Myrto Grigoroglou
Myrto Grigoroglou is an Assistant Professor in the Department of Linguistics and the Cognitive Science Program at University College.
Her research focuses on the study of meaning. Using theoretical tools and experimental methodologies from linguistics, cognitive and developmental psychology, she studies how children acquire meaning in their native language, and how children and adults use language in communication. Her work also looks into how linguistic meaning interacts with non-linguistic cognition (e.g., social and spatial cognition, logical reasoning).
Grigoroglou received a PhD in linguistics and cognitive science at the University of Delaware. Before joining U of T as a faculty member, she was a postdoctoral fellow in the Department of Applied Psychology and Human Development at the Ontario Institute for Studies in Education (OISE).
Grigoroglou has published research findings in leading developmental psychology and cognitive science journals, such as Developmental Psychology, Cognitive Science, Journal of Experimental Child Psychology, Language, Cognition and Neuroscience. She has also contributed various articles and book chapters in research encyclopedias and edited volumes in linguistics and psychology, including The Oxford Research Encyclopedia of Linguistics, The Oxford Handbook of Experimental Semantics and Pragmatics, and The Oxford Handbook of the Mental Lexicon. She has received several awards for her presentations and research, including a SSHRC Insight Development Grant.
Education
- PhD, University of Delaware
- MA, Sorbonne Nouvelle
- BA, University of Athens
Research Interests
- First language acquisition
- Referential communication
- Semantics and pragmatics
- Inference
- Language of events, motion, and space
Publications
Book Chapters
- Grigoroglou, M., & Papafragou, A. (2022). Contributions of pragmatics to word learning and interpretation. In A. Papafragou, J. C. Trueswell & L. R. Gleitman (Eds.), The Oxford Handbook of The Mental Lexicon (pp. 437-453). Oxford: Oxford University Press. https://doi.org/10.1093/oxfordhb/9780198845003.013.21
- Grigoroglou, M., & Papafragou, A. (in press). Informativeness in children’s language use. In P. Karpouzou, D. Aggelatos, C. Dounia, & T. Karavia (Eds.), Festshrift for Professor Anna Tzouma. University of Athens.
- Grigoroglou, M., & Papafragou, A. (2019). The development of pragmatic abilities. In K. Scott, B. Clark & R. Carston (Eds.), Relevance Theory: Pragmatics and Interpretation (pp. 102-112). Cambridge, UK: Cambridge University Press. https://doi.org/10.1017/9781108290593.010
- Grigoroglou, M., & Papafragou, A. (2019). Spatial Terms. In C. Cummins & N. Katsos (Eds.), The Oxford Handbook of Experimental Semantics and Pragmatics (pp. 113–123). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780198791768.013.18
- Grigoroglou, M., & Papafragou, A. (2019). Annotated bibliography - Acquisition of Pragmatics. In M. Aronoff (Ed.), Oxford Bibliographies. Online edition: Oxford University Press. https://doi.org/10.1093/obo/9780199772810-0240
- Grigoroglou, M., & Papafragou, A. (2017). Acquisition of Pragmatics. In M. Aronoff (Ed.), Oxford Research Encyclopedia of Linguistics. Online edition: Oxford University Press. https://doi.org/10.1093/acrefore/9780199384655.013.217
Journal Papers
- Grigoroglou, M., & Ganea, A. P. (2022). Language as a mechanism for reasoning about possibilities. Philosophical Transactions of the Royal Society B. 20210334. https://doi.org/10.1098/rstb.2021.0334
- Grigoroglou, M., & Papafragou, A. (2019). Children’s (and adults’) production adjustments to generic and particular listener needs. Cognitive Science, 43(10), 1-30. https://doi.org/10.1111/cogs.12790
- Papafragou, A., & Grigoroglou, M. (2019). The role of conceptualization during language production: evidence from event encoding.Language, Cognition and Neuroscience, 34(9), 1117–1128. https://doi.org/10.1080/23273798.2019.1589540
- Grigoroglou, M., Chan S., & Ganea, A. P. (2019). Toddlers’ understanding and use of verbal negation in inferential reasoning search tasks. Journal of Experimental Child Psychology, 183, 222–241. https://doi.org/10.1016/j.jecp.2019.02.004
- Grigoroglou, M., & Papafragou, A. (2019). Interactive contexts increase informativeness in children’s referential communication. Developmental Psychology, 55(5), 951-966. http://dx.doi.org/10.1037/dev0000693
- Grigoroglou, M., Johanson, M., & Papafragou, A. (2019). Pragmatics and spatial language: The acquisition of front and back. Developmental Psychology, 55(4), 729-744. http://dx.doi.org/10.1037/dev0000663