Tânia Fernandes

I am Assistant Professor at Universidade de Lisboa, Portugal, and the coordinator of the Research Group Cognition in Context (CO2). I have been working in the field of Cognitive Psychology at the interface of Cognitive Neurosciences and Neuropsychology. My major scientific interest is on the cognitive expression of how cultural experiences can modulate the human brain and mind in such powerful and specific ways. My scientific work has been conducted in two lines of research: in spoken and visual word recognition and on the impact of literacy acquisition (learning to read and write) in independent cognitive systems (visual and language processes).

Spoken word recognition; lexicalization processes and ageing effects in lexical Dynamics; Visual word recognition; developmental dyslexia and orthographic processing; Visual object recognition; orientation processing and mirror-image discrimination.

VOrtEx: Visual word recognition and Orthographic processing: Experiments and contributions from cognitive psychology, neurosciences, and computational modeling. (FCT-POR Lisboa 2020 Ref. 28184)

Deontological Committee of the Scientific Council Member

CICPSI team – Center for Research in Psychological Science Co-Coordinator

Founding member of the Society for Cognitive Science of Culture.

Scientific Expert, ECO-SOC Panel, H2020-MSCA-IF-MARIE SKŁODOWSKA-CURIE INDIVIDUAL FELLOWSHIPS.

Scientific Advisor, Programme LER – Leitura e Escrita: Recursos, Plano Nacional da Leitura (PNL/ Ministério da Educação) & EDULOG (Fundação Belmiro de Azevedo).

Fernandes, T., & Leite, I. (2017). Mirrors are hard to break: A critical review and behavioral evidence on mirror-image processing in developmental dyslexia. Journal of Experimental Child Psychology, 159, 66-82. doi:10.1016/j.jecp.2017.02.003

Fernandes, T., Leite, I., & Kolinsky, R. (2016). Into the looking glass: Literacy acquisition and mirror invariance in preschool and first-grade children. Child Development, 87(6), 2008 – 2025. doi:10.1111/cdev.12550

Fernandes, T., Vale, A. P., Martins, B., Morais, J., & Kolinsky, R. (2014). The deficit of letter processing in developmental dyslexia: combining evidence from dyslexics, typical readers and illiterate adults. Developmental Science, 17, 125-141. doi:10.1111/desc.12102 Nys,

J., Ventura, P., Fernandes, T., Querido, L., Leybaert, J., & Content, A. (2013). Does math education modify the approximate number system? A comparison of schooled and unschooled adults. Trends in Neuroscience and Education, 2(1), 13-22. doi:10.1016/j.tine.2013.01.001

Kolinsky, R., Verhaeghe, A., Fernandes, T., Mengarda, E. J., Grimm-Cabral, L., & Morais, J. (2011). Enantiomorphy through the looking glass: literacy effects on mirror-image discrimination. Journal of Experimental Psychology: General, 140, 210-238. doi:10.1037/A0022168