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Cambridge Language Sciences

Interdisciplinary Research Centre
 
Areas of Interest: 
Social impact and cognitive underpinnings of specific language impairments
Pragmatic language impairments and autism
Development of non-literal language comprehension and pragmatic language development

Research

My research interests lie in the interplay between linguistic and social development from childhood through to adolescence. I studied at University of Manchester where I gained a BSc (Hons) in Speech and Language Therapy, before going on to win ESRC/MRC funding to complete a Master of Research in Psychology followed by a PhD. After my PhD, I went on to do post-doctoral research in child and adolescent mental health in the Department of Developmental Psychiatry, University of Cambridge.

I held a lectureship in Developmental Language and Communication Disorders at the University of East Anglia for one year before coming to the University of Cambridge Faculty of Education as a University Lecturer in Psychology and Education in November 2014.

I am a qualified Speech and Language Therapist and, although I have focused my career mainly on research, I have maintained my clinical registration specialising in assessment and treatment of complex language disorders and autism spectrum conditions.

Current research projects: 

  • Evaluating playground peer interactions in the Preschool Autism Communication Trial Follow-Up 7-11 years (PACT 7-11)
  • Social cognition in children with pragmatic language impairments
  • Emotional vocabulary use in looked after children and young people
  • Outcomes of bullying, victimisation and friendships in childhood and adolescence

Publications

Key publications: 

Gibson, J., Kelvin, R. and Goodyer, I. (2013). A call for greater transparency in health policy development. Observations from an analysis of Child and Adolescent Mental Health policy. Evidence and Policy Journal

Gibson, J., Adams, C., Lockton, E. and Green, J. (2013). Social communication disorder outside autism? A diagnostic classification approach to delineating pragmatic language impairment, high functioning autism and specific language impairment.Journal of Child Psychology and Psychiatry54, 1186-1197.

Gibson, J., Hussain, J., Holsgrove, S., Adams, C. and Green, J. (2011). Quantifying children’s playground peer interaction skills: Development of the Manchester Inventory for Playground Observation.      Research in Developmental Disabilities, 32(6), 2458-2466.

Lecturer in Psychology and Education
Fellow Lucy Cavendish College
Member of the Royal College of Speech and Language Therapists
Member of the British Academy of Childhood Disability Strategic Research Group
Departments and institutes: 
Dr Jenny  Gibson

Affiliations

Classifications: