Photo of Morgan-Short, Kara

Kara Morgan-Short, PhD

Associate Professor



Building & Room:

1706 UH


601 S Morgan St.

Office Phone Voice:

(312) 996-5743


Dr. Morgan-Short's major interests include: Issues in second language acquisition, focusing on second language neurocognitive processes, effects of explicit and implicit training conditions, and the role of individual cognitive abilities

Selected Grants

2014, Research Grant, Language Learning (with Emma Marsden)

2010, Research Grant, Language Learning

2005 – 2007 Doctoral Dissertation Improvement Award, Grant # 0446836, Division of Behavioral and Cognitive Sciences, National Science Foundation

2003 – 2006 Ruth L. Kirschstein National Research Service Award, Grant # 5 F31 MH067407-02, National Institute of Mental Health, National Institute of Health

Selected Publications

For more information and downloadable versions of available publications, see Kara Morgan-Short’s ResearchGate or page.

  • Faretta–Stutenberg, M., & Morgan–Short, K. (2017). Individual differences in context: A neurolinguistic investigation of the role of memory and language use in naturalistic learning contexts. Second Language Research. Advance online publication.
  • Morgan–Short, K., Deng, Z., Brill–Schuetz, K. A., Faretta–Stutenberg, M., Wong, P. C. M., & Wong, F. C. K. (2015). A view of the neural representation of second language syntax through artificial language learning under implicit contexts of exposure. Studies in Second Language Acquisition, 27(2), 383–419.
  • Ettlinger, M., Morgan-Short, K., Faretta-Stutenberg, M., & Wong, P. C. M. (2016). The relationship between artificial and second language learning. Cognitive Science, 40, 822–847.
  • Tanner, D., Morgan–Short, K., & Luck, S. J. (2015). How inappropriate high–pass filters can produce artifactual effects and incorrect conclusions in studies of language and cognition. Psychophysiology, 52(8), 997–1009.
  • Morgan-Short, K., Faretta-Stutenberg, M., & Bartlett, L. (2105). Contributions of event-related potential research to issues in explicit and implicit second language acquisition. In P. Rebuschat (Ed.), Implicit and Explicit Learning of Languages. Amsterdam: John Benjamins.
  • Morgan–Short, K., Faretta–Stutenberg, M., Brill, K. A., Carpenter, H., & Wong, P. (2014). Declarative and procedural memory as individual differences in second language acquisition. Bilingualism: Language and Cognition17(1), 56–72.
  • Morgan–Short, K. (2014). Electrophysiological approaches to understanding second language acquisition: A field reaching its potential. Annual Review of Applied Linguistics, 34, 15–36.
  • Morgan-Short, K., & Tanner, D. (2014). Event related potentials (ERPs). In J. Jegerski & B. VanPatten (Eds.) Research Methods for Second Language Psycholinguistics. New York: Routledge.
  • Morgan–Short, K., Heil, J., Botero–Moriaty, A., & Ebert, S. (2012). Allocation of attention to second language form and meaning: Revisiting the use of think aloud protocols. Studies in Second Language Acquisition, 34(4), 659–685.
  • Wong, P., Morgan–Short, K., Ettlinger, M., & Zheng, J. (2012). Linking neurogenetics and individual differences in language learning: The dopamine hypothesis. Cortex, 48(9), 1091–1102.
  • Morgan–Short, K., Finger, I., Grey, S., & Ullman, M. T. (2012). Second language processing shows increased native–like neural responses after months of no exposure. PLoS ONE, 7(3): e32974.
  • 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.
  • Morgan-Short, K., & Ullman, M. T. (2011). The neurocognition of second language. In S. M. Gass & A. Mackey (Eds.), The Handbook of Second Language Acquisition (pp. 282-299). New York: Routledge.
  • 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. NIHMSID: 269511, PMCID: PMC3044320. http://doi:10.1111/j.1467-9922.2009.00554.x
  • Potowski, K., Jegerski, J., & Morgan-Short, K. (2009). The Effects of instruction on linguistic development in Spanish heritage language speakers. Language Learning, 59(3), 537-579. http://doi:10.1111/j.1467-9922.2009.00517.x
  • Morgan-Short, K., & Bowden, H. W. (2006). Processing instruction and meaningful output-based instruction: Effects on second language development. Studies in Second Language Acquisition, 28(1), 31-65. http://doi:10.10170/S0272263106060025
  • Sanz, C., & Morgan-Short, K. (2004). Positive evidence vs. explicit rule presentation and explicit negative feedback: A computer-assisted study. Language Learning, 54(1), 35-78. http://doi: 10.1111/j.1467-9922.2004.00248.x
  • Leow, R., & Morgan-Short, K. (2004). To think aloud or not to think aloud: The issue of reactivity in SLA research methodology. Studies in Second Language Acquisition, 26(1), 35-57.

Notable Honors

2013, Graduate Mentoring Award, Graduate College, UIC

2013, Teaching Recognition Award, TLC/Provost, UIC

2009, Harold N. Glassman Dissertation Award, Georgetown University

2006-2007, Dissertation Fellowship, Georgetown University


PhD, Georgetown University