Assistant Professor
Department of Psychology

Office:1718 UH
Phone: (312) 996-5215
Email: karams@uic.edu
Mailing Address:
601 South Morgan St. (MC 315)
Chicago, IL 60607

Curriculum Vita
Dissertation

Statement of Research Interests:
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

My current research focuses on the investigation of the cognitive underpinnings of adult second language acquisition (SLA). Recent research conducted in the SLA field has significantly advanced our understanding of the phenomenon of learning a second language. This understanding may be further advanced by considering findings from the field of cognitive science, which has developed theories and models of the mind and has a multitude of methods for tapping cognitive processing. My research considers SLA issues in light of theories and models found in cognitive science and synthesizes research methodologies from SLA and cognitive science. By taking this interdisciplinary approach, I aim to provide unique empirical data that has the potential to distinguish theories and models of SLA and cognitive science models of language. In particular, my research addresses the following issues in SLA using behavioral assessments and event-related brain potentials (ERPs):

the role of explicit and implicit knowledge and the effects of explicit and implicit training conditions,
the role of attention and awareness, and
the role of types of practice.

Publications:
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

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.