Your browser is unsupported

We recommend using the latest version of IE11, Edge, Chrome, Firefox or Safari.

MA & Ph.D. applications open!

We are now accepting applications for Fall 2024 admission to our MA and Ph.D. programs in Hispanic Linguistics and Hispanic Literary and Cultural Studies.



  • Buffington, J., Leshikar, E., Leach, R., & Morgan-Short, K. (In principle acceptance awarded). Examining the causal role of Broca’s area in artificial grammar learning: A noninvasive brain Stimulation study.
  • Morgan-Short, K., Finestrat, I., Luque–Ferreras, A., & Abugaber, D. (in press). Exploring new insights into explicit and implicit second language processing: Event-related potentials analyzed by source attribution. Language Learning.



  • Abugaber, D. (2020). Frequency and semantic prototypicality in Spanish learners’ dative constructions. In Koike (Ed.), Language Patterns in Spanish and Beyond: Structure, Context and Development. New York: Routledge.
  • Morgan-Short, K. (2020). Insights into the neural mechanisms of becoming bilingual: A brief synthesis of second language research with artificial linguistic systems. Bilingualism: Language and Cognition, 23(1), 87-91. doi:10.1017/S1366728919000701
  • Pili-Moss, D., Brill-Schuetz, K. A., Faretta-Stutenberg, M., & Morgan-Short, K. (2020). Contributions of declarative and procedural memory to accuracy and automatization during L2 practice. Bilingualism: Language and Cognition, 23(3), 639-651. doi:10.1017/S1366728919000543


  • Jost, E., Brill-Schuetz, K. A., Morgan-Short, K., & Christiansen, M. H. (2019). Input complexity affects long-term retention of statistically learned regularities in artificial adult language learning. Frontiers in Human Neuroscience. 13:358. doi:10.3389/fnhum.2019.00358
  • Issa, B., & Morgan-Short, K. (2019). Effects of external and internal attentional allocation on second language grammar development: An eye-tracking study. Studies in Second Language Acquisition, 41(2), 389-417. doi:10.1017/S027226311800013X


  • Morgan-Short, K., Marsden, E., Heil, J., Issa, B., Mikhaylova, A., Mikołajczak, S., Moreno, N., Leow, R., Slabakova, R., & Szudarski, P. (2018). Multi-site replication in SLA research: Attention to form during listening and reading comprehension in Spanish L2. Language Learning, 68(2), 392-437. doi:10.1111/lang.12292
  • Marsden, E., Morgan-Short, K., Thompson, S., & Abugaber, D. (2018). Self-labelled replication in second language research: Narrative and systematic reviews, and recommendations for the field. Language Learning, 68(2), 321-391. doi:10.1111/lang.12286
  • Faretta-Stutenberg, M., & Morgan-Short, K. (
  • Grey, S., Sanz, C., Morgan-Short, K., & Ullman, M. T. (2018). Bilingual and monolingual adults learning an additional language: ERPs reveal differences in syntactic processing. Bilingualism: Language and Cognition, 21(5), 970-994. doi:10.1017/S1366728917000426
  • Buffington, J., & Morgan-Short, K. (2018). Construct validity of procedural memory tasks used in adult-learned language. In T.T. Rogers, M. Rau, X. Zhu, & C.W. Kalish (Eds.), Proceedings of the 40th Annual Conference of the Cognitive Science Society (pp. 1422-1427). Austin, TX: Cognitive Science Society.


  • 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., 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:10.1017/S0272263115000030
  • Ettlinger, M., Morgan-Short, K., Faretta-Stutenberg, M., & Wong, P. C. M. (2016). The relationship between artificial and second language learning. Cognitive Science, 40, 822–847. 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. (2015). 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., 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 Cognition17(1), 56–72. doi:10.1017/S1366728912000715
  • Morgan–Short, K. (2014). Electrophysiological approaches to understanding second language acquisition: A field reaching its potential. Annual Review of Applied Linguistics, 34, 15–36. doi:10.1017/S026719051400004X
  • 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. doi:10.1017/S027226311200037X
  • 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. doi:10.1016/j.cortex.2012.03.017
  • 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. doi:10.1371/journal.pone.0032974
  • 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. doi:10.1162/jocn_a_00119
  • 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. doi:10.1111/j.1467-9922.2009.00554.x


  • 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. doi:10.1111/j.1467-9922.2009.00517.x


  • 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. doi:10.1017/S0272263106060025


  • 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. doi:10.1111/j.1467-9922.2004.00248.x
  • 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. doi:10.1017/S0272263104026129