Matt Hall

Assistant Professor
Communication Sciences and Disorders
Office
1701 N. 13th St.

Biography

The primary goal of Matt Hall’s research program is to maximize the developmental potential of all d/Deaf and hard-of-hearing (DHH) children. To that end, he applies knowledge from cognitive/developmental psychology and linguistics to questions that concern DHH children, their families, the professionals who serve them, and other stakeholders. Given the very strong and often contradictory claims that are prevalent in both research and practice, he is committed to increasing the quality of the empirical evidence so that clinicians and families can make better-informed decisions toward the shared goal of promoting the long-term and holistic well-being of DHH children. He also maintains a secondary line of research that explores the interplay of cognitive and communicative pressures in shaping the structures that new human languages take as they begin to emerge. This research uses experimental semiotics to evaluate theories generated on the basis of observational fieldwork on homesign systems and young/emerging sign languages.

Education

  • PhD, Cognitive Psychology, University of California, San Diego
  • MA, Cognitive Psychology, University of California, San Diego
  • BA, Brain & Cognitive Sciences and American Sign Language, University of Rochester

Curriculum Vitae 

Courses Taught

Number

Name

Level

CHP 0840

The World of Sign Languages, and the Sign Languages of the World

Undergraduate

CHP 0840

GenEd Limited Edition GG: The World of Sign Languages, and the Sign Languages of the World

Undergraduate

CHP 0940

Honors GenEd Limited Edition GG: The World of Sign Languages, and the Sign Languages of the World

Undergraduate

CSCD 1296

Studies in Psycholinguistics

Undergraduate

Selected Publications

  • Hall, M.L. & Anda, S.D.e. (2021). Measuring "Language Access Profiles" in Deaf and Hard-of-Hearing Children With the DHH Language Exposure Assessment Tool. J Speech Lang Hear Res, 64(1), pp. 134-158. United States. doi: 10.1044/2020_JSLHR-20-00439

  • Dills, S. & Hall, M.L. (2021). More limitations of “communication mode” as a construct. Deafness and Education International, 23(4), pp. 253-275. doi: 10.1080/14643154.2021.1966160

  • Hall, M.L. & Dills, S. (2020). The Limits of "Communication Mode" as a Construct. J Deaf Stud Deaf Educ, 25(4), pp. 383-397. United States. doi: 10.1093/deafed/enaa009

  • Hall, M.L. (2020). The Input Matters: Assessing Cumulative Language Access in Deaf and Hard of Hearing Individuals and Populations. Front Psychol, 11, p. 1407. Switzerland. doi: 10.3389/fpsyg.2020.01407

  • Hall, M.L., Hall, W.C., & Caselli, N.K. (2019). Deaf children need language, not (just) speech. First Language, 39(4), pp. 367-395. doi: 10.1177/0142723719834102

  • Hall, M.L., Eigsti, I., Bortfeld, H., & Lillo-Martin, D. (2018). Executive Function in Deaf Children: Auditory Access and Language Access. J Speech Lang Hear Res, 61(8), pp. 1970-1988. United States. doi: 10.1044/2018_JSLHR-L-17-0281

  • Hall, M.L., Eigsti, I., Bortfeld, H., & Lillo-Martin, D. (2018). Auditory access, language access, and implicit sequence learning in deaf children. Dev Sci, 21(3), p. e12575. England. doi: 10.1111/desc.12575

  • Hall, M.L., Mayberry, R.I., & Ferreira, V.S. (2017). Acceptability judgments still matter: Deafness and documentation. Behav Brain Sci, 40, p. e293. England. doi: 10.1017/S0140525X17000413

  • Hall, M.L. (2017). Pros and cons of blurring gesture-language lines: An evolutionary linguistic perspective. Behav Brain Sci, 40, p. e57. England. doi: 10.1017/S0140525X15002927

  • Hall, M.L., Eigsti, I., Bortfeld, H., & Lillo-Martin, D. (2017). Auditory Deprivation Does Not Impair Executive Function, But Language Deprivation Might: Evidence From a Parent-Report Measure in Deaf Native Signing Children. J Deaf Stud Deaf Educ, 22(1), pp. 9-21. United States. doi: 10.1093/deafed/enw054

  • Hall, M.L., Ahn, Y.D., Mayberry, R.I., & Ferreira, V.S. (2015). Production and comprehension show divergent constituent order preferences: Evidence from elicited pantomime. J Mem Lang, 81, pp. 16-33. United States. doi: 10.1016/j.jml.2014.12.003

  • Hall, M.L., Ferreira, V.S., & Mayberry, R.I. (2015). Syntactic priming in American Sign Language. PLoS One, 10(3), p. e0119611. United States. doi: 10.1371/journal.pone.0119611

  • Mayberry, R.I., Hall, M.L., & Zvaigzne, M. (2014). Subjective frequency ratings for 432 ASL signs. Behav Res Methods, 46(2), pp. 526-539. United States. doi: 10.3758/s13428-013-0370-x

  • Hall, M.L., Ferreira, V.S., & Mayberry, R.I. (2014). Investigating constituent order change with elicited pantomime: a functional account of SVO emergence. Cogn Sci, 38(5), pp. 943-972. United States. doi: 10.1111/cogs.12105

  • Hall, M.L., Mayberry, R.I., & Ferreira, V.S. (2013). Cognitive constraints on constituent order: evidence from elicited pantomime. Cognition, 129(1), pp. 1-17. Netherlands. doi: 10.1016/j.cognition.2013.05.004

  • Hall, M.L., Ferreira, V.S., & Mayberry, R.I. (2012). Phonological similarity judgments in ASL: Evidence for maturational constraints on phonetic perception in sign. Sign Language and Linguistics (Online), 15(1), pp. 104-127. doi: 10.1075/sll.15.1.05hal

  • Hall, M.L. & Bavelier, D. (2011). Short-term memory stages in sign vs. speech: the source of the serial span discrepancy. Cognition, 120(1), pp. 54-66. Netherlands. doi: 10.1016/j.cognition.2011.02.014

  • Hall, M.L. (2011). Bilingual picture-word studies constrain theories of lexical selection. Front Psychol, 2, p. 381. Switzerland. doi: 10.3389/fpsyg.2011.00381

  • Bavelier, D., Newport, E.L., Hall, M.L., Supalla, T., & Boutla, M. (2006). Persistent difference in short-term memory span between sign and speech: implications for cross-linguistic comparisons. Psychol Sci, 17(12), pp. 1090-1092. United States. doi: 10.1111/j.1467-9280.2006.01831.x