Kara Morgan-Short
Biographic Data
| ID | 8840326 |
|---|---|
| NAME | Kara Morgan-Short |
| GIVEN NAMES | Kara |
| FAMILY NAME | Morgan-Short |
| SIGNATURE | MORGAN-SHORT K |
| AFFILIATIONS | University of Illinois Chicago |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Working memory and second/additional language Spanish gender agreement
This study investigates the role of working memory (WM) in the development of receptive and productive abilities in Spanish among intermediate second/additional language (L2/A) learners. Participants completed WM assessments and receptive and productive language tasks targeting grammatical gender agreement on articles and adjectives (receptive: acceptability judgment task [AJT]; productive: information gap activity). Results showed group-level im…
The interplay of individual differences and context of learning in behavioral and neurocognitive second language development
In order to understand variability in second language (L2) acquisition, this study addressed how individual differences in cognitive abilities may contribute to development for learners in different contexts. Specifically, we report the results of two short-term longitudinal studies aimed at examining the role of cognitive abilities in accounting for changes in L2 behavioral performance and neurocognitive processing for learners in ‘at-home’ and …
Contributions of event-related potential research to issues in explicit and implicit second language acquisition
This chapter discusses how event-related potential (ERP) methodology and research may contribute to the issue of explicit and implicit learning of second languages (L2s). To start, we provide a general introduction to ERPs and an overview of common language-related ERP components, including information about their identifying characteristics, the underlying processes that they are understood to reflect, and whether they reflect explicit or implic…
Electrophysiological Approaches to Understanding Second Language Acquisition
The present article provides a review of results from electrophysiological studies of the neurocognition of second language. After a brief introduction to event-related potentials (ERPs), the article explores four sets of findings from recent second language (L2) ERP research. First, longitudinal L2 ERP research has demonstrated that L2 neurocognitive processing changes qualitatively with time. Second, research has shown that L2 learners can evid…
Explicit and Implicit Second Language Training Differentially Affect the Achievement of Native-like Brain Activation Patterns
It is widely believed that adults cannot learn a foreign language in the same way that children learn a first language. However, recent evidence suggests that adult learners of a foreign language can come to rely on native-like language brain mechanisms. Here, we show that the type of language training crucially impacts this outcome. We used an artificial language paradigm to examine longitudinally whether explicit training (that approximates tra…
Developing an Online Placement Exam for Spanish Heritage Speakers and L2 Students
This paper reports on the development and piloting of an adaptive, online placement exam that will be administered to L2 and heritage learners of Spanish at the University of Illinois at Chicago. Particular attention is given to the structure of the exam and the linguistic strategies employed to distinguish heritage speakers from L2 learners. Results obtained from three pilot phases are presented along with a description of modifications made dur…
The interplay of individual differences and context of learning in behavioral and neurocognitive second language development
In order to understand variability in second language (L2) acquisition, this study addressed how individual differences in cognitive abilities may contribute to development for learners in different contexts. Specifically, we report the results of two short-term longitudinal studies aimed at examining the role of cognitive abilities in accounting for changes in L2 behavioral performance and neurocognitive processing for learners in ‘at-home’ and …
Explicit and Implicit Second Language Training Differentially Affect the Achievement of Native-like Brain Activation Patterns
It is widely believed that adults cannot learn a foreign language in the same way that children learn a first language. However, recent evidence suggests that adult learners of a foreign language can come to rely on native-like language brain mechanisms. Here, we show that the type of language training crucially impacts this outcome. We used an artificial language paradigm to examine longitudinally whether explicit training (that approximates tra…
Developing an Online Placement Exam for Spanish Heritage Speakers and L2 Students
This paper reports on the development and piloting of an adaptive, online placement exam that will be administered to L2 and heritage learners of Spanish at the University of Illinois at Chicago. Particular attention is given to the structure of the exam and the linguistic strategies employed to distinguish heritage speakers from L2 learners. Results obtained from three pilot phases are presented along with a description of modifications made dur…
Electrophysiological Approaches to Understanding Second Language Acquisition
The present article provides a review of results from electrophysiological studies of the neurocognition of second language. After a brief introduction to event-related potentials (ERPs), the article explores four sets of findings from recent second language (L2) ERP research. First, longitudinal L2 ERP research has demonstrated that L2 neurocognitive processing changes qualitatively with time. Second, research has shown that L2 learners can evid…
Contributions of event-related potential research to issues in explicit and implicit second language acquisition
This chapter discusses how event-related potential (ERP) methodology and research may contribute to the issue of explicit and implicit learning of second languages (L2s). To start, we provide a general introduction to ERPs and an overview of common language-related ERP components, including information about their identifying characteristics, the underlying processes that they are understood to reflect, and whether they reflect explicit or implic…
The interplay of individual differences and context of learning in behavioral and neurocognitive second language development
In order to understand variability in second language (L2) acquisition, this study addressed how individual differences in cognitive abilities may contribute to development for learners in different contexts. Specifically, we report the results of two short-term longitudinal studies aimed at examining the role of cognitive abilities in accounting for changes in L2 behavioral performance and neurocognitive processing for learners in ‘at-home’ and …
Working memory and second/additional language Spanish gender agreement
This study investigates the role of working memory (WM) in the development of receptive and productive abilities in Spanish among intermediate second/additional language (L2/A) learners. Participants completed WM assessments and receptive and productive language tasks targeting grammatical gender agreement on articles and adjectives (receptive: acceptability judgment task [AJT]; productive: information gap activity). Results showed group-level im…
Neurobiology of Language and Bilingualism (5 works) · EFL/ESL Teaching and Learning (4 works) · Linguistics (4 works) · Psychology (4 works) · Cognitive psychology (3 works) · Computer Science (3 works) · Language Development and Disorders (3 works) · Neuroscience (3 works) · Second Language Acquisition and Learning (3 works) · Artificial Intelligence (2 works)