PhD, McGill University
Moore Hall 404
Theres’ research investigates how various language learners – typically and atypically developing, monolingual and bilingual children, as well as child and adult second language learners – acquire and process structural aspects of language (aka grammar). She is particularly interested in the contributions of factors beyond the grammar proper, including information at the discourse level, general cognitive abilities (e.g., working memory), as well as language experience.
Areas of Expertise:
- Morphosyntax and Semantics
- Developmental Psycholinguistics
- Language Processing (using eye-tracking methods)
Grüter, T., Rohde, H., & Schafer, A. J. (2017). Coreference and discourse coherence in L2: The roles of grammatical aspect and referential form. Linguistic Approaches to Bilingualism, 7(2), 199–299. doi: 10.1075/lab.15011.gru
Marchman, V. A., Martínez, L. Z., Hurtado, N., Grüter, T., & Fernald, A. (2017). Caregiver talk to young Spanish‐English bilinguals: comparing direct observation and parent‐report measures of dual‐language exposure. Developmental Science, 20, n/a, e12425. doi: 10.1111/desc.12425
Paul, J. Z., & Grüter, T. (2016). Blocking effects in the learning of Chinese classifiers. Language Learning, 66(4), 972–999. doi: 10.1111/lang.12197
Grüter, T., & Paradis, J. (Eds.) (2014). Input and experience in bilingual development [Trends in Language Acquisition Research (TiLAR), 13]. Amsterdam: John Benjamins.
Grüter, T., Lew-Williams, C., & Fernald, A. (2012). Grammatical gender in L2: A production or a real-time processing problem? Second Language Research, 28(2), 191–215.