The Child Cognition Lab

University of Arizona | Tucson, AZ

Publications
Hupbach, A., Gomez, R., & Nadel. L. (2013). Episodic memory reconsolidation: an update. In C. Alberini (Ed.), Memory Reconsolidation (pp. 233-246). Elsevier.
Werchan, D. M., & Gómez, R. L. (2013). Wakefulness (Not Sleep) Promotes Generalization of Word Learning in 2.5-Year-Old Children. Child Development.
Sandoval, M., & Gómez, R. L. (2013). Learning of nonadjacent dependencies in natural and artificial languages. Wires Cognitive Science.
Dongaonkar, B., Hupbach, A., Gomez, R., & Nadel, L. (2013). Effects of Psychosocial Stress on Episodic Memory Updating. Psychopharmacology.
Werchan, D. M., & Gómez, R. L. (2013). An interaction between reinforcement learning and sleep to facilitate transitive inference. Neurobiology of Learning and Memory, 70-76.
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.
Nadel, L., Hupbach, A., Gomez, R., & Newman-Smith. K. (2012). Memory formation, consolidation and transformation. Neuroscience and Biobehavioral Reviews, 36, 1640-1645.
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.
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.
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. (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., & Nadel, L. (2009). Episodic Memory Reconsolidation: Updating or Source Confusion? Memory, 17, 502-510.
Hupbach, A., Gómez, R. L., Bootzin, R., & Nadel, L. (2009). Nap-dependent learning in infants. Developmental Science, 12, 1007-1012.
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.
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. (2008). Twelve-Month-Olds Benefit from Prior Experience in Statistical Learning. Psychological Science, 19, 1247-1252.
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. Vol. 31, 481-507.
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.
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. Vol. 39, 158-170.
Gómez, R. L., Bootzin, R. R., & Nadel, L. (2006) Naps Promote Abstraction in Language-Learning Infants. Psychological Science. Vol. 17, No. 8, 670-674.
Gómez, R. L. & Maye, J. (2005) The Developmental Trajectory of Nonadjacent Dependency Learning. Infancy. Vol. 7, No. 2, 183-206.
Gómez, R. L. & Lakusta, L. (2004) A First Step in Form-Based Category Abstraction by 12-Month-Old Infants. Developmental Science. Vol. 7, No. 5, 567-580.
Gómez, R. L. (2002) Variability and Detection of Invariant Structure. Psychological Science. Vol. 13, No. 5, 431-436.
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. Vol. 113, No. 4, 591-620.
Gómez, R. L. & Gerken, L. (2000) Infant Artificial Language Learning and Language Acquisition. Trends in Cognitive Sciences. Vol. 4, No. 5, 178-186.
Gómez, R. L. & Gerken L. (1999) Artificial Grammar Learning by 1-Year-Olds Leads to Specific and Abstract Knowledge. Cognition. Vol. 70, 109-135.
Schvaneveldt, R.W., Gómez, R. L., & Reid, G. B. (1998) Modeling Mental Workload.
Schvaneveldt, R. W., & Gómez, R. L. (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. L., Schvaneveldt, R. W., & 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 Association. Journal of Experimental Psychology: Learning, Memory, and Cognition. 20(2), 396-410.