Phillip Hamrick

Phillip Hamrick

Department of English
Associate Professor
Contact Information


Phillip Hamrick (PhD, Georgetown University, 2013) is Associate Professor with expertise in psycholinguistics, learning, and memory. He is also Principal Investigator of the Language and Cognition Research Laboratory, where he conducts research on the roles of general learning and memory processes (implicit learning, statistical learning, declarative memory, and procedural memory) in language processing and acqusition.


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), cognitive science (Bilingualism: Language and Cognition), and psychology (Learning and Individual Differences, Canadian Journal of Experimental Psychology).


You can find out more about his work as it has been reported in Newsweek, Sci-News, and Science Daily, or you can check out his lab website:


Georgetown University, 2013


Psycholinguistics, Implicit Learning, Declarative Memory, Procedural Memory, Language Acquisition, Statistical Learning


  • Hamrick, P., & Pandza, N.B. (2020). Contributions of semantic and contextual distinctiveness to the frequency effect in lexical access. Canadian Journal of Experimental Psychology.
  • Hamrick, P., Graff, C., & Finch, B. (2019). Contributions of episodic memory to word learning. The Mental Lexicon.
  • 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.


Association for Psychological Science (APS), American Association for Applied Linguistics (AAAL)