Assistant Professor

Ph.D. Cognitive Psychology, University of Southampton, UK, 2016
Doctor of Educational Psychology (DEdPsy), University of Southampton, UK, 2012
BSc Experimental Psychology, University of Bristol, UK, 2008


After obtaining a BA in history and tourism, Ehab’s interest in cognitive and educational psychology began when he volunteered to work with children with various learning difficulties (OXFAM-supported project), and working in a multidisciplinary child and family learning center setting in Cairo-Egypt. Ehab continued to work with children in various educational capacities and to study psychology (BSc in experimental psychology). Ehab then trained as a doctor of educational psychology (DEdPsy). Subsequently he continued with his interest in reading research with Southampton colleagues (Prof. Simon Liversedge and Dr. Denis Drieghe) and was awarded a Ph.D. in cognitive psychology. Ehab has published a number of articles in high-impact journals investigating language development in children with Down’s Syndrome and SLI, silent reading in Arabic (using eye tracking methodology), and other aspects of children’s social and emotional development. His research in all these areas is still on-going in collaboration with numerous colleagues in the UK. Ehab’s research interests successfully attracted grant funding from various UK sources (e.g., ESRC-DTC, 2012; Leverhulme Trust, 2013; and BPS, 2013). Before joining Zayed University, Ehab has taught several psychology and language processing modules as a guest lecturer (Queen Mary University of London, University of Southampton), and developed and led a module introducing educational psychology to final year psychology undergraduates (University of Southampton).

Google Scholar Profile


Consultant educational psychologist (2012 – current)

Module coordinator, University of Southampton (2013 – 2016)
Doctoral researcher / research assistant, University of Southampton (2009 – 2016)
Special educational needs tutor / teaching assistant (secondary schools in South Gloucestershire, and Somerset, UK)


Dubai Academic City, A-L2-039


+971-4-402 1660

Teaching Areas

Research methodology, developmental psychology, cognitive psychology, statistics and quantitative methodology, qualitative methodology, and educational psychology.

Research and Professional Activities

Areas of investigation include: Developmental disorders; social and emotional development; neglect and resilience in childhood; reading and literacy development; reading in Arabic (eye tracking); efficacy of assistive technology in education; computational modelling in future investigations.


Registered Practitioner Psychologist with Health and Care Professions Council (HCPC), UK; Member of the Psychonomic Society, USA.


Hermena, E. W., Liversedge, S. P., & Drieghe, D. (In press). The influence of word length, spatial extent, and bigram characteristics on eye movement control during reading: Evidence from Arabic. Journal of Experimental Psychology: Learning, Memory, and Cognition.

Hermena, E. W., Liversedge, S. P., & Drieghe, D. (In press). Parafoveal processing of Arabic diacritical marks. Journal of Experimental Psychology: Human Perception and Performance.

Hermena, E. W., & Bishop, F. (Under revision). Neglect: An interpretative phenomenological investigation of senior care professionals’ experiences working with neglected adolescents. Phenomenology & Practice.

Hermena, E. W., Drieghe, D., Hellumth, S., & Liversedge, S. P. (2015). Processing of Arabic diacritical marks: Phonological-syntactic disambiguation of homographic verbs and visual crowding effects. Journal of Experimental Psychology: Human Perception and Performance, 41, 494-507. doi:10.1037/xhp0000032

Laws, G., Briscoe, J., Ang, S., Brown, H., Hermena, E. W., & Kapikian, A. (2014). Receptive vocabulary and semantic knowledge in children with SLI and children with Down’s Syndrome. Child Neuropsychology. doi:10.1080/09297049.2014.917619

Sayer, E., Beaven, A., Stringer, P., & Hermena, E. W. (2013). Investigating sense of community in primary schools. Educational and Child Psychology, 30, 9-25.