Rebecca Gomez

Rebecca Gomez's picture
Associate Professor

Telephone: 

rgomez@u.arizona.edu

Office: 

Psychology 426

 

Degree(s): 

BA 1985 Philosophy, New Mexico State University

MA 1989 Experimental Psychology, New Mexico State University

Ph.D. 1995 Experimental Psychology, New Mexico State University

Research Interests: 

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

Selected Publications: 

JOURNAL PUBLICATIONS

*student authors

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 & sleepSleep 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.

 

BOOK CHAPTERS

*student authors

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.

 

Projects: