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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


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


Key publications: 

St Clair, M. C., Forrest, C. Yew, S. G. K., and Gibson, J. L. (2019) Early risk factors and emotional difficulties in children at risk of Developmental Language Disorder: A Population cohort study. Journal of Speech, Language and Hearing Research.

Newbury, D., Gibson, J., Conti-Ramsden, G., Andrew, P., Kevin, D., & Toseeb, U. (2019) Using polygenic profiles to predict variation in language and psychosocial outcomes in early and middle childhood. Journal of Speech, Language, and Hearing Research

Gibson, J. L. and St Clair, M. C. (in press). Assessing pragmatic competence in developmental disorders. In: De Gruyer Mouton handbook of Developmental and Clinical Pragmatics.

Kašćelan, D., Katsos, N. and Gibson, J. L. (2019) Relations between bilingualism and autistic-like traits in a general population sample of primary school children. Journal of Autism and Developmental Disorders

Howard, K. B., Katsos, N. and Gibson, J. L. (2019) The school experiences of bilingual children on the autism spectrum: An interpretative phenomenological analysis. Research in Developmental Disabilities. Volume 87, April 2019, Pages 9-20.

Howard, K., Katsos, N., & Gibson, J. (2019). Using interpretative phenomenological analysis in autism research. Autism.

Forrest, C., Gibson, J. L., Halligan, S, and St Clair, M. (2018). A longitudinal analysis of early language difficulty and peer problems on later emotional difficulties in adolescence: Evidence from the Millennium Cohort Study. Autism & Developmental Language Impairments

Uljarevic, M., Katsos, N., Hudry, K. and Gibson, J. (2016). Practitioner Review: Multilingualism and Neurodevelopmental disorders - an overview of recent research and discussion of clinical implications. Journal of Child Psychology and Psychiatry, doi:10.1111/jcpp.1259

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.


Senior Lecturer in Psychology and Education
Member of the Royal College of Speech and Language Therapists
Member of the British Academy of Childhood Disability Strategic Research Group
Chief Scientific Officer at Nesta
Departments and institutes: 
Dr Jenny  Gibson