My primary research focus is the way human language is produced and perceived, in particular, whether there exist cross-linguistic differences in human language processing, and whether there exist differences based on the speaker/hearer’s language history. My work examines processing in speaker/hearers of different languages, in particular, speaker/hearers of English and speaker/hearers of Spanish. I am additionally concerned with whether and how differences in language history affect language processing, a topic I investigate by comparing the performance of speaker/hearers who have only been exposed to one language (monolinguals) to the performance of speaker/hearers who have been exposed to more than one language (bilinguals and polyglots).
I have a secondary research interest in matters related to teaching and learning, particularly on the impact of technology in higher education.
Some of my recent publications and presentations are listed below.
Fernández, E. M. & Cairns, H. S. (2010). Fundamentals of psycholinguistics. West Sussex, UK: Wiley-Blackwell.
Fernández, E. M. (2003). Bilingual sentence processing: Relative clause attachment in English and Spanish. Amsterdam, NL: John Benjamins Publishers.
Articles & Chapters
Behrens, S. J. & Fernández, E. M. (in press). Linguistically-informed pedagogy in higher education: A role for teaching and learning centers. Journal on Excellence in College Teaching.
Fernández, E. M. & Vickery, C. (2019). In search of hidden but accessible truths: Coding for All at Queens College. In K. M. Mack, K. Winter, & M. Soto (Eds.), Culturally responsive strategies for reforming STEM higher education: Turning the TIDES on inequity (pp.73-95). Bingley, UK: Emerald Publishing Limited. doi:10.1108/978-1-78743-405-920191005
Haras, C., Ginsberg, M., Fernández, E., & Magruder, E. D. (2017). Chapter 4. Future goals and actions of faculty development. In Haras, C., Taylor, S. C., Sorcinelli, M. D., & von Hoene, L. (Eds.), Institutional commitment to teaching excellence: Assessing the impacts and outcomes of faculty development (pp. 55-67). Washington, DC: American Council on Education.
Taylor, S. C., Haras, C., Magruder, E. D., Fernández, E., Ginsberg, M., & Glover, J. (2017). Chapter 5. Institutional investment in teaching excellence. In Haras, C., Taylor, S. C., Sorcinelli, M. D., & von Hoene, L. (Eds.), Institutional commitment to teaching excellence: Assessing the impacts and outcomes of faculty development (pp. 69-83). Washington, DC: American Council on Education (pp. 69-83). Washington, DC: American Council on Education.
Fernández, E. M. & Souza, R. (2016). Walking bilinguals across language boundaries: On-line and off-line techniques. In Heredia, R., Altarriba, J., & Cieslicka, A. B. (Eds.), Methods in bilingual reading comprehension research (pp. 33-60). The Bilingual Mind and Brain Book Series 1. New York, NY: Springer. doi:10.1007/978-1-4939-2993-1_3
Pratt, E. & Fernández, E. M. (2016). Implicit prosody and cue-based retrieval: L1 and L2 agreement and comprehension during reading. Frontiers in Psychology, 7, 1922. doi:10.3389/fpsyg.2016.01922
Fernández, E. M. & Sekerina, I. A. (2015). The interplay of visual and prosodic Information in the attachment preferences of semantically shallow relative clauses. In L. Frazier & T. Gibson (Eds.), Explicit and implicit prosody in sentence processing (pp. 241-261). Studies in Theoretical Psycholinguistics 46. New York, NY: Springer. doi:10.1007/978-3-319-12961-7_13
Fernández, E. M., & Fraboni, M. (2012). But are they Connected? A Report on the Queens College Technology survey of the use of ubiquitous tools for learning. Ubiquitous Learning: An International Journal, 4(3), 13–32.
Fernández, E. M. (2010). Reading aloud in two languages: the interplay of syntax and prosody. In B. VanPatten & J. Jegerski (Eds.), Research in second language processing and parsing (pp. 297-320). Amsterdam, NL: John Benjamins Publishers.
Davison, A., Fernández, E. M., & Goldhaber, S. L. (2010). Academic discourse on a multilingual campus. In J. Summerfield, C. Smith, & E. Martineau (Eds.), Making teaching and learning matter: transformative spaces in higher education (pp. 171-193). Dordrecht: Springer. doi: 10.1007/978-90-481-9166-6_10.
Stoyneshka, I., Fodor, J. D., & Fernández, E. M. (2010). Phoneme restoration methods reveal prosodic influences on syntactic processing. Language and Cognitive Processes, 25(7), 1265-1293. Psychology Press. doi:10.1080/01690961003661192.
Fernández, E. M. & Cairns, H. S. (Eds.) (2017). The handbook of psycholinguistics. Hoboken, NJ: Wiley-Blackwell.
Sekerina, I., Fernández, E. M. & Clahsen, H. (eds.) (2008). Language processing in children. Amsterdam, NL: John Benjamins Publishers.
Fernández, E. M. (2003). Selected papers from the 15th Annual CUNY Conference on Human Sentence Processing. Journal of Psycholinguistic Research, 32, 1 & 2.
Vickery, C. & Fernández, E. M. (2017). Cloud computing resources for assessment and accreditation. Annual Conference of the Middle States Commission on Higher Education, December 6-8, Philadelphia, PA.
Fernández, E. M., McGee, S., Britez, C., Smith, D., Zhou, Y., Madhow, S. (2017). Connecting theory and practice through strong reflection in four internship/fellowship programs at Queens College. Breaking Boundaries Symposium 2017, April 27, Guttman Community College, CUNY.
Behrens, S. & Fernández, E. M. (2016). Teaching centers as linguistic resources. POD Network Conference 2016, November 11-13, Louisville, KY.
Fernández, E. M., Fraboni, M., Reesman, L., & Avila, S. (2017). STEM Bridges Across Eastern Queens: A partnership between CUNY’s Queens College and Queensborough Community College. HSI STEM Grantee Connection Webinar, September 19, United States Department of Education.
Vickery, C. & Fernández, E. M. (2016). Click here to begin. Workshop presented at Women in Technology and Entrepreneurship in New York (WiTNY) event, July 12, New York, NY.
Vickery, C. & Fernández, E. M. (2016). Tech, data, and the new Middle States standards. Keynote at Annual Institutional Research & Assessment Council Joint Retreat, City University of New York, June 10, New York, NY.
Fernández, E. M. & Vickery, C. (2015). Best practices in STEM education: Centering teaching & learning on the student. STEM Workshop conducted at General Education in the 21st Century: A Paradigm Shift, October 14, Qatar University, Doha, Qatar. http://www.qu.edu.qa/CCP2015/schedule.php
Fernández, E. M. (2015). Studying language change: Two investigations about short-term innovations and long-term shifts in grammatical representations. CUNY Psycholinguistics Supper, March 3, CUNY Graduate Center, New York, NY.
Fernández, E. M. (2014). Language, violence, Internet. Keynote speaker at Graduate Symposium, Communication and Communities of Violence and Peace, Division of Mass Communication, College of Professional Studies, November 20, St. John’s University, Queens, NY.
Fernández, E.M. (2013). Errors and innovations: learning to teach and teaching to learn. Second Annual Innovation Exchange: Ethics in action: The values that inspire social innovators. November 24, Center for Ethnic, Religious, and Racial Understanding (CERRU), Queens College, CUNY, Flushing, NY.
Fernández, E.M. (2013). Bilingualism and language change: Wandering across language boundaries. II Encontro Internacional do GT de Psicolinguística da ANPOLL (II EIPA), September 30 – October 5, Universidade Federal da Paraíba, João Pessoa, Brazil.
Fernández, E.M. (2013). Bilingualism and language change: Wandering across language boundaries. Cross-Linguistic Priming in Bilinguals: Perspectives and Constraints. September 9-11, Huize Heyendael, Radboud University Nijmegen, The Netherlands.
Carando, A. & E. M. Fernández (2012) Bilingual production of shared and non-shared constructions: Evidence from structural priming. Bilingualism Forum, University of Illinois, Chicago.
Fernández, E. M. (2012). Effects of bilingualism on first language argument structures: evidence from a sentence recall task. December 14, Department of Spanish & Portuguese, Rutgers University, School of Arts & Sciences.
Souza, R. & Fernández, E. M. (2012). Shared argument structure among bilinguals: Evidence from sentence reading and recall. Paper presented at the 25th Annual CUNY Conference on Human Sentence Processing, CUNY Graduate Center, New York, NY, March 14-16.
Souza, R. & Fernández, E. M. (2012). Bilingualism effects on sentence recall: evidence for shared argument structures among bilinguals. Paper presented at Second Language Research Forum 2012, Pittsburgh, PA, October 18-21.
Foster, G. R. & Fernández, E. M. (2012). “Tech Talks” and “Commons Worlds”: Enriching faculty professional development through technology. Spoken presentation at HETS Second Best Practices Showcase, Hispanic Educational Technology Services, San Juan, PR, February 16-17.
Stoyneshka, I., Fodor, J. D., & Fernández, E. M. (2010). Visual breaks and ambiguity resolution in Reading. Poster presented at the Annual CUNY Conference on Human Sentence Processing, NYU, New York, NY, March 18-20.
Fernández, E. M. (2010). Prosody and ambiguity resolution: indirect evidence from monolinguals and bilinguals. November 5, Hofstra University Psychology Colloquium, Hofstra University, Hempstead, NY.