Phillip Hamrick | Kent State University

Phillip Hamrick

Phillip Hamrick (PhD, Georgetown University, 2013) is an assistant professor and principal investigator of the Language and Cognition Research Laboratory. Dr. Hamrick conducts experimental research on the neurocognition of second language acquisition, focusing on the roles general cognitive capacities (e.g., memory, awareness, perception, attention) in the learning process. He also conducts meta-research on research methods themselves in order to improve the validity of language learning research.

He employs a variety of research techniques including reaction time, eye-tracking, neurophysiology, and computational modelling. His research appears in journals across several disciplines, including Bilingualism: Language and Cognition, Studies in Second Language Acquisition, Language Learning, Learning and Individual Differences, and Canadian Journal of Experimental Psychology.


For more information, please visit his lab website:

Research Areas
  • Second Language Acquisition
  • Memory
  • Implicit/Explicit Language Learning
  • Research Methods and Statistics

Job Department:

Hamrick, P., & Ullman, M.T. (2016). A neurocognitive perspective on retrieval interference in L2 sentence processing. Bilingualism: Language and Cognition.Hamrick, P. (2015). Declarative and procedural memory as individual differences in incidental language learning. Learning and Individual Differences, 44, 9-15.Rebuschat, P., Hamrick, P., Sachs, R., Ziegler, N., & Riestenberg, K. (2015). Triangulating measures of awareness: A contribution to the debate on learning without awareness. Studies in Second Language Acquisition, 37, 299-334.Hamrick, P., & *Pandza, N.B. (2014). Competitive lexical activation during ESL spoken word recognition. International Journal of Innovation in English Language Teaching and Research, 3, 1-21.Hamrick, P. (2014). Recognition memory for novel syntactic structures. Canadian Journal of Experimental Psychology, 68, 2-7.Hamrick, P. (2014). A role for chunk formation in statistical learning of second language syntax. Language Learning, 64, 247-278.