Brain and Language Lab
Second Language and Bilingualism
Ullman, M. T., & Morgan-Short, K. (in press). How the declarative and procedural memory brain circuits support second language: Electrophysiological, neuroimaging, and neurological evidence. In K. Morgan-Short and J. G. van Hell (Eds.), The Routledge Handbook of Second Language Acquisition and Neurolinguistics. Routledge.
Morgan-Short, K., and Ullman, M.T. (2022). Declarative and procedural memory in second language learning: Psycholinguistic considerations. In A. Godfroid & H. Hopp (Eds.), The Routledge Handbook of Second Language Acquisition and Psycholinguistics. (pp. 322-334) Routledge.
Morgan-Short, K., Hamrick, P., & Ullman, M. T. (2022). Declarative and Procedural Memory as Predictors of Second Language Development. In S. Li, P. Hiver, M. Papi (Eds.) The Routledge Handbook of Second Language Acquisition and Individual Differences (pp. 67-81). (Supporting Table 1). For link to Supporting Table in Open Science Framework click HERE.
Lelonkiewicz, J. R., Ullman, M. T., & Crepaldi, D. (2022). Knowledge of Statistics or Statistical Learning? Readers Prioritize the Statistics of their Native Language Over the Learning of Local Regularities. Journal of Cognition, 5(1) 18, pp. 1–23.
Karatas, N. B., Özemir, O., Lovelett, J. T., Demir, B., Erkol, K. Veríssimo, J., Erçetin, G., and Ullman, M.T. (2021). Improving second language vocabulary learning and retention by leveraging memory enhancement techniques: a multidomain pedagogical approach. Language Teaching Research, 13621688211053525.
Pliatsikas, C., Meteyard, L., Veríssimo, J., DeLuca, V., Shattuck, K., & Ullman, M. T. (2020). The effect of bilingualism on brain development from early childhood to young adulthood. Brain Structure and Function, 225(7), 2131-2152.
Sengottuvel, K., Vasudevamurthy, A., Ullman, M. T., & Earle, F. S. (2020). Learning and Consolidation of Declarative Memory in Good and Poor Readers of English as a Second Language. Frontiers in Psychology, 11, 715.
Ullman, M. T. (2020). The Declarative/Procedural Model: A Neurobiologically-Motivated Theory of First and Second Language. In B. VanPatten, G. D. Keating, & S. Wulff (Eds.), Theories in Second Language Acquisition (3rd ed., pp. 128-161). Routledge.
Tagarelli, K. M., Shattuck, K. F., Turkeltaub, P. E., & Ullman, M. T. (2019). Language learning in the adult brain: A neuroanatomical meta-analysis of lexical and grammatical learning. NeuroImage, 193, 178-200. (Supplementary Tables).
Nevat, M., Ullman, M. T., Eviatar, Z., & Bitan, T. (2018). The role of distributional factors in learning and generalizing affixal plural inflection: An artificial language study. Language, Cognition & Neuroscience, 33(9), 1184-1204. (Appendix A. Appendix B.)
Hamrick, P., Lum, J. A., & 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(7), 1487-1492. (Supporting Information)
Ullman, M. T., & Lovelett, J. T. (2018). Implications of the declarative/procedural model for improving second language learning: The role of memory enhancement techniques. Second Language Research, 34(1), 39-65.
Grey, S., Sanz, C., Morgan-Short, K., & Ullman, M. T. (2018). Bilingual and monolingual adults learning an additional language: ERPs reveal differences in syntactic processing. Bilingualism: Language and Cognition, 21(5), 970-994.
Ullman, M. T. (2015). The declarative/procedural model: A neurobiologically motivated theory of first and second language. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (2nd ed., pp. 135-158). Routledge.
Bowden, H. W., Steinhauer, K., Sanz, C., & Ullman, M. T. (2013). Native-like brain processing of syntax can be attained by university foreign language learners. Neuropsychologia, 51, 2492-2511. (Supplementary Data).
Babcock, L., Stowe, J. C., Maloof, C. J., Brovetto, C., & Ullman, M. T. (2012). The storage and composition of inflected forms in adult-learned second language: A study of the influence of length of residence, age of arrival, sex, and other factors. Bilingualism: Language and Cognition, 15(4), 820-840.
Newman, A. J., Tremblay, A., Nichols, E. S., Neville, H. J., & Ullman, M. T. (2012). The influence of language proficiency on lexical-semantic processing in native and late learners of English: ERP evidence. Journal of Cognitive Neuroscience, 24(5), 1205-1223.
Morgan-Short, K., Steinhauer, K., Sanz, C., & Ullman, M. T. (2012). Explicit and implicit second language training differentially affect the achievement of native-like brain activation patterns. Journal of Cognitive Neuroscience, 24(4), 933-947.
Finger, I., Morgan-Short, M., Grey, S., & Ullman, M. T. (2011). SQUIB: Processamento em L2 apresenta ativação neural semelhante à da L1 após meses de ausência de exposição à lingual. Revista LinguíStica, 7(2), 7-17.
Bowden, H. W., Gelfand, M. P., Sanz, C., & Ullman, M. T. (2010). Verbal Inflectional Morphology in L1 and L2 Spanish: A Frequency Effects Study Examining Storage versus Composition. Language Learning, 60(1), 44-87.
Morgan-Short, K., Sanz, C., Steinhauer, K., & Ullman, M. T. (2010). Second Language Acquisition of Gender Agreement in Explicit and Implicit Training Conditions: An Event-Related Potential Study. Language Learning, 60(1), 154-193.
Ullman, M. T. (2005). A Cognitive Neuroscience Perspective on Second Language Acquisition: The Declarative/Procedural Model. In C. Sanz (Ed.), Mind and Context in Adult Second Language Acquisition: Methods, Theory, and Practice (pp. 141-178). Georgetown University Press.