To request reprints email Dr. Rebecca Gomez at


Sweeney, L., & Gómez, R. L. (in press). Statistical learning. Oxford Handbook of Psycholinguistics.

Simon, K., Gómez, R. L., Nadel, L., & Scalf, P. (2017). Brain correlates of memory reconsolidating: A role for the TPJ. Neurobiology of Learning and Memory.

Simon, K., Werchan, D., Goldstein, M., Sweeney, L., Nadel, L., Bootzin, R. R., & Gómez, R. L. (2017). Sleep and statistical language learning: Insights into cortical development and retention in very young infants. Brain and Language. Brain and Language, 167, 3-12.

Sandoval, M., LeClerc, J., & Gómez, R. L. (2017). Words to sleep on: Naps facilitate verb generalization in habitually and nonhabitually napping preschoolers. Child Development. 

Gómez, R. L. (2016). Do infants retain the statistics of a statistical learning experience? Insights from a developmental cognitive neuroscience perspective. Philosophical Transactions of the Royal Society, B. 

Gómez, R. L., Edwin, J. O. (2016). The extended trajectory of hippocampal development: implications for early memory development and disorder. Developmental Cognitive Neuroscience, pp. 57-69. 


Gordon, K. R., McGregor, K. K., Waldier, B., Curran, M., Gómez, R. L., & Samuelson, L. K. (2016). Preschool Children's Memory for Word Forms Remains Stable Over Several Days, but Gradually Decreases after Six Months. Frontiers in Psychology: Language Sciences, 7, Article 1439.

Sandoval, M., & Gómez, R. L. (2016). Overriding the metrical bias with lexical information: English-learning 7.5-month-olds use Mommy to segment iambic words. Language Learning & Development, 12, 398-412.

Bryant, N. B., & Gómez, R. L. (2015). The Teen Sleep Epidemic: What can be done? Translational Issue in Psychological Science, 1, 116-125.

Gómez, R. L., Edgin, J. O. (2015). Sleep as a window into early neural development: Shifts in sleep-dependent memory formation across early childhood. Child Development Perspectives, 9, 183-189.

Gonzales, K., Gerken, L. A., & Gómez, R. L. (2015). Does hearing two dialects at different times help infants learn dialect-specific rules? Cognition, 140, 60-71.

Plante, E., Patterson, D., Gómez, R. L., Almryde, K. R., White, M. G., Asbjornsen, A. E. (2015). The nature of the language input affects brain activation during learning from a natural language. Journal of Neurolinguistics, 17-34.

Hupbach, A., Gómez, R., & Nadel, L. (2015). Memory Reconsolidation. In M. Barense, D. R. Addis, & A. Duarte (Eds.), The Cognitive Neuroscience of Human Memory (pp. 244-264). Wiley-Blackwell. 

Werchan, D. M., & Gómez, R. L. (2014). Wakefulness (Not Sleep) Promotes Generalization of Word Learning in 2.5-Year-Old Children. Child Development, 85, 429-436.


Dongaonkar, B., Hupbach, A., Gomez, R., & Nadel, L. (2013). Effects of Psychosocial Stress on Episodic Memory Updating. Psychopharmacology, 226, 769-779.


Sandoval, M., & Gómez, R. L. (2013). The development of nonadjacent dependency learning in natural and artificial languages. WIREs Cognitive Science.

Torkildsen, J. V. K., Dailey, N. S., Aguilar, J. M., Gomez, R. L., & Plante, E. (2013). Exemplar variability facilitates rapid learning of an otherwise unlearnable grammar. Journal of Speech, Language, and Hearing Research, 56, 618-629.

Werchan, D. M., & Gómez, R. L. (2013). An interaction between reinforcement learning and sleep to facilitate transitive inference. Neurobiology of Learning and Memory, 100, 70-76.

Hupbach, A., Gómez, R., & Nadel. L. (2013). Episodic memory reconsolidation: an update. In C. Alberini (Ed.), Memory Reconsolidation (pp. 233-246). Elsevier.


Lany, J. A., & Gómez, R. L. (2012). Probabilistically cued patterns trump perfect cues in statistical language acquisition. Language Learning and Development, 9, 66-87.

Nadel, L., Hupbach, A., Gómez, R. L., & Newman-Smith. K. C. (2012). Memory formation, consolidation and transformation. Neuroscience and Biobehavioral Reviews, 36, 1640-1645.

Sandoval, M., Gonzales, K., & Gómez, R. L. (2012). The road to word class acquisition is paved with statistical and sound cues. In P. Rebuschat & J. Williams (Eds.) Statistical Learning and Language Acquisition (pp. 145-170). Berlin: Mouton de Gruyter Press. 

Gómez, R. L., Newman-Smith, K. C., Breslin, J. H., & Bootzin, R. R. (2011). Sleep, memory, and learning in children. In B. Stickgold (Ed.) Learning, memory & sleep. Sleep Medicine Clinics, 6, 45-57.

Hupbach, A., Gómez, R. L., & Nadel, L. (2011). Episodic memory updating: the role of context familiarity. Psychonomic Bulletin & Review, 18, 787-797.

Gómez, R. L. (2011). Memory, sleep and generalization in language acquisition. In I. Arnon & E. Clark (Eds.) Experience, Variation, and Generalization: Learning a First Language (Trends in Language Acquisition Research) (pp. 261-276). Amsterdam: John Benjamins Publishing.

Lany, J. A., & Gómez, R. L. (2010). Prior experience shapes abstraction and generalization in language acquisition. In M. Banich & D. Caccamise (Eds.), Optimizing Generalization of Knowledge: Multidiscipinary Perspectives (pp. 113-134). Mahwah, NJ: Erlbaum. 

Gómez, R. L. (2009). Processing constraints on learning. In S. P. Johnson (Ed.), Neoconstructivism: The new science of cognitive development (pp. 195-212). New York: Oxford University Press.

Hupbach, A., Gómez, R. L., Bootzin, R., & Nadel, L. (2009). Nap-dependent learning in infants. Developmental Science, 12, 1007-1012.

Hupbach, A., Gómez, R. L., & Nadel, L. (2009). Episodic Memory Reconsolidation: Updating or Source Confusion? Memory, 17, 502-510.

Gerken, L. A., Wilson, R., Gómez, R., & Nurmsoo, E. (2009). The relation between linguistic analogies and lexical categories. In J. P. Blevins & J. Blevins (Eds.), Analogy in Grammar: Form and Acquisition (pp. 101-117). Oxford: Oxford University Press. 

Gómez, R. L. (2009). Learning. In J. Benson & M. Haith (Eds.), Language, Memory, and Cognition in Infancy and Early Childhood (pp. 290-301). Oxford, UK: Elsevier Press

Gómez, R. L. (2009). Processing constraints on learning. In S. P. Johnson (Ed.), Neoconstructivism: The new science of cognitive development (pp. 195-212). New York: Oxford University Press. 

Lany, J. A., Gómez, R. L. (2008). Twelve-Month-Olds Benefit from Prior Experience in Statistical Learning. Psychological Science, 19, 1247-1252.

Gómez, R. L. (2008). Learning. In M. Haith & J. Benson (Eds.), The Encyclopedia of Infant & Early Childhood Development (Vol. 2, pp. 213-224). San Diego: Academic Press.

Hupbach, A., Hardt, O., Gómez, R., Nadel, L. (2008). The dynamics of memory: Context-dependent updating. Learning & Memory, 15, 574-579.

Nadel, L., Hupbach, A., Hardt, O., & Gómez, R. (2008). Episodic memory: Reconsolidation. In E. Dere, J. P. Huston, A. Easton, & L. Nadel, (Eds). Handbook of Episodic Memory Research (pp. 43-56). Oxford, UK: Elsevier Press. 

Hupbach, A., Gómez, R. L., Hardt, O., & Nadel, L. (2007). Reconsolidation of episodic memories: A subtle reminder triggers integration of new information. Learning & Memory, 14, 47-53.

Lany, J. A., Gómez, R. L., & Gerken, L. (2007). The Role of Prior Experience in Language Acquisition. Cognitive Science, 31, 481-507.

Gómez, R. L. (2007). Statistical learning in infant language development. In M. Gareth Gaskell (Ed.), The Oxford Handbook of Psycholinguistics (pp. 601-616). Oxford, UK: Oxford University Press. 

Gómez, R. L., Bootzin, R. R., & Nadel, L. (2006). Naps Promote Abstraction in Language-Learning Infants. Psychological Science, 17, 670-674.


Grunow, H., Spaulding, T. J., Gómez, R. L., & Plante, E. (2006). The Effects of Variation on Learning Word Order Rules by Adults With and Without Language-Based Learning Disabilities. Journal of Communication Disorders, 39, 158-170.

Gómez, R. L. (2006). Dynamically guided learning. In Y. Munakata & M. Johns(Eds.), Attention & Performance XXI: Processes of change in brain and cognitive development (pp. 87-110). Oxford, UK: Oxford University Press.

Gómez, R. L. & Maye, J. (2005). The Developmental Trajectory of Nonadjacent Dependency Learning. Infancy, 7, 183-206.

Gómez, R. L. & Lakusta, L. (2004). A First Step in Form-Based Category Abstraction by 12-Month-Old Infants. Developmental Science. 7, 567-580.

Gómez, R. L. (2002). Variability and Detection of Invariant Structure. Psychological Science, 13, 431-436.

Plante, E., Gómez, R. L., & Gerken, L. A. (2002). Sensitivity to word order cues by normal and language learning disabled adults. Journal of Communication Disorders, 35, 453-462.

Gómez, R. L. & Gerken, L. A. (2001). Artificial language learning as a means for investigating language acquisition. In M. Tomasello & E. Bates (Eds.) Essential Readings in Language Development. Oxford/New York: Basil Blackwell. 

Thompson, L. A., Gómez, R. L., & Schvaneveldt, R.W. (2000). The Salience of Temporal Cues in the Developing Structure of Event Knowledge. American Journal of Psychology, 113, 591-620.

Gómez, R. L. & Gerken, L. (2000). Infant Artificial Language Learning and Language Acquisition. Trends in Cognitive Science, 4, 178-186.

Gómez, R. L. & Gerken L. A., & Schvaneveldt, R. W. (2000). The basis of transfer in artificial grammar learning. Memory & Cognition, 28, 253-263.

Gómez, R. L. & Gerken L. (1999). Artificial Grammar Learning by 1-Year-Olds Leads to Specific and Abstract Knowledge. Cognition, 70, 109-135.

Schvaneveldt, R. W., & Gómez, R. L. (1998). Attention and Probabilistic Sequence Learning. Psychological Research, 61, 175-190.

Schvaneveldt, R.W., Reid, G. B., Gómez, R. L., & Rice, S. (1997). Modeling Mental Workload. 


Gómez, R. L. (1997). Transfer and Complexity in Artificial Grammar Learning. Cognitive Psychology, 33, 154-207.

Gómez, R. L., Hadfield, O. D., & Housner, L. D. (1996). Conceptual Maps and Simulated Teaching Episodes as Indicators of Competence in Teaching Elementary Mathematics. Journal of Educational Psychology, 88, 572-585.

Gómez, R. L., Schvaneveldt, R. W., & Staudenmayer, H. (1996). Assessing Beliefs about ‘Environmental Illness/Multiple Chemical Sensitivity’. Journal of Health Psychology, 1, 107-123.

Gómez, R. L. & Schvaneveldt, R. W. (1994). What Is Learned From Artificial Grammars? Transfer Tests of Simple Association. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 396-410.

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