Academics

About

I received my PhD from the University of Connecticut in Developmental Psychology with certificates in the Neurobiology of Language and the Cognitive Sciences.  My research focuses on the ways in which children acquire or develop language and the ways that varying language experiences relates to cognition.  This could be individually: the way that children learn and influence the language they are learning, or, in the case of homesigning children, the ways in which they create language without having had a language model.  This also could be in a language community: the ways in which adults as language models and children as peer models influence the language that a child in that context learns the language.  I work primarily in sign environments, considering the varying ways in which deaf or hearing children learn and develop a sign language.

As a natively-exposed trilingual (ASL, Spanish, and English), I am interested in the ways that children acquire more than one language and how the amount and type of exposure to any one language may influence its acquisition.  

I do this by studying the language of Deaf and hearing individuals in the United States, Nicaragua and other countries whose sign languages may have recently emerged or are still emerging. My methodologies include behavioral tasks, linguistic elicitation, and eye tracking as a measure of implicit processing. 

Currently Teaching

EDU-799 Independent Study Credits: 1-3
LIN-522 Psycholinguistics of Sign Languages Credits: 3
LIN-595 Special Topics Credits: 1-3
LIN-890 Dissertation Proposal Development Credits: 3
LIN-900 Dissertation Research Credits: 1-9
  • LIN-101 Sign Lang & Sign Systems (2019/01)(01)
  • LIN-101 Sign Lang & Sign Systems (2019/02)(01)
  • LIN-101 Sign Lang & Sign Systems (2018/02)(02)
  • LIN-101 Sign Lang & Sign Systems (2019/02)(02)
  • LIN-101 Sign Lang & Sign Systems (2019/01)(04)
  • LIN-499 Independent Study (2020/01)(01)
  • LIN-499 Independent Study (2018/02)(01)
  • LIN-510 Intro to First and Second Lang (2018/01)(GOL3)
  • LIN-522 Psycholinguistics of Sign Lang (2019/02)(G01)
  • LIN-522 Psycholinguistics of Sign Lang (2019/02)(UG01)
  • LIN-595 Special Topics (2018/02)(G01)
  • LIN-595 Special Topics (2018/02)(UG01)
  • LIN-701 Phonology I (2018/01)(01)
  • LIN-701 Phonology I (2019/01)(01)
  • LIN-701 Phonology I (2020/01)(01)
  • LIN-799 Independent Study (2019/01)(01)
  • LIN-799 Independent Study (2018/02)(01)
  • LIN-799 Independent Study (2020/01)(02)
  • LIN-799 Independent Study (2018/02)(02)
  • LIN-799 Independent Study (2019/02)(04)
  • LIN-799 Independent Study (2019/02)(06)
  • LIN-880 Guided Research Project (2019/01)(04)
  • LIN-880 Guided Research Project (2019/02)(04)
  • LIN-883 Dissertation Concept Paper (2020/01)(02)
  • LIN-595 Special Topics (2020/02)(G01)
  • LIN-595 Special Topics (2020/02)(UG01)
  • LIN-703 Proseminar (2020/02)(01)
  • LIN-101 Sign Lang & Sign Systems (2020/03)(OL1)
  • LIN-480 Linguistics Research Experienc (2021/01)(01)
  • LIN-499 Independent Study (2021/01)(01)
  • LIN-701 Phonology I (2021/01)(01)
  • LIN-890 Dissertation Proposal Devlpmnt (2021/01)(03)
  • LIN-701 Phonology I (2022/01)(1)
  • LIN-880 Guided Research Project (2022/01)(1)
  • LIN-900 Dissertation Research (2022/01)(2)
  • LIN-880 Guided Research Project (2021/02)(1)
  • LIN-880 Guided Research Project (2021/03)(1)
  • LIN-522 Psycholinguistics of Sign Lang (2021/02)(G01)
  • LIN-522 Psycholinguistics of Sign Lang (2021/02)(UG01)
  • LIN-890 Dissertation Proposal Devlpmnt (2021/02)(04)
  • LIN-703 Proseminar (2022/02)(01)
  • LIN-799 Independent Study (2022/02)(01)
  • LIN-883 Dissertation Concept Paper (2022/02)(01)
  • LIN-900 Dissertation Research (2022/02)(08)
  • LIN-595 Special Topics (2022/02)(G01)
  • LIN-595 Special Topics (2022/02)(UG01)
  • LIN-890 Dissertation Proposal Devlpmnt (2023/01)(02)
  • EDU-799 Independent Study (2023/01)(03)
  • LIN-900 Dissertation Research (2023/01)(08)
  • LIN-522 Psycholinguistics of Sign Lang (2023/01)(G01)
  • LIN-522 Psycholinguistics of Sign Lang (2023/01)(UG01)
  • LIN 101 Mini Lectures (2019/03)
  • Insights from Nicaraguan Sign Language: Intergenerational effects of language deprivation and resilience (2019/01)
  • Bimodal Bilingualism Summer Research Program for graduate and Undergraduate students (2020/03)
  • Emerging Sign Languages and LSN (Nicaraguan sign language) (2021/02)
  • Language Science Station At Planet Word-- MSC 420/620 (2021/03)
  • Language Science Station At Planet Word-- MSC 420/620 (2021/03)
  • How Sign Languages Contribute to our Understanding of Linguistic Diversity (2022/02)
  • How Children Grow Language: Lessons from Global and Domestic Communities (2022/02)
  • Academia and Deaf, DeafBlind, Hard of Hearing, and DeafDisabled Communities: Fostering Academic Partnerships (2022/02)
  • PT Kids: Leveraging studies of language emergence and acquisition for DeafBlind children (2022/02)
  • Advising Load 2020/02: Total:5 Undergraduate:3 Masters:1 Doctoral:1
  • Advising Load 2021/01: Total:6 Undergraduate:1 Doctoral:1 Other:4
  • Advising Load 2021/02: Total:6 Undergraduate:1 Doctoral:1 Other:4
  • Advising Load 2022/01: Total:9 Undergraduate:2 Masters:1 Doctoral:2 Other:4
  • Advising Load 2018/01: Total:5 Undergraduate:3 Masters:1 Doctoral:1
  • Advising Load 2018/02: Total:8 Undergraduate:4 Masters:1 Doctoral:3
  • Advising Load 2019/01: Total:7 Undergraduate:3 Doctoral:4
  • Advising Load 2019/02: Total:6 Undergraduate:1 Masters:1 Doctoral:4
  • Advising Load 2020/01: Total:8 Undergraduate:2 Masters:1 Doctoral:5
  • Advising Load 2021/02: Total:9 Undergraduate:1 Masters:3 Doctoral:2 Other:3
  • Advising Load 2023/01: Total:10 Masters:3 Doctoral:2 Other:5
  • A strong language foundation, but not being deaf, supports learning ASL as a second language
  • The Oxford Handbook of Deaf Studies in Literacy
  • "More is Up" for Domain Restriction in ASL
  • Constraints on Code-blending: Evidence from Acceptability Judgments
  • Language Modality During Interactions Between Hearing Parents Learning ASL and their Deaf/Hard of Hearing Children
  • The influence of Same-age Peers on Language Emergence
  • The Ball Rolled to the Right: When children accommodate parents in the absence of language peers
  • Characteristic heritage language use in an emerging language: Evidence from morphosyntax and syntax
  • Impact of language experience on intuitive numerical processes in early childhood
  • Learning ASL as a Late Second Language Depends on the Strength of the First Language Foundation
  • The social dynamics of Joint Attention in ASL interactions between deaf children and their parents
  • Characteristic heritage language use in an emerging language: Evidence from morphosyntax and syntax
  • Learning a sign language as a late second language depends on the strength of the first language foundation
  • MacDonnell NSL/ Homesign Workshop
  • Croatian Review of Rehabilitation Research
  • Learning ASL as a late second language depends on the strength of the first language foundation
  • Not all touch is the same: A case study of a DeafBlind child interacting with a DeafBlind adult
  • Convergence and emergence: How Nicaraguan signing has been shaped by communication, contact, and acquisition
  • False belief understanding requires language experience but its precursor abilities do not.
  • Modality of Communication in Parents & Their Deaf Children using both ASL & Spoken English.
  • False Belief understanding requires language experience, but its precursor abilities do not.
  • Bimodal Bilinguals in an emerging language: Language synthesis from the start
  • Testing the test: Implicit Theory of Mind Measurements.
  •  Critical review of false belief task methodologies: A case study.
  • Not all touch is the same: A case study of a DeafBlind child interacting with a DeafBlind adult.
  • PT Kids: Leveraging studies of language emergence and acquisition for DeafBlind children
  • Academia and Deaf, DeafBlind, Hard of Hearing, and DeafDisabled Communities: Fostering Academic Partnerships.
  • How Children Grow Language: Lessons from Global and domestic communities.
  • Copresence and protactile language: Case studies of DeafBlind children learning from a DeafBlind adult.
  • Naïve perception of abstract meaning in iconic signs.
  • Assessing the Contribution of Language to the Understanding of Others' False Beliefs- (National Institutes of Health)
  • Navigating Social Distancing with DeafBlind Children: Protactile Language Acquisition in an Online Learning Environment- (National Science Foundation)
  • Collaborative Research: Advancing Language Research and Outreach in a Language Museum- (National Science Foundation)
  • Evaluating the rehabilitative potential of tactile number expressions for multisensory vision and hearing loss using wearable haptics- (National Institutes of Health)
  • In Your Hands: Promoting Early Diverse Deaf Engagement in the Cognitive Sciences- (Cognitive Science Society)
  • Lillian Berggoetz-Education (Honors Capstone) 2020/02-2022/02
  • Kaj Kraus-Linguistics (Doctoral Committee) 2019/01
  • Oren Abramowitz-Communication Sciences and Disorders, Adelphi University (Doctoral committee) 2017/02-2021/02
  • Carly Leannah-PhD in Educational Neuroscience (Doctoral committee) 2020/01
  • Athena Willis-PhD in Educational Neuroscience (Doctoral committee) 2020/02
  • Ardavan Guity-Linguistics (Doctoral committee) 2019/02-2021/02
  • Donovan Catt-Linguistics (Doctoral committee) 2019/02
  • Emily Kubicek-PhD in Educational Neuroscience (Doctoral committee) 2018/01-2019/02
  • Raphael Domingo-Linguistics (Field Exam Committee) 2020/01-2020/01
  • Marina Martinez-Coda-University of Puerto Rico- Linguistics (Doctoral Committee) 2021/02
  • Kiva Bennett-Linguistics (Doctoral Committee) 2018/02
  • Marjorie Bates-Linguistics (Doctoral Committee) 2021/03
  • Paul Gabriola-Linguistics (Field Exam Committee) 2022/01-2022/01
  • Lillian Brown-Boston University Speech, Hearing and Language (Master's Thesis Committee) 2018/01-2018/02
  • Kiva Bennett-Linguistics (Field Exam Committee) 2018/01-2018/01
  • Brittany Kaplan-PhD in Educational Neuroscience (Preliminary Exam) 2018/01-2018/02
  • Committee to establish/ propose the Gallaudet University Ed.D. in School Leadership for the Advancement of Diverse Deaf Students (SLADDS) 2019/01-2020/02
  • Search Committee 2019/02-2019/02
  • Admissions Committee 2018/02
  • Interdisciplinary Committee 2020/01-2022/01
  • Honor's Council 2021/01
  • Interview Committee for the Dean of Research position 2022/01-2022/01
  • Co-Coordinated TISLR viewing sessions for faculty, staff and students 2022/01-2022/01
  • Reviewer: Routledge Books 2019/02-2019/02
  • Reviewer: Developmental Science 2019/03-2020/01
  • Reviewer: Language, Cognition, and Neuroscience 2020/02-2021/01
  • Reviewer: Journal of Experimental Psychology 2020/02-2021/01
  • Reviewer: Boston University Conference on Language Development (BUCLD 46) 2020/02-2020/02
  • Reviewer: Boston University Conference on Language Development (BUCLD 45) 2019/02-2019/02
  • Reviewer: Linguistics Society of America 2019/03-2019/03
  • Reviewer: Cognitive Science 2021/03-2021/03
  • Reviewer: International Journal of Speech-Language Pathology 2021/02-2021/02
  • Reviewer: Theoretical Issues in Sign Language Research 14 2021/02-2021/02
  • Reviewer: Boston University Conference on Language Development (BUCLD 47) 2021/03-2021/03
  • Reviewer: Society for Research in Child Development 2022/01-2022/01
  • Reviewer: Israeli Science Foundation (ISF) Grants 2021/02-2021/02
  • Reviewer: Boston University Conference on Language Development (BUCLD 47) 2022/03-2022/03
  • Reviewer: Linguistics Society of America 2022/03-2022/03
  • Co-President, MD/DC Hands and Voices : Maryland/DC Hands and Voices 2019/01-2020/02
  • Conversations with a Researcher: Kendall Demonstration Elementary School, Early Childhood Education Program 2019/02-2019/02
  • Board Member: MD/DC Hands and Voices 2020/02
  • Conversation facilitator/leader: Monthly Linguistics Chats with Parents of Deaf Children 2021/01-2021/02
  • Gallaudet Faculty Professional Development Week 2019/01-2019/01
  • Gallaudet Faculty Professional Development Week 2019/02-2019/02
  • Gallaudet Faculty Professional Development Week 2020/01-2020/01
  • Gallaudet University Faculty Diversity Training 2019/03-2019/03
  • Bilingual Approach Seminar - level 1 2019/03-2019/03
  • Quality Matters Peer Reviewer Certification Course 2019/03-2019/03
  • Gallaudet University Faculty Ultra Course Design Training 2020/01-2020/01
  • Gallaudet Faculty Professional Development Week: Washington, District of Columbia 2020/02-2020/02
  • Gallaudet Faculty Professional Development Week 2021/01-2021/01
  • Gallaudet Faculty Professional Development Week 2021/02-2021/02
  • SALT(ED) Workshop on Inclusive Teaching 2020/02-2020/02
  • Gallaudet Faculty Professional Development Week 2021/02-2021/02
  • Gallaudet Faculty Professional Development Week 2022/01-2022/01
  • Gallaudet Faculty Professional Development Week 2022/02-2022/02
  • Protactile Theory Seminar 2021/03-2021/03
  • Gallaudet Faculty Professional Development Week 2018/01-2018/01
  • Gallaudet Faculty Professional Development Week 2018/02-2018/02
  • Online Learning Consortium: Essentials 1 2018/01-2018/01
  • Quality Matters: Applying the QM Rubric 2018/01-2018/01
  • Children of Deaf Adults (CODA), International: January 2000
  • Cognitive Science Society: May 2014
  • Sign Language and Linguistics Society: September 2010
  • Linguistics Society of America: January 2013
  • Dr. Diane Lillo-Martin 2017/02
  • Ilaria Berteletti 2020/02-2021/01
  • Contact Me

    Deanna Gagne

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