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Publications

In progress

  • 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. Cortex.
    Accepted protocol registered on the Open Science Framework under embargo

2025

2024

2023

  • Morgan-Short, K. & Van Hell, J. G. (Eds.) (2023). The Routledge handbook of neurolinguistics and second language acquisition. Routledge.
  • Marsden, E., & Morgan-Short, K. (2023). (Why) are open research practices the future for the study of language learning? Language Learning, 73(S2), 344–387. https://doi.org/10.1111/lang.12568
    Open Access || Preprint @ OSF || Accessible Summary @ OASIS
  • Marsden, E., & Morgan-Short, K. (2023). Community, equity, and cultural change in open research: A response to open peer commentaries. Language Learning, 73(S2), 430–443. https://doi.org/10.1111/lang.12614
    Open Access
  • Liu, M., Chong, S. W., Marsden, E., McManus, K., Morgan-Short, K., Al-Hoorie, A. H., Plonsky, L., Bolibaugh, C., Hiver, P., Winke, P., Huensch, A., & Hui, B. (2023). Open scholarship in applied linguistics: What, why, and how. Language Teaching, 56(3), 432–437. https://doi.org/10.1017/S0261444822000349
    Postprint @ IRIS
  • Faretta-Stutenberg, M., Issa, B. I., Bowden, H. W., & Morgan-Short, K. (2023). Parallel forms reliability of two versions of the Spanish Elicited Imitation Task. Research Methods in Applied Linguistics, 2(3), 100070. https://doi.org/10.1016/j.rmal.2023.100070
    Full Text Access || Postprint @ IRIS
  • Abugaber, D., Finestrat, I., Luque, A., & Morgan-Short, K. (2023). Generalized additive mixed modeling of EEG supports dual-route accounts of morphosyntax in suggesting no word frequency effects on processing of regular grammatical forms. Journal of Neurolinguistics, 67, 101137. https://doi.org/10.1016/j.jneuroling.2023.101137
    Preprint @ PsyArXiv || Open Materials, Data, Code @ OSF
  • Van Hell, J. G., & Morgan-Short, K. (2023). Second language acquisition and neurolinguistics: A synthesis of perspectives. In K. Morgan-Short & J. G. van Hell (Eds.) The Routledge handbook of second language acquisition and neurolinguistics (pp. 3-13). Routledge.
  • Ullman, M. T., & Morgan-Short, K. (2023). How the declarative and procedural memory brain circuits support second language: Electrophysiological, neuroimaging, and neurological evidence. In K. Morgan-Short & J. G. van Hell (Eds.) The Routledge handbook of second language acquisition and neurolinguistics (pp. 165-176). Routledge.
  • Faretta-Stutenberg, M., Finestrat, I., & Morgan-Short, K. (2023). Technology in cognitive research: Methods to examine second language processing in study abroad research. In C. Pérez-Vidal & C. Sanz (Eds.), Methods in study abroad research (pp. 157-179). John Benjamins.

2022

  • Morgan-Short, K., Finestrat, I., Luque, A., & Abugaber, D. (2022). Exploring new insights into explicit and implicit second language processing: Event-related potentials analyzed by source attribution. Language Learning, 72(2), 365–411. https://doi.org/10.1111/lang.12492
    Open Materials, Data, Code @ OSF, @ IRIS || Accessible Summary @ OASIS
  • Morgan-Short, K., & Ullman, M. T. (2022). Declarative and procedural memory in second language learning: Psycholinguistic considerations. In A. Godfroid & H. Hopp (Eds.), The Routledge handbook of second language acquisition and psycholinguistics (pp. 322-334). Routledge.
  • Morgan-Short, K., Hamrick, P., & Ullman, M. T. (2022). Declarative and procedural memory as predictors of second language development. In S. Li, P. Hiver, & M. Papi (Eds.), The Routledge handbook of second language acquisition and individual differences (pp. 67-81). Routledge. https://doi.org/ 10.4324/9781003270546

2021

  • Buffington, J., Demos, A., & Morgan-Short, K. (2021). The reliability and validity of procedural memory assessments used in second language acquisition research. Studies in Second Language Acquisition, 43(3), 635-662. https://doi.org/10.1017/S0272263121000127
    Preprint @ PsyArXiv || Open Data, Code @ OSF || Accessible Summary @ OASIS
  • Luque, A., & Morgan-Short, K. (2021). The relationship between cognitive control and second language proficiency. Journal of Neurolinguistics, 57, 100956. https://doi.org/10.1016/j.jneuroling.2020.100956
    Open Access
  • Morgan-Short, K. (2021). Considering the updated Input Hypothesis from a neurolinguistic perspective: A response to Lichtman and VanPatten. Foreign Language Annals, 54, 324-330. https://doi.org/ 10.1111/flan.12551
  • Ogunniyi, V., Abugaber, D., Finestrat, I., Luque, A., & Morgan-Short, K. (2021). Predicting Second Language Proficiency with Resting-state Brain Rhythms. Columbia Undergraduate Science Journal, 15, 39-54.
    Open Access
  • Abugaber, D. & Morgan-Short, K. (2021). Differences in implicit vs. explicit grammar learning as revealed by drift diffusion modeling. Proceedings of the Annual Meeting of the Cognitive Science Society, 43, 1229-1235. Retrieved from https://escholarship.org/uc/item/50b58758.
    Open Access

2020

  • 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. https://doi.org/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. https://doi.org/10.1017/S1366728919000543
    Preprint @ PsyArXiv || Open Data, Code @ OSF
  • Crossley, S., Marsden, E., Ellis, N., Kormos, J., Morgan‐Short, K., and Thierry, G. (2020). Introduction of methods showcase articles in Language Learning. Language Learning, 70(1): 5-10. https://doi.org/10.1111/lang.12389
    Free Access

2019

  • 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. https://doi.org/10.3389/fnhum.2019.00358
    Open Access
  • Issa, B. I., & 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. https://doi.org/10.1017/S027226311800013X
  • Marsden, E., Crossley, S., Ellis, N., Kormos, J., Morgan‐Short, K., and Thierry, G. (2019). Inclusion of research materials when submitting an article to Language Learning. Language Learning, 69(4): 795-801. https://doi.org/10.1111/lang.12378
    Free Access
  • Villegas, B., & Morgan-Short, K. (2019). The effect of training condition and working memory on second language development of a complex form: The Spanish subjunctive. In H. Wilson, N. King, E. J. Park, and K. Childress (Eds.). Selected Proceedings of the 2017 Second Language Research Forum (pp. 185-199). Somerville, MA: Cascadilla Proceedings Project.
    Open Access
  • Buffington, J., & Morgan-Short, K. (2019). Declarative and procedural memory as individual differences in second language aptitude. In Z. Wen, P. Skehan, A. Biedrón, S. Li, & R. Sparks (Eds.), Advancing aptitude: Advancing theory, testing, research and practice (pp. 215-237). New York: Routledge.

2018

  • Morgan-Short, K., Marsden, E., Heil, J., Issa, B. I., 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. https://doi.org/10.1111/lang.12292
    Open Access || Preregistered Materials & Procedure @ OSF || Preregistered Data Entry File @ OSF || Open Data @ OSF || Open Code @ OSF
  • 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. https://doi.org/10.1111/lang.12286
    Open Access || Open Data @ OSF
  • Faretta-Stutenberg, M., & Morgan-Short, K. (2018). The interplay of individual differences and context of learning in behavioral and neurocognitive second language development. Second Language Research, 34(1), 67-101. https://doi.org/10.1177/0267658316684903
    Accessible Summary @ OASIS
  • 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. https://doi.org/10.1017/S1366728917000426
  • ^Marsden, E., ^Morgan-Short, K., Trofimovich, P., & Ellis, N. C. (2018). Introducing registered reports at Language Learning: Promoting transparency, replication, and a synthetic ethic in the language sciences. Language Learning, 68(2),309-302. https://doi.org/10.1111/lang.12284
    ^Note from publication: Marsden and Morgan-Short are co-first authors.
    Free Access
  • Buffington, J., & Morgan-Short, K. (2018). Construct validity of procedural memory tasks used in adult-learned language. In C. Kalish, M. Rau, J. Zhu, and T. T. Rogers (Eds.), Proceedings of the Annual Conference of the Cognitive Science Society, 40 (pp. 1420-1425). Madison, Wisconsin: Cognitive Science Society.
    Open Access
  • Faretta-Stutenberg, M., & Morgan-Short, K. (2018). Contributions of initial proficiency and language use to second-language development during study abroad: Behavioral and event-related potential evidence. In C. Sanz & A. Morales Font (Eds.), Handbook of study abroad research (pp. 421-435). London: Routledge.
  • Luque, A., Mizyed, N., & Morgan-Short, K. (2018). Event-related potentials reveal evidence for syntactic co-activation in bilingual language processing: A replication of Sanoudaki and Thierry (2014, 2015). In L. Lopez (Ed.), Code-switching–Experimental answers to theoretical questions: In honor of Kay González-Vilbazo (pp. 177-194). Amsterdam: John Benjamins.

2016

  • 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. https://doi.org/10.1016/j.jneumeth.2016.01.002
    Open Access
  • 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 natural language learning. Cognitive Science, 40(4), 822–847.  PMCID: PMC4723295. https://doi.org/10.1111/cogs.12257
    Free Access

2015

  • 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. https://doi.org/10.1017/S0272263115000030
  • 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. PMCID: PMC4506207. https://doi.org/10.1111/psyp.12437
  • Issa, B. I., Morgan-Short, K., Villegas, B., & Raney, G. (2015). An eye–tracking study on the role of attention and its relationship with motivation. In L. Roberts, K. McManus, N. Vanek, and D. Trenkic (Eds.), EUROSLA Yearbook: 15 (pp. 114–142). Amsterdam: John Benjamins. https://doi.org/10.1075/eurosla.15.05iss
  • 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 (pp. 349–384). Amsterdam: John Benjamins. https://doi.org/10.1075/sibil.48.15mor

2014

  • Morgan-Short, K. (2014). Electrophysiological approaches to understanding second language acquisition: A field reaching its potential. Annual Review of Applied Linguistics, 34, 15–36. https://doi.org/10.1017/S026719051400004X
  • Morgan-Short, K., Faretta-Stutenberg, M., Brill, K. A., Carpenter, H., & Wong, P. C. M. (2014). Declarative and procedural memory as individual differences in second language acquisition. Bilingualism: Language and Cognition. 17(1), 56–72. https://doi.org/10.1017/S1366728912000715
    Open Materials @ IRIS
  • Brill-Schuetz, K. A., & Morgan-Short, K. (2014). The role of procedural memory in adult second language acquisition. In P. Bello, M. Guarini, M. McShane, and B. Scassellati (Eds.), Proceedings of the Annual Meeting of the Cognitive Science Society, 36 (pp. 260–265). Quebec City, Canada: Cognitive Science Society.
    Open Access
  • 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.

2013

  • Morgan-Short, K., & Ullman, M. T. (2013). The neurocognition of second language. In S. M. Gass & A. Mackey (Eds.), The handbook of second language acquisition (pp. 282–299). New York: Routledge.

2012

  • Morgan-Short, K., Heil, J., Botero–Moriaty, A., & Ebert, S. (2012). Allocation of attention to second language form and meaning: Issues of think alouds and depth of processing. Studies in Second Language Acquisition, 34(4), 659–685. https://doi.org/10.1017/S027226311200037X
    Open Materials @ IRIS
  • Wong, P. C. M., Morgan-Short, K., Ettlinger, M., & Zheng, J. (2012). Linking neurogenetics and individual differences in language learning: The dopamine hypothesis. Cortex, 48(9), 1091–1102. PMCID: PMC3965203. https://doi.org/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. PMCID: PMC3314650. https://doi.org/10.1371/journal.pone.0032974
    Open Access || Accessible Summary @ OASIS
  • 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. PMCID: PMC3558940. https://doi.org/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.
    Open Materials @ IRIS
  • Morgan-Short, K. (2012). Declarative memory and knowledge. In P. Robinson (Ed.), The Routledge Encyclopedia of Second Language Acquisition (pp. 157–160). New York/London: Routledge.
  • Morgan-Short, K. (2012). Procedural memory and knowledge. In P. Robinson (Ed.), The Routledge Encyclopedia of Second Language Acquisition (pp. 509–512). New York/London: Routledge.

2011

  • Faretta-Stutenberg, M., & Morgan-Short, K. (2011). Learning without awareness reconsidered: A replication of Williams (2005). In G. Granena et al. (Eds.), Selected Proceedings of 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. https://doi.org/10.31513/linguistica.2011.v7n2a4460
    Open Access

2010

  • 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. https://doi.org/10.1111/j.1467-9922.2009.00554.x
  • Morgan-Short, K. (2010). Review of the book Pasaporte: Spanish for Advanced Beginners by LeMond, M., Barlow, C. & Foerster, S.Modern Language Journal, 94(4), 704–705.

2009

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

2006

  • 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. https://doi.org/10.1017/S0272263106060025
    Open Materials @ IRIS || Accessible Summary @ OASIS

2005

  • 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 (pp. 234–263). Washington, D.C.: Georgetown University Press.

2004

  • 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. https://doi.org/10.1111/j.1467-9922.2004.00248.x
    Accessible Summary @ OASIS
  • 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