Michael Eskenazi

Michael Eskenazi

Assistant Professor of Psychology

Dr. Eskenazi completed his doctoral degree in experimental psychology at Kent State University. As an undergraduate, he was educated in the liberal arts tradition while majoring in psychology and Spanish. He enjoys working closely with students in his reading and eye-tracking lab and mentoring senior research projects.

  • PhD, Experimental Psychology, Kent State University, 2016
  • MA, Experimental Psychology, Towson University, 2011
  • BA, Psychology and Spanish, Quinnipiac University, 2009


Course Sampling

  • Memory in Everyday Life
  • Cognitive Psychology
  • Sensation and Perception
  • Research Methods
  • Senior Project
  • European History and Ethics in Psychology (Study Abroad)

Areas of Expertise

  • Cognitive Science
  • Psycholinguistics
  • Experimental Psychology


Dr. Eskenazi is the department's specialist in cognitive psychology, which focuses on the mental processes of attention, language, memory, and perception. His specific area of research is in the process by which we identify and learn words during reading. He uses eye-tracking methodology to study readers' eye movement behavior down to the millisecond, which is a reflection of their language processes. This research is conducted in the Reading Eye-Tracking and Individual Differences Lab (REAiD Lab).

Dr. Eskenazi regularly works with undergraduate students both in and out of the classroom. In his classes, students learn about cognitive processes, conduct and design experiments, and analyze data. He also mentors students each semester in his lab as they assist with his research and design their own studies. Students interested in working with Dr. Eskenazi should email or meet with him to discuss working in the REAiD Lab.


  • Visual word form processing
  • Lexical acquisition
  • Individual differences in reading skill
  • Eye movement behavior during reading
  • Literacy in special populations


  • Folk, J. R., & Eskenazi, M. A., (2018). Eye-tracking to distinguish comprehension-based and oculomotor-based regressive eye movements during reading, Journal of Visualized Experiments, 140.
  • Abraham, A. N., Eskenazi, M. A., Roche, J. R., & Folk, J. R. (2018). Parafoveal-on-foveal effects in high-skill spellers: Disambiguating previews influence ambiguous word recognition. In Kalish, C., Howes, A., Rau, M., Zhu J., & Rogers T. T. (Eds.), Proceedings of the 40th Annual Conference of the Cognitive Science Society (pp. 1274-1279). Madison, WI. Cognitive Science Society.
  • Eskenazi, M. A., *Swischuk, N., Folk, J. R., & Abraham, A. N. (2018). Uninformative contexts support word learning for high-skill spellers, Journal of Experimental Psychology: Learning, Memory, and Cognition, 44(12), 2019-2025.
  • Eskenazi, M. A., & Folk, J. R. (2017). Regressions during reading: The cost depends on the cause, Psychonomic Bulletin and Review, 24(4), 1211-1216.
  • Folk, J. R., & Eskenazi, M. A., (2016). Eye movement behavior and individual differences in word identification during reading. In Was, C. A., Sansosti, F. J., & Morris, B. J. (Eds.), Eye Tracking Technology Applications in Educational Research. Hershey, PA: IGI Global.
  • Eskenazi, M. A., & Folk, J. R. (2015). Reading skill and word skipping: Evidence for linguistic and visual models, Journal of Experimental Psychology: Learning, Memory, and Cognition, 41(6), 1923-1928.
  • Eskenazi, M. A., & Folk, J. R. (2015). Fixated words and skipped words are processed differently during reading, Psychonomic Bulletin and Review, 22(2), 537-542.