JOURNAL ARTICLES

• Vega-Mendoza, M., Eriksson Sörman, D., Josefsson, M., & Ljungberg, J. K. (2022). A longitudinal study of episodic memory recall in multilinguals. International Journal of Bilingualism.
• Xia, L., Bak, T.H., Sorace, A. & Vega-Mendoza, M. (2022). Interference suppression in bilingualism: Stimulus-Stimulus vs. Stimulus-Response conflict. Bilingualism: Language and Cognition, 25(2), pp.256-268.
• Xia, L., Bak, T.H., Vega-Mendoza, M. & Sorace, A. (2022). A longitudinal investigation of the effects of language instruction versus immersion on cognitive functions in young adult Chinese speakers learning English. Studies in Second Language Acquisition, pp.1-23.
• Elbe, P., Bäcklund, C., Vega-Mendoza, M., Sörman, D., Malmberg Gavelin, H., Nyberg, L., & Ljungberg, J. (In press). Computerized Cognitive Interventions for Adults with ADHD: A systematic Review and Meta-Analysis. Neuropsychology.
  
• Sörman, D.E., Dahl, K.E., Lindmark, D., Hansson, P., Vega-Mendoza, M. & Körning-Ljungberg, J., (2022). Relationships between Dota 2 expertise and decision-making ability. Plos one, 17(3), p.e0264350.
• Vega-Mendoza, M., Hansson, P., Sörman, D.E. & Ljungberg, J.K., (2021). Testing the Foreign Language Effect on Cognitive Reflection in Older Adults. Brain Sciences, 11(11), p.1527.
• Sörman, D.E., Stenling, A., Sundström, A., Rönnlund, M., Vega-Mendoza, M., Hansson, P. & Ljungberg, J.K., (2021). Occupational cognitive complexity and episodic memory in old age. Intelligence, 89, p.101598.
• Vega-Mendoza, M., Pickering, MJ,. & Nieuwland, M.S. (2021). Concurrent use of animacy and event-knowledge during comprehension: Evidence from event-related potentials. Neuropsychologia. 152, 107724.
• Long, M., Vega-Mendoza, M., Rohde, H., Sorace, A., & Bak, T. (2020). Understudied factors contributing to variability in cognitive performance related to language learning. Bilingualism: Language and Cognition, 1-11. doi:10.1017/S1366728919000749
• Vega-Mendoza, M., Alladi, S., & Bak, T. H. (2019). Dementia and multilingualism. In Schwieter, W. & Paradis, M. (Eds.), The handbook of the neuroscience of multilingualism (pp. 608–624). Malden, MA/Oxford, England: Wiley-Blackwell.
• Polonioli, A., Vega-Mendoza, M., Blankinship, B., & Carmel, D. (2018). Reporting in Experimental Philosophy: Current Standards and Recommendations for Future Practice. Review of Philosophy and Psychology.
• Grinstead, J., Vega-Mendoza, M., & Goodall, G. (2018). Inversion and Finiteness in Spanish and English: Developmental Evidence From the Optional Infinitive and Optional Inversion Stages. Language, 94(3), 575-610.
• Cape, R., Vega-Mendoza, M., Bak, T. H., & Sorace, A. (2018). Cognitive effects of Gaelic medium education on primary school children in Scotland. International Journal of Bilingual Education and Bilingualism, 1-20.
• Grinstead, J., Lintz, P., Pratt, A., Vega-Mendoza, M., De la Mora, J., Cantú-Sánchez, M., & Flores-Avalos, B. (2018). Null Subject Occurrence in Monolingual Spanish SLI: A Discriminant Function Analysis. Languages, 3(2), 17.
• Bak, T. H., Long, M. R., Vega-Mendoza, M., & Sorace, A. (2016). Novelty, Challenge, and Practice: The Impact of Intensive Language Learning on Attentional Functions. PloS One, 11(4), e0153485.
• Vega-Mendoza, M., West, H., Sorace, A., & Bak, T. H. (2015). The impact of late, non-balanced bilingualism on cognitive performance. Cognition, 137, 40-46. [This paper was discussed twice in the HeraldScotland (a; b), in the Scotsman, and in Medical Press].

• 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), 299-314.

• Milman, L., Clendenen, D., & Vega-Mendoza, M. (2014). Production and integrated training of adjectives in three individuals with nonfluent aphasia. Aphasiology, 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), 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, 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), 352-363.

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, 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), 36-45. Somerville, MA: Cascadilla Press.
• 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.), 5.