Megan C. Gross

UMass Amherst Assistant Professor of Communication Disorders Megan Gross
Assistant Professor
Communication Disorders Building, #317
413-545-3669
megangross@umass.edu

Education: 

B.A., Cognitive & Linguistic Sciences; Russian, Wellesley College; M.S., Speech-Language Pathology, University of Wisconsin-Madison; Ph.D., Communication Sciences & Disorders, University of Wisconsin-Madison
 

Area(s) of Specialization: 

Bilingual language development; Code-switching; Cognitive control; Developmental Language Disorder; Bilingual assessment and intervention

Research Description: 

My research focuses on the development of bilingual children with typical development and with communication disorders. Current projects focus on how Spanish/English bilingual children with and without Developmental Language Disorder (DLD) learn to use and understand code-switching (when both languages are used together in a conversation or even in the same sentence) and how code-switching relates to cognitive control and social cognition. Broadly, I am interested in the relationships among the linguistic, cognitive, social, and environmental factors that contribute to bilingual children’s ability to speak and understand both languages when they have communication disorders that impact their linguistic, social, and/or cognitive skills (e.g., Developmental Language Disorder, Autism Spectrum Disorder, Down syndrome). In addition to understanding how bilingual children with communication disorders use and process their two languages, I am interested in best practices for bilingual assessment and how continued use of both languages can be most effectively supported through bilingual intervention strategies. 

Key Publications: 

Gross, M.C. & Kaushanskaya, M. (2020). Cognitive and linguistic predictors of language control in bilingual children. Frontiers in Psychology. 11:968. doi: 10.3389/fpsyg.2020.00968

Gross, M.C., Lopez, E., Buac, M., & Kaushanskaya, M. (2019). Processing of code-switched sentences by bilingual children: Cognitive and linguistic predictors. Cognitive Development, 52, 100821. doi: 10.1016/j.cogdev.2019.100821

Crespo, K., Gross, M., & Kaushanskaya, M. (2019). The effects of dual-language exposure on executive function in Spanish-English bilingual children with different language abilities. Journal of Experimental Child Psychology, 188, 104663. doi: 10.1016/j.jecp.2019.104663

Gross, M., & Kaushanskaya, M. (2018). Contributions of nonlinguistic task-shifting skills to language control in bilingual children. Bilingualism: Language & Cognition, 21(1), 181-194.

Gross, M., & Kaushanskaya, M. (2015). Voluntary language switching in English-Spanish bilingual children. Journal of Cognitive Psychology, 27(8), 992-1013.