Phillip Hamrick (PhD, Georgetown University, 2013) is Associate Professor with expertise in psycholinguistics and cognitive approaches to language acquisition. He is also Principal Investigator of the Language and Cognition Research Laboratory, where he conducts research on psycholinguistics and language acquisition.
Dr. Hamrick's work appears in top-tiered journals in the fields of general science (Proceedings of the National Academy of Sciences), language acquisition (Language Learning, Studies in Second Language Acquisition), cognitive science (Bilingualism: Language and Cognition), and psychology (Learning and Individual Differences, Canadian Journal of Experimental Psychology).
Second Language Acquisition, Psycholinguistics, Applied Linguistics, Research Methods and Statistics
Hamrick, P., Lum, J.A.G., & Ullman, M.T. (2018). Child first language and adult second language are both tied to general-purpose learning systems. Proceedings of the National Academy of Sciences.
Hamrick, P., & Sachs, R. (2018). Establishing evidence of learning in experiments employing artificial linguistic systems. Studies in Second Language Acquisition
Hamrick, P., & Ullman, M.T. (2017). A neurocognitive perspective on retrieval interference in L2 sentence processing. Bilingualism: Language and Cognition.
Ryan, K., Hamrick, P., Miller, R.T., & Was, C.A. (2017). Salience, cognitive effort, and word learning: Insights from pupillometry. In S. Gass, P. Spinner, & J. Behney (Eds.), Salience in second language acquisition. New York: Routledge.
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). A role for chunk formation in statistical learning of second language syntax. Language Learning, 64, 247-278.
Hamrick, P. (2014). Recognition memory for novel syntactic structures. Canadian Journal of Experimental Psychology, 68, 2-7.
Hamrick, P., & Rebuschat, P. (2014). Frequency effects, learning conditions, and the development of implicit and explicit lexical knowledge. Measured language: Quantitative approaches to acquisition, assessment, processing, and variation.
Hamrick, P., & Rebuschat, P. (2012). How implicit is statistical learning? In P. Rebuschat & J. Williams (Eds.), Statistical learning and language acquisition. (pp. 365-382). Berlin: Mouton de Gruyter.
American Association for Applied Linguistics (AAAL), Association for Psychological Science (APS)