Dr Mariana Vega-Mendoza

Postdoctoral Research Fellow

Anglia Ruskin University

Faculty:Faculty of Science & Technology


Location: Cambridge

Mariana is a postdoctoral researcher at the Multilanguage & Cognition Lab.

Untitled Pagemariana.vega-mendoza@anglia.ac.uk


Mariana is from Mexico City, where she graduated in Psychology (Hons) from the National Autonomous University of Mexico (UNAM) and then completed a Diploma in Neuropsychology from Re-aprende and the Autonomous University of Puebla, Mexico. She received clinical and neuropsychological training and experience at the National Institute of Neurology and Neurosurgery in Mexico City for three years. Then, she completed a Masters Degree in Hispanic Linguistics from The Ohio State University. After her Masters, Mariana received her Doctorate in Psychology from the University of Edinburgh.

Research interests

  • Bilingualism
  • Cognitive control
  • Aphasia


  • PhD in Psychology, The University of Edinburgh, UK
  • MA in Hispanic Linguistics, The Ohio State University, USA
  • Professional Diploma in Neuropsychology –Re-aprende and Autonomous University of Puebla, Mexico
  • BA in Psychology (Hons) - UNAM, Mexico

Selected recent publications

Journal Articles

Vega-Mendoza, M., West, H., Sorace, A., & Bak, T. H., 2015. The impact of late, non-balanced bilingualism on cognitive performance. Cognition, 137, pp. 40-46.

Bak, T. H., Vega-Mendoza, M., & Sorace, A, 2014. Never too late? An advantage on tests of auditory attention extends to late bilinguals. Frontiers in Psychology, 5.

Wagner, L., Vega-Mendoza, M., & Van Horn, S., 2014. Social and linguistic cues facilitate children’s register comprehension. First Language, 34(4), pp. 299-314.

Milman, L., Clendenen, D., & Vega-Mendoza, M., 2014. Production and integrated training of adjectives in three individuals with nonfluent aphasia. Aphasiology, pp. 1-25.

Milman, L., Vega-Mendoza, M., & Clendenen, D., 2014. Integrated Training for Aphasia: An Application of Part–Whole Learning to Treat Lexical Retrieval, Sentence Production, and Discourse-Level Communications in Three Cases of Nonfluent Aphasia. American Journal of Speech-Language Pathology, 23(2), pp. 105-119.

Grinstead, J., Lintz, P., Vega-Mendoza, M., De la Mora, J., Cantú-Sánchez, M., & Flores-Avalos, B., 2014. Evidence of optional infinitive verbs in the spontaneous speech of Spanish-speaking children with SLI. Lingua, 140, pp. 52-66.

Grinstead, J., Baron, A., Vega-Mendoza, M., De la Mora, J., Cantú-Sánchez, M., & Flores, B., 2013. Tense Marking and Spontaneous Speech Measures in Spanish Specific Language Impairment: A Discriminant Function Analysis. Journal of Speech, Language, and Hearing Research, 56(1), pp. 352-363.

Aguilar-Castañeda, E., De Iturbe-Verea, M., Rojas-Frias, P., Vega-Mendoza, M., Anaya-Huertas, C., Hawayek, A., Gomez-Llata Andrade, S., Garcia-Gonzalez, U., Salgado-Lujambio, P., Sosa-Ortiz, A.L., 2007. Caracterizacion de la actividad metabolica cerebral en diferentes tareas cognoscitivas. Resultados. Archivos de Neurociencias, 12 (suppl.), p. 5.

Conference Proceedings

Milman, L.H. & Vega-Mendoza, M., 2010. Integrated therapy for Aphasia: Treating multiple levels of language processing concurrently. Procedia: Social and Behavioral Sciences, 6, pp. 221- 222.

Grinstead, J., De la Mora, J., Vega-Mendoza, M., & Flores, B., 2009. An elicited production test of the optional infinitive stage in child Spanish. In J. Crawford, K. Otaki & M. Takahashi (Eds.),Generative Approaches to Language Acquisition - North America (GALANA 2008), pp. 36-45. Somerville, MA: Cascadilla Press.