Associate Professor, Hispanic Linguistics, Psychology

PhD, Georgetown University

Current positions
Associate Professor, Department of Hispanic and Italian Studies, Department of Psychology, Laboratory of Integrative Neuroscience
Director of Graduate Studies, Department of Hispanic and Italian Studies
Director, Cognition of Second Language Acquisition laboratory
Associate Editor, Language Learning

Major Interests
Issues in second language acquisition, focusing on second language neurocognitive processes, effects of explicit and implicit training conditions, and the role of individual cognitive abilities

Selected Publications
For more information and downloadable versions of available publications, see Kara Morgan-Short's ResearchGate or Academia.edu page.

  • Faretta–Stutenberg, M., & Morgan–Short, K. (accepted). Individual differences in context: A neurolinguistic investigation of the role of memory and language use in naturalistic learning conttexts. Second Language Research.
  • Tanner, D., Norton, J. S., Morgan–Short, K., & Luck, S. J. (2016). On high-pass filter artifacts (they’re real) and baseline correction (it’s a good idea) in ERP/ERMF analysis. Journal of Neuroscience Methods, 266, 166-170. doi:10.1016/j.jneumeth.2016.01.002
  • Morgan-Short, K.,Faretta-Stutenberg, M., & Bartlett, L. (2015).Contributions of event-related potential research to issues in explicit and implicit second language acquisition (pp. 349-384).In P. Rebuschat (Ed.),Implicit and Explicit Learning of Languages.Amsterdam: John Benjamins.
  • Ettlinger, M., Morgan-Short, K., Faretta-Stutenberg, M., & Wong, P. M. C. (2015). The relationship between artificial and natural language learning. Cognitive Science. doi: 10.1111/cogs.12257 Cognitive Science
  • Tanner, D., Morgan-Short, K., & Luck, S. J. (2015). How inappropriate high-pass filters can produce artifactual effects and incorrect conclusions in studies of language and cognition. Psychophysiology 52(8), 997-1009. doi: 10.1111/psyp.12437
  • Morgan-Short, K., Deng, Z., Brill-Schuetz, K. A., Faretta-Stutenberg, M., Wong, P. C. M. , &. Wong, F. C. K. (2015). A view of the neural representation of second language syntax through artificial language learning under implicit contexts of exposure. Studies in Second Language Acquisition, 27(2), 383-419.
  • Issa, B., Morgan–Short, K., Villegas, B., & Raney, G. (2015). An eye–tracking study on the role of attention and its relationship with motivation (pp. 114–142). In L. Roberts, K. McManus, N. Vanek, and D. Trenkic (Eds.), EUROSLA Yearbook: Volume 15 (2015). Amsterdam: John Benjamins.
  • Morgan-Short, K. (2014). Electrophysiological approaches to understanding second language acquisition: A field reaching its potential. Annual Review of Applied Linguistics, 34, 15-36.
  • Morgan-Short, K., Faretta-Stutenberg, M., Brill, K. A., Carpenter, H., & Wong, P. (2014). Declarative and procedural memory as individual differences in second language acquisition. Bilingualism: Language and Cognition. 17(1), 56-72.
  • Morgan-Short, K., & Tanner, D. (2014). Event-related potentials (ERPs). In J. Jegerski & B. VanPatten (Eds.), Research Methods in Second Language Psycholinguistics (pp. 127-152). New York: Routledge.
  • Morgan-Short, K., Heil, J., Botero-Moriaty, A., & Ebert, S. (2012). Allocation of attention to second language form and meaning: Revisiting the use of think aloud protocols. Studies in Second Language Acquisition, 34(4)659-685.
  • Morgan-Short, K., Finger, I., Grey, S., & Ullman, M. T. (2012). Second language processing shows increased native-like neural responses after months of no exposure. PLoS ONE, 7(3): e32974. 
  • Morgan-Short, K., Steinhauer, K., Sanz, C., & Ullman, M. T. (2012). Explicit and implicit second language training differentially affect the achievement of native-like brain activation patterns. Journal of Cognitive Neuroscience, 24(4), 933-947.
  • Morgan-Short, K., Sanz, C., Steinhauer, K., & Ullman, M. T. (2010). Second language acquisition of gender agreement in explicit and implicit training conditions: An event-related potential study. Language Learning, 60(1), 154-193.PMCID:PMC3044320
  • Morgan–Short, K., & Bowden, H. W. (2006). Processing instruction and meaningful output–based instruction: Effects on second language development. Studies in Second Language Acquisition, 28(1), 31–65.
  • Sanz, C., & Morgan–Short, K. (2004). Positive evidence vs. explicit rule presentation and explicit negative feedback: A computer–assisted study. Language Learning, 54(1), 35–78.
  • Leow, R., & Morgan–Short, K. (2004). To think aloud or not to think aloud: The issue of reactivity in SLA research methodology. Studies in Second Language Acquisition, 26(1), 35–57.

Fellowships and Awards

  • 2014 – Research Grant, Language Learning (with Emma Marsden)
  • 2013 – Graduate Mentoring Award, Graduate College, University of Illinois at Chicago.
  • 2013 – Teaching Recognition Award, Center for Excellence in Teaching and Learning / Office of the Provost and Vice Chancellor for Academic Affairs, University of Illinois at Chicago.
  • 2011 – Scholarship recipient for National Institute for Health-sponsored ERP Bootcamp, University of California Davis 
  • 2010 – Research Grant, Language Learning
  • 2009 – Harold N. Glassman Dissertation Award for Social Sciences, Georgetown University
  • 2006 – 2007 Georgetown University Dissertation Fellowship
  • 2005 – 2007 Doctoral Dissertation Improvement Award, Grant # 0446836, Division of Behavioral and Cognitive Sciences, National Science Foundation
  • 2003 – 2006 Ruth L. Kirschstein National Research Service Award, Grant # 5 F31 MH067407-02, National Institute of Mental Health, National Institute of Health


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Contact Information

Office: 1706 UH, MC 315
Phone: 312-996-5743
Fax: 312-413-1044
Email: karams@uic.edu