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Psychology

D-Index
33
Citations
3809
World Ranking
10645
National Ranking
1038

Overview

Chloe Marshall is affiliated with University College London in the United Kingdom. Their research primarily spans the fields of Psychology and Social Sciences, with a notable focus on Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology, Language and Linguistics, and Human-Computer Interaction.

The scientist's main topics of research include Hearing Impairment and Communication, Reading and Literacy Development, Language, Metaphor, and Cognition, Language Development and Disorders, Language, Discourse, Communication Strategies, Hand Gesture Recognition Systems, and Multisensory Perception and Integration.

Chloe Marshall has published articles in several academic venues, with frequent contributions to:

  • First Language
  • Frontiers in Psychology
  • Language Interaction and Acquisition
  • The Journal of Deaf Studies and Deaf Education
  • Developmental Science

Their recent papers include:

  • "Linking language to sensory experience: Onomatopoeia in early language development" (2020) in Developmental Science
  • "Executive Function Training for Deaf Children: Impact of a Music Intervention" (2021) in The Journal of Deaf Studies and Deaf Education
  • "The challenges of viewpoint-taking when learning a sign language: Data from the 'frog story' in British Sign Language" (2020) in Second Language Research
  • "The Spelling Errors of French and English Children With Developmental Language Disorder at the End of Primary School" (2020) in Frontiers in Psychology
  • "How are signed languages learned as second languages?" (2020) in Language and Linguistics Compass

Chloe Marshall has collaborated frequently with several co-authors including Julie Dockrell, Gary Morgan, Julia Hofweber, Lizzy Aumônier, and Vikki Janke, reflecting a range of interdisciplinary partnerships within the broader psychological and linguistic research communities.

Best Publications

  • Phonological deficits in specific language impairment and developmental dyslexia: towards a multidimensional model

    Franck Ramus;Chloe R. Marshall;Stuart Rosen;Heather K. J. van der Lely

  • Nonverbal Executive Function is Mediated by Language: A Study of Deaf and Hearing Children

    Nicola Botting;Anna Jones;Chloe Marshall;Tanya Denmark

  • The impact of phonological complexity on past tense inflection in children with Grammatical-SLI

    Chloe R. Marshall;Heather K. J. van der Lely

  • Montessori education: a review of the evidence base

    Chloë Marshall

  • The link between prosody and language skills in children with specific language impairment (SLI) and/or dyslexia.

    C. R. Marshall;C. R. Marshall;S. Harcourt‐Brown;F. Ramus;H. K. J. van der Lely

  • A challenge to current models of past tense inflection: the impact of phonotactics.

    Chloe R. Marshall;Heather K.J. van der Lely

  • Effects of Word Position and Stress on Onset Cluster Production: Evidence from Typical Development, Specific Language Impairment, and Dyslexia

    Chloe R. Marshall;Heather K. J. van der Lely

  • Identifying Specific Language Impairment in Deaf Children Acquiring British Sign Language: Implications for Theory and Practice.

    Kathryn Mason;Kathryn Mason;Katherine Rowley;Katherine Rowley;Chloe R. Marshall;Joanna R. Atkinson

  • The Acquisition of Sign Language: The Impact of Phonetic Complexity on Phonology

    Wolfgang Mann;Chloe R. Marshall;Kathryn Mason;Gary Morgan

  • Neural correlates of sublexical processing in phonological working memory

    Carolyn McGettigan;Jane E. Warren;Frank Eisner;Frank Eisner;Chloe R. Marshall

  • Measurement Issues: Assessing language skills in young children.

    Julie E. Dockrell;Chloë R. Marshall

  • Teachers’ reported practices for teaching writing in England

    Julie E. Dockrell;Chloë R. Marshall;Dominic Wyse

  • Non-word Repetition Impairment in Autism and Specific Language Impairment: Evidence for Distinct Underlying Cognitive Causes

    David M. Williams;Heather Payne;Chloe Marshall

  • Lexical organization in deaf children who use British Sign Language: evidence from a semantic fluency task.

    Chloe R. Marshall;Katherine Rowley;Kathryn Mason;Rosalind Herman

  • Who did Buzz see someone? Grammaticality judgement of wh-questions in typically developing children and children with Grammatical-SLI.

    Heather K.J. van der Lely;Melanie Jones;Chloë R. Marshall

  • Investigating the impact of prosodic complexity on the speech of children with Specific Language Impairment

    CR Marshall;S Ebbels;J Harris;Hkj van der Lely

  • Deaf children's non-verbal working memory is impacted by their language experience

    Chloë Marshall;Anna Jones;Tanya Denmark;Kathryn Mason

  • Sentence repetition as a measure of morphosyntax in monolingual and bilingual children

    Mariam Komeili;Chloë R Marshall

  • Expressive Vocabulary Predicts Nonverbal Executive Function: A 2-year Longitudinal Study of Deaf and Hearing Children

    Anna Jones;Joanna Atkinson;Chloe Marshall;Nicola Botting

  • Derivational morphology in children with Grammatical- Specific Language Impairment

    C. R. Marshall;H. K. J. van der Lely

  • Current issues in developmental disorders

    Chloë R. Marshall

  • Parent–Child Interaction Therapy (PCIT) in school-aged children with specific language impairment

    Jessica Allen;Chloë R. Marshall

Frequent Co-Authors

Heather K. J. van der Lely
Heather K. J. van der Lely Harvard University
Bencie Woll
Bencie Woll University College London
Gabriella Vigliocco
Gabriella Vigliocco University College London
Julie E. Dockrell
Julie E. Dockrell University College London
Nicola Botting
Nicola Botting City, University of London
Franck Ramus
Franck Ramus École Normale Supérieure
Susan Goldin-Meadow
Susan Goldin-Meadow University of Chicago
Sophie K. Scott
Sophie K. Scott University College London

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