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    Hamrick, Phillip

    Phillip Hamrick

    Department of Psychological Sciences
    Associate Professor
    Campus:
    Kent
    Office Location:
    230 Kent Hall Annex
    Contact Information
    Email:
    phamric1@kent.edu
    Personal Website: Memory and Language Laboratory

    Biography

    Graduate Area: 

    • Psychological Science - Cognitive

    Does Dr. Hamrick plan to recruit a doctoral student for the next incoming class?

    Research Interests

    My research encompasses the domains of psycholinguistics and the psychology of learning and memory. Broadly, I research whether and how general learning and memory mechanisms underpin various aspects of language, especially second language acquisition and bilingualism. I focus broadly on the roles of declarative and procedural memory as well as implicit/explicit learning in language, but I'm most interested in those aspects of language that are subserved by declarative memory and its subsystems (episodic and semantic memory). 

    Lab Site:

    Memory and Language Laboratory

    Courses Frequently Taught

    • Quantitative Methods in Psychology II
    • Advanced Quantitative Analysis in R
    • Cognitive Psychology

    Publications:

    • Pili-Moss, D., Wendebourg, K., Schmidt, T., Meurers, D., & Hamrick, P. (2025). Implicit statistical learning and working memory predict the outcomes of L2 digital practice and classroom-based tasks in adolescents. System. (IF = 4.900)
    • Hamrick, P., *Zhang, Y., & Was, C.A. (2024). Do verbal and nonverbal declarative memory tasks in second language research measure the same abilities? Studies in Second Language Acquisition. (IF = 5.100)
    • Hamrick, P., *Byrnes, D., & Was, C.A. (2023). Implicit learning of melodic structure: A role for pitch? Psychomusicology: Music, Mind, and Brain. (IF = 1.300)
    • *Burke, E., Gunstad, J., *Pavlenko, O., & Hamrick, P. (2023). Distinguishable features of spontaneous speech in Alzheimer’s disease and healthy controls. Aging, Neuropsychology, and Cognition. (IF = 2.102)
    • Morgan-Short, K., Hamrick, P., & Ullman, M.T. (2022). Declarative and procedural memory as predictors of second language development. Routledge handbook of SLA and individual differences.
    • *Zhang, Y., *Ridchenko, M., *Hayashi, A., & Hamrick, P. (2021). Episodic memory also predicts higher proficiency second language lexical abilities. Applied Cognitive Psychology, 35, 1356-1361. (IF = 2.360)
    • *Murphy, J., Miller, R., & Hamrick, P. (2021). Contributions of declarative memory and prior knowledge to incidental L2 vocabulary learning. The Mental Lexicon, 16, 49-68. (IF = 0.795)
    • Hamrick, P., & *Pandza, N. (2020). Contributions of semantic and contextual diversity to the word frequency effect in L2 lexical access. Canadian Journal of Experimental Psychology, 74(1), 25-34. (IF = 0.881)
    • Sachs, R., Hamrick, P., *McCormick, T., & Leow, R. (2020). Improving the validity of subjective measures of awareness: A focus on veridicality and reactivity. Studies in Second Language Acquisition. (IF = 4.730)
    • Hamrick, P., Graff, C., & *Finch, B. (2019). Contributions of episodic memory to novel word learning. The Mental Lexicon, 14(3), 379-396. (IF = 0.795)
    • 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, 115, 1487-1492. (IF = 12.779)
    • Hamrick, P., & Sachs, R. (2017). Establishing evidence of learning in experiments with artificial linguistic systems. Studies in Second Language Acquisition, 40, 153-169. (IF = 4.730)
    • Hamrick, P., & Ullman, M.T. (2017). A neurocognitive perspective on retrieval interference in L2 sentence processing. Bilingualism: Language and Cognition, 20, 687-688. (IF = 4.763)
    • Hamrick, P. (2015). Declarative and procedural memory abilities as individual differences in incidental language learning. Learning and Individual Differences, 44, 9-15. (IF = 3.897)
    • Rebuschat, P., Hamrick, P., Sachs, R., *Riestenberg, K., & Ziegler, N. (2015). Triangulating measures of awareness: A contribution to the debate on learning without awareness. Studies in Second Language Acquisition, 37, 299-334. (IF = 4.730)
    • Hamrick, P. (2014). Recognition memory for novel syntactic structures. Canadian Journal of Experimental Psychology, 68, 2-7. (IF = 0.881)
    • Hamrick, P. (2014). A role for chunk formation in statistical learning of second language syntax. Language Learning, 64, 247-278. (IF = 5.240)
    • 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.

    Education

    Georgetown University (2013)
    Department of Psychological Sciences

    Street Address

    600 Hilltop Drive Kent, OH 44242


    Mailing Address

    800 E. Summit St.
    Kent, OH 44242

    Contact Us

    Phone: 330-672-2166 | Fax: 330-672-3786 psych@kent.edu
    Contact Us
    • 330-672-3000
    • info@kent.edu

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