BA 1985 Philosophy, New Mexico State University
MA 1989 Experimental Psychology, New Mexico State University
Ph.D. 1995 Experimental Psychology, New Mexico State University
I study how infants, children and adults learn, how their learning is improved by sleep, and how they connect learning experiences across across time. I study learning in the context of language acquisition. I also study the memory processes that enable learners to update their memories with new information. Many of these processes are used throughout the lifespan so I conduct studies with learners of different ages to better understand how these processes change with development.
If you are a student interested in research experiences please go to the following link childcognitionlab.arizona.edu/indexForStudents.html
Lany, J. A., Gómez, R. L. (in press). Prior experience promotes statistical language learning. In press: Language Learning and Development.
*Sandoval, M., & Gómez, R. L. (in press). Learning of nonadjacent dependencies in natural and artificial languages. Wires Cognitive Science.
Torkildsen, J. V. K., *Dailey, N. S., *Aguilar, J. M., Gomez, R. L., Plante, E. (in press). Exemplar variability facilitates rapid learning of an otherwise unlearnable grammar. Journal of Speech, Language, and Hearing Research.
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., 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., & Nadel, L. (2009). Episodic Memory Reconsolidation: Updating or Source Confusion? Memory, 17, 502-510.
Hupbach, A., Gómez, R., Bootzin, R., & Nadel, L. (2009). Nap-dependent learning in infants. Developmental Science, 12, 1007-1012.
*Lany, J. A., Gómez, R. L. (2008). Twelve-Month-Olds Benefit from Prior Experience in Statistical Learning. Psychological Science, 19, 1247-1252. PMCID241477
Hupbach, A., Hardt, O., Gómez, R., Nadel, L. (2008). The dynamics of memory: Context-dependent updating. Learning & Memory, 15, 574-579.
*Lany, J. A., Gómez, R. L., & Gerken, L.A. (2007). The role of prior experience in language acquisition. Cognitive Science, 31, 481-508.
Hupbach, A., Gómez, R., Hardt, O., U Nadel, L. (2007). Reconsolidation of episodic memories: A subtle reminder triggers integration of new information. Learning & Memory, 14, 47-53.
*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., Bootzin, R., & Nadel, L. (2006). Naps promote abstraction in language learning infants. Psychological Science, 17, 670-674.
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.
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, 591-619.
Gómez, R. L., & Gerken, L. A. (2000). Infant artificial language learning and language acquisition. Trends in Cognitive Sciences (4) 178-186.
Gómez, R. L., Gerken, L., & Schvaneveldt, R. W. (2000). The basis of transfer in artificial grammar learning. Memory & Cognition, (28) 253-263.
Gómez, R. L. & Gerken, L. A. (1999). Artificial grammar learning by one-year-olds leads to specific and abstract knowledge. Cognition, 70, 109-135.
Schvaneveldt, R. W., Reid, G. B, Gómez, R. L., & Rice, S. (1998). Modeling mental workload. Cognitive Technology, 3, 19-31.
Schvaneveldt, R. W. & Gómez, R. (1998). Attention and probabilistic sequence learning. Psychological Research, 61, 175-190.
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., Schvaneveldt, R., & Staudenmayer, H. (1996). Assessing beliefs about environmental illness/multiple chemical sensitivity. Journal of Health Psychology, 1(1), 107-123.
Gómez, R. L. & Schvaneveldt, R. W. (1994). What is learned from artificial grammars? Transfer tests of simple associative knowledge. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20(2), 396-410.
Housner, L. D., Gómez, R. L., & Griffey, D. C. (1993). Pedagogical knowledge growth in prospective teachers: Relationships to performance in a teaching methodology course. Research Quarterly for Exercise and Sport, 64(2), 167-177.
Housner, L. D., Gómez, R. L., & Griffey, D. C. (1993). A Pathfinder analysis of pedagogical knowledge structures: A follow-up investigation. Research Quarterly for Exercise and Sport, 64(3), 291-299.
Wilks, Y. & Gómez, R. L. (1988). New Mexico State University's Computing Research Laboratory. AI Magazine (9)1, pp. 79-94.
Hupbach, A., Gomez, R., & Nadel. L. (in press). Episodic memory reconsolidation: an update. In C. Alberini (Ed.), Memory Reconsolidation. Elsevier.
Nadel, L., Hupbach, A., Gómez, R., *Newman-Smith, K. (in press). Memory Formation, Consolidation and Transformation, Neuroscience and Biobehavioral Reviews.
*Sandoval, M., *Gonzales, K., & Gómez, R. L. (in press). The road to word class acquisition is paved with statistical and sound cues. In P. Rebuschat & J. Williams (Eds.) Statistical Learning and Language Acquisition. Mouton de Gruyter Press.
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. 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.
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
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.
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.
Gómez, R. L. (2008). Learning. In M. Haith & J. Benson (Eds.), The Encyclopedia of Infant & Early Childhood Development. San Diego: Academic Press, Vol. 2, pp. 213-224.
Gómez, R. L. (2007). Statistical learning in infant language development. In M. Gareth Gaskell (Ed.), The Oxford Handbook of Psycholinguistics. Oxford, UK: Oxford University Press, pp. 601-616.
Gómez, R. L. (2006). Dynamically guided learning. In Y. Munakata & M. Johnson (Eds.), Attention & Performance XXI: Processes of change in brain and cognitive development, pp. 87-110. Oxford, UK: Oxford University Press.
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, pp. 42-48. Oxford/New York: Basil Blackwell.