Assistant Professor, Department of Psychology, University of Manitoba

Ph.D Experimental Psychology, University of Calgary
M.Sc. Experimental Psychology, University of Calgary
B.A. Honours: Psychology, University of Winnipeg

Cognitive development in children with autism spectrum disorders & typically developing children, social cognition, language development, children's understanding of communication.

http://home.cc.umanitoba.ca/~glenwrig/Researchers.htm

Glenwright, M., & Pexman, P. M. (2010). Development of children’s ability to distinguish sarcasm and verbal irony. Journal of Child Language, 37, 429-451.

Glenwright, M., & Pexman, P. M. (2007). Children’s perceptions of the social functions of verbal irony. In R. W. Gibbs, Jr. & H. L. Colston, (Eds.), Irony in language and thought: A cognitive science reader (pp. 447-464). New York: Lawrence Erlbaum Associates Taylor & Francis Group.

Pexman, P. M., & Glenwright, M. (2007). How do typically-developing children grasp the meaning of verbal irony? Journal of Neurolinguistics, 20, 178-196.

Hala, S., Pexman, P. M., & Glenwright, M. (2007). Priming the meaning of homographs in typically developing children and children with autism. Journal of Autism and Developmental Disorders, 37, 329-340.

Pexman, P. M., Glenwright, M., Hala, S., Kowbel, S., & Jungen, S. (2006). Children’s use of trait information in understanding verbal irony. Metaphor & Symbol, 21, 39-60.

Pexman, P. M., Glenwright, M., Krol, A., & James, T. (2005). An acquired taste: Children’s perceptions of humor and teasing in verbal irony. Discourse Processes, 40, 259-288.