Research

My research interests lie in understanding linguistic representations in the mind and my core training has been in neurolinguistics and psycholinguistics. I utilize various psycholinguistic methodologies, including electroencephalography (EEG), eye-tracking, self-paced reading, and other behavioral techniques to better understand how learners and native speakers show sensitivity to different aspects of syntax, semantics, and pragmatics.

In graduate school, my research has examined the acquisition and processing of pronouns by native speakers and learners of Spanish. In my master's thesis, I used electroencapholography (EEG) to examine the processing of ambiguous pronouns in Spanish, and in the last couple of years have begun to explore other psycholinguistic methodologies, such as self-paced reading and eye-tracking, to examine how native speakers and learners of Spanish use certain discourse cues to process null and overt pronouns. Additionally, as part of my research, I am interested in examining the cognitive and language-experience factors that drive variability in the acquisition process, and thus often incorporate additional behavioral measures alongside experimental measures in the lab.

Most recently, I have become interested in applied approaches to second language acquisition. In particular, I have examined the role of digital learning tools, including digital textbooks (in collaboration with Amy Rossomondo and Gillian Lord), telecollaboration (in collaboration with Ana de Prada Pérez), and novel instructional modules for the teaching of syntax-discourse interface properties. My dissertation research examines the effect of explicit instruction and comparison to the L1 to modulate L2 Spanish learners' sensitivity to the discourse-pragmatic properties of Spanish null and overt subject pronouns in offline comprehension (pronoun selection) and online processing (self-paced reading).