Perla Gámez

Associate Professor, Developmental Psychology

Education

University of Chicago, Chicago, IL
Ph.D., Developmental Psychology

University of Chicago, Chicago, IL
M.A., Developmental Psychology

University of Illinois at Chicago, Chicago, IL
B.A., Psychology

Research Interests

Bilingual language and literacy development; Language input; Classroom Talk; Structural priming

Publications/Research Listings

Mercado Ramos, D., Gámez, P.B., Nair, R. G., Delgado, M., & Lopez Hernandez (2025). Latino caregivers’ beliefs about bilingualism and their language practices with their Spanish-English bilingual toddlers. Applied Developmental Science.

Gámez, P.B., Demir, E. Ö., & Pinzon-Henao, P. (2025). Gesture production selectively predicts language outcomes in Spanish-English bilingual children. Child Development, 96(4), 1443-1457.

Gámez, P.B., Galindo, M. & Jauregui, C. (2024). Child-level factors associated with Spanish-English toddler’s productive vocabulary growth. Developmental Psychology, 60(1), 144-158.

Griskell, H. L., & Gámez, P. B. (2023). Early-adolescent dual language learners’ reading comprehension: Influences of teacher questions and language efficacy. Developmental Psychology, 59(1), 173-185.

Perry, J. S. & Gámez, P. B. (2023). Latino toddlers’ bilingual output and their caregivers’ bilingual input and acculturation. Infant Behavior & Development, 70, 101804.

Gámez, P.B., Palermo, F., Perry, J., & Galindo, M. (2023). Spanish-English bilingual toddlers’ vocabulary skills: The role of caregiver language input and warmth. Developmental Science, 26(2): e13308.