Publications

  • 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 contexts. Second Language Research.
  • 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. doi.org/10.1017/S0272263115000030
  • 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
  • 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., Faretta-Stutenberg, M., & Bartlett, L. (2105). Contributions of event-related potential research to issues in explicit and implicit second language acquisition. In P. Rebuschat (Ed.), Implicit and Explicit Learning of Languages. Amsterdam: John Benjamins.
  • 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 for Second Language Psycholinguistics. 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.
  • Wong, P., Morgan–Short, K., Ettlinger, M., & Zheng, J. (2012). Linking neurogenetics and individual differences in language learning: The dopamine hypothesis. Cortex, 48(9), 1091–1102.
  • 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.
  • Potowski, K., Parada, M., & Morgan–Short, K. (2012). Developing an online placement exam for Spanish heritage speakers and second language students. Heritage Language Journal, 9(1), 51–76.
  • Faretta-Stutenberg, M., & Morgan-Short, K. (2011). Learning without awareness reconsidered: A replication of Williams (2005). In G. Granena et al. (Eds.), SelectedProceedingsof the 2010 Second Language Research Forum: Reconsidering SLA Research, Dimensions, and Directions (pp. 18-28). Somerville, MA: Cascadilla Proceedings Project.
  • Morgan-Short, K., & Ullman, M. T. (2011). The neurocognition of second language. In S. M. Gass & A. Mackey (Eds.), The Handbook of Second Language Acquisition (pp. 282-299). New York: Routledge.
  • Finger, I., Morgan-Short, K., Grey, S., Ullman, M. T. (2011). Squib: Processamento em L2 apresenta ativação neural semelhante à L1 após meses de ausência de exposição à língua. Revista Linguística, 7(2), 7-17.
  • 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. NIHMSID: 269511, PMCID: PMC3044320
  • Potowski, K., Jegerski, J., & Morgan-Short, K. (2009). The Effects of instruction on linguistic development in Spanish heritage language speakers. Language Learning, 59(3), 537-579.
  • 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. (2005). Explicitness in pedagogical interventions: Input, practice, and feedback. In C. Sanz (Ed.), Mind and Context in Adult Second Language Acquisition: Methods, Theory, and Practice. Georgetown University Press.
  • 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.