between the two disorders. Little is known, however, about the phonological grammar of children with SLI and dyslexia, and indeed whether they show differences in phonological development. We designed a nonword repetition task to investigate the impact of w…
Building an Assessment Use Argument for sign language
In this article, we adapt a concept designed to structure language testing more effectively, the Assessment Use Argument (AUA), as a framework for the development and/or use of sign language assessments for deaf children who are taught in a sign bilingual education setting. By drawing on data from a recent investigation of deaf children's nonsense sign repetition skills in British Sign Language, we demonstrate the steps of implementing the AUA in…
The Acquisition of Sign Language
Research into the effect of phonetic complexity on phonological acquisition has a long history in spoken languages. This paper considers the effect of phonetics on phonological development in a signed language. We report on an experiment in which nonword-repetition methodology was adapted so as to examine in a systematic way how phonetic complexity in two phonological parameters of signed languages - handshape and movement - affects the perceptio…
Who did Buzz see someone? Grammaticality judgement of wh-questions in typically developing children and children with Grammatical-SLI
Investigating Deaf Children's Vocabulary Knowledge in British Sign Language
This study explores different aspects of the mapping between phonological form and meaning of signs in British Sign Language (BSL) by means of four tasks to measure meaning recognition, form recognition, form recall, and meaning recall. The aim was to investigate whether there is a hierarchy of difficulty for these tasks and, therefore, whether BSL vocabulary acquisition proceeds incrementally, as is the case for spoken languages. Twenty-four dea…
Irregular past tense forms in English
Two cognitive models of inflectional morphology are widely debated in the literature-the Words and Rules model, whereby irregular forms are stored in the lexicon but regular forms are created by rule, and Single Mechanism models, whereby both regulars and irregulars form an associative network, with no rules. A newer model, the Computational Grammatical Complexity (CGC) model, recognises the contribution of hierarchical complexity in three compon…
Lexical organization in deaf children who use British Sign Language
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 …
Modality-Dependent and -Independent Factors in the Organisation of the Signed Language Lexicon
Heather van der Lely and developmental language disorders
This special issue honours the work and memory of Heather van der Lely, who died of cancer on 17 February 2014, at the too-young age of 58. Heather pioneered the study of children with Grammatical-Specific Language Impairment using a range of innovative behavioural and neuroimaging methods, and became one of the best-known researchers in the field of developmental language disorders. When Heather left school at 16 with few qualifications, her sev…
Socio-economic status affects sentence repetition, but not non-word repetition, in Chilean preschoolers
Sentence repetition and non-word repetition tests are widely used measures of language processing which are sensitive to language ability. Surprisingly little previous work has investigated whether children’s socio-economic status (SES) affects their sentence and non-word repetition accuracy. This study investigates sentence and non-word repetition using an adaptation of the Grammar and Phonology Screening (GAPS) test. The sample comprised 126 ty…
Onomatopoeia, gestures, actions and words
Most research on how children learn the mapping between words and world has assumed that language is arbitrary, and has investigated language learning in contexts in which objects referred to are present in the environment. Here, we report analyses of a semi-naturalistic corpus of caregivers talking to their 2-3 year-old. We focus on caregivers' use of non-arbitrary cues across different expressive channels: both iconic (onomatopoeia and represen…
Expressive Vocabulary Predicts Nonverbal Executive Function
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…
Investigating the relationship between syntactic and short-term/working memory impairments in children with developmental disorders is not a straightforward endeavour
The research studies presented in this special issue rest on two assumptions: firstly, that limitations in verbal short-term memory and verbal working memory (vSTM/WM) capacity are likely to be related to impairments in syntax, and secondly that this relationship is likely to be causal, with impairments in vSTM/WM causing impairments in syntax. In this commentary article I make two, linked, methodological critiques relevant to these studies. Firs…
The challenges of viewpoint-taking when learning a 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…
How are signed languages learned as second languages
This review addresses the question: How are signed languages learned by adult hearing learners? While there has been much research on second language learners of spoken languages, there has been far less work in signed languages. Comparing sign and spoken second language acquisition allows us to investigate whether learning patterns are general (across the visual and oral modalities) or specific (in only one of the modalities), and hence furthers…
Executive Function Training for Deaf Children
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 …
Introduction to the special section on the Emergent Literacy and Language Early Childhood Checklist for Teachers (ELLECCT)
Foreign language provision in English primary schools
Fluency in more than one language is generally accepted as being advantageous in our modern global age. However, in addition to the obvious personal, social, cultural and economic benefits of being bilingual, it has been claimed that bilingualism enhances cognitive development in a range of areas relevant to educational outcomes. Given the poor track record of teaching children foreign languages in England, schools that are not required to follow…
Psychology (21 obras) · Linguistics (19 obras) · Hearing Impairment and Communication (13 obras) · Reading and Literacy Development (11 obras) · Cognitive psychology (10 obras) · Computer Science (9 obras) · Language Development and Disorders (9 obras) · Hand Gesture Recognition Systems (8 obras) · Language, Metaphor, and Cognition (7 obras) · Sign language (7 obras)