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Dr. Jean Quigley

Associate Professor (Psychology)

Research Associate (Children's Research Centre)

Jean Quigley is a Lecturer and Researcher in the School of Psychology, Co-Director of the Infant and Child Research Laboratory and Director of the Psychology Conversion Course (H.Dip.Psych) in the School of Psychology at Trinity College Dublin. Her research interests are in the psychology of language, with particular reference to early first language acquisition and to language development in the context of neurodevelopmental disorders. Her current projects focus on the critical role of parent-infant interaction for language development. This research has been funded by the Irish Research Council and the HRB among other bodies.
  Autism   Developmental pragmatics and child discourse   Language Acquisition and Development   Psycholinguistics
 Mother's Infant Directed speech in face to face interaction with normally developing infants and infant siblings of children with ASD
 Embodiment and medical technology
 Language interventions with non-verbal ASD children

Details Date
President & Editor of TCD School of Psychology Student Journal 2012-2016
Member of Editorial Board Psychoanalytsiche Perspectieven 2011-
Reviewer: Autism & Developmental Language Impairments Child Development Early Childhood Research Quarterly First Language Journal of Nonverbal Behavior Journal of Speech, Language, and Hearing Research Philosophical Psychology Theory & Psychology 2000-present
External HETAC Programmatic Review School of Arts DBS BA & HDip Psychology 2014
External Examiner PhD UU 2013
External Examiner PhD TCD 2010
External Examiner PhD DCU 2010
External Examiner MSc Thesis UCD 2011
Academic panel Grant Application reviewer AUTISTICA UK 2019
Association for Child and Adolescent Mental Health Conference Adjudication Panel Member 2008
Details Date From Date To
Psychological Society of Ireland (PSI) 2000 Present
Irish Association of Applied Linguistics IRAAL 2006 1999
International Association for the Study of Child Language (IASCL) 2020 2010
Coughlan, S., Quigley, J., & Nixon, E., Parent-infant conversations are differentially associated with the development of Preterm- and Term-born infants, Journal of Experimental Child Psychology, 239, (105809), 2024, Journal Article, PUBLISHED  DOI
Devrim Ataman, M., Quigley, J. & Nixon, E., Preterm toddlers's joint attention episodes during dyadic interactions with their mothers and fathers compared to full-term toddlers at age 2 years., Infant Behaviour and Development, 74, (101915), 2024, Journal Article, PUBLISHED  DOI
Coughlan, S., Quigley, J., & Nixon, E., The synergistic effects of preterm birth and parent gender on the linguistic and interactive features of parent-infant conversations., Journal of Speech, Language and Hearing Research, 2024, Journal Article, PUBLISHED  DOI
Ataman Devrim, Nixon, E., Quigley, J., Neonatal risk and coordinated joint attention episodes with mothers and fathers relate to language skills of preterm children aged 2-4 years, Cognitive Development, 70, (101456), 2024, Journal Article, PUBLISHED  DOI
Putnam, S. P., Selec, E., French, B., Gartstein, M.A., Lira Luttges, B. and 489 Members of the Global Temperament Project, The Global Temperament Project: Parent-Reported Temperament in Infants, Toddlers and Children from 59 Nations, Developmental Psychology, 60, (5), 2024, p916 - 941, Journal Article, PUBLISHED  DOI
Ataman-Devrim, M. Nixon, E., & Quigley, J. , Joint Attention Episodes during Interactions with Fathers but not Mothers at Age Two is Associated with Expressive Language at Age Three, Journal of Experimental Child Psychology, 226, (105569), 2023, Journal Article, PUBLISHED  DOI
Del Rosario, C., Nixon, E., Quigley, J., Whitehouse, A. & Mayberry, M., Parent-child interaction and developmental outcomes in children with typical and elevated likelihood of autism., Infant Behaviour & Development. , 71, (101830), 2023, Journal Article, PUBLISHED  DOI
Conica, M., Nixon, E., & Quigley, J. , Domain-Specific and Cross-Domain Effects of the Home Literacy and Numeracy Environment at Three Years on Children"s Academic Competencies at Five and Nine Years., Developmental Psychology, 2023, p1-15 , Journal Article, PUBLISHED  DOI
Conica, M., Kelly, L., Nixon, E., Quigley, J. , Father and Toddler Language During Shared Book Reading with Text"Based and Wordless Picture Books, Reading Research Quarterly, 2023, Journal Article, PUBLISHED  DOI
Hannigan, B., Gaffney, M., Wanrooij, T., & Quigley. J. , The personal and relational ideologies of master therapists. , European Journal for Qualitative Research in Psychotherapy,, 13, 2023, p1 - 17, Journal Article, PUBLISHED  DOI

Page 1 of 7
O'Mara, S.M., Mangaoang, M.A., McMackin, D.M., Quigley, J., Relationship Of Language Disorder To Mnemonic Deficits After Unilateral Hippocampectomy In Human Patients, 2003, Meeting Abstract, PUBLISHED


Award Date
NUI Scholarship awarded for postgraduate study, 1st Place in Class, 1st Class Honours BA. 1987
My research area is child language development. Language is critical for academic and social success, even in the early preschool years. The purpose of my research is to contribute to understanding how language develops and to impact on improving the language abilities of both neurodiverse and neurotypical children. I am the only academic in the School of Psychology with research expertise in this key subdiscipline of psychology. I have published a book with a key international publisher, my research is published in international high impact factor journals in the field, and is included in special issues and in metaanalyses. My datasets are archived in the largest open access repository for spoken language data and are available to researchers worldwide. I am a founding Co-Director of the Infant and Child Research Laboratory in the School of Psychology. This has attracted significant funding (e.g. Health Research Board), collaborations (e.g. TCD School of Medicine) and international postgraduate students. Currently five funded PhD candidates are working on projects related to my research agenda. My work, identifying environmental, family and child factors that impact on child language development and are amenable to intervention, as well as contributing knowledge, is directly relevant to parents, educators and children. There are three main strands to my research agenda: " Longitudinal studies that aim to elucidate the risk and protective factors associated with child language development over time; " Experimental and observational studies of Parent-Child Interaction, the infrastructure for language development, with a unique focus on measuring fathers" contribution to child outcomes; " Studies of language development in atypical contexts, for example, Down Syndrome, Neonatal Encephalopathy, Preterm Birth, Autism Spectrum Disorder, and maternal depression.