Avery III, Philip S. (psa2111) | Teachers College Columbia University

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Avery III, Philip
Biobehavioral Sciences

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Educational Background

Columbia University, Ph.D Candidate, Biobehavioral Sciences (Educational Neuroscience) Teachers College, Columbia University, M.S., Neuroscience and Education.
Fairhaven College of Western Washington University, B.A. American Cultural Studies

Scholarly Interests

Utilizing EEG and other imaging methods as well as salivary and other biological measures to evaluate:
  • ‣  the effects of mindfulness based practices and programs on attention, stress and learning

  • ‣  the effects of early education programs (like Head Start and Universal Pre-K)

  • ‣  differential effects of literacy training in children and adults

Selected Publications

Keeling, R.P., Dickson, J.S., Avery, T. (2011). Neurobiology of learning, in London, M. (ed.), Handbook of Lifelong Learning. New York, NY and Cambridge, UK: Oxford University Press.

Keeling, R., Avery, T., Madoff, J., Whipple, E. (2011) Student Health. Rentz's Student Affairs Practice in Higher Education, 4th Edition.
  • Cognitive Neuroscience Society (2010-2014)
  • New York Academy of Sciences (2009-2014)
  • International Mind, Brain and Education Society (2009-2013)
  • Teachers College Mindfulness and Education Working Group (2011-2014)
  • Metro-Area Research Group on Awareness & Meditation (MARGAM) (2011-2013)
  • Society for Psychophysiological Research (2012-2013)
Study of Child Attention & Mindfulness Practices

This project aims to evaluate children’s ability to pay attention, manage stress, and control impulses using a combination of biological and behavioral measures including electroencephalography (EEG), a minimally-invasive form of functional brain imaging, biomarkers of stress found in saliva and parental surveys.

The goal of the research is to determine which measures are most useful in measuring small differences in developing children and in measuring the effects of mindfulness programs and activities.

The project is a multidisciplinary collaboration of the Neurocognition of Language Lab (www.tc.edu/neurocog) and the National Center for Children & Families (www.policyforchildren.org) at Teachers College, Columbia University.
2013, Project Coordinator / Collaborator w Jeanne Brooks-Gunn, Provost’s Investment Fund: $20,000

2013, Recipient of Provost’s Student Research Grant: $1,000

2012, Contributor / Lab Manager — Provost’s Investment Fund: $20,000
Neurocognition of Language Lab      
Lab Manager
  • Certified Dense Array EEG Lab Manager (Electrical Geodesics/EGI) — manage two high-density EEG systems (200 and 300 series), oversee operations and facilities, oversee and maintain standards for data quality and analysis on all research projects. Coordinate trainings and professional development for lab members.

  • Designed and managed renovation of new laboratory at Teachers College including two state of the art sound proof EEG chambers. The renovation dramatically increased the lab’s research capacity and the quality of the recorded data.

  • Implemented new electronic data management system: setup and maintenance of secure network server, implementing REDCap for customized input of multimodal data and LabArchives as an electronic record for studies and general lab operations and procedures.

The National Center for Children and Families
Graduate Research Fellow and Communications Director 

  • Trained to administer the early childhood environmental rating scale (ECERS), collected observational data for study of the quality of early childhood / Head Start centers on Long Island, NY — Kagan, S.L., Martin, A., Gomez, R., et al. (2012) Young Children’s Early Experiences: Examining Differences on Long Island. Research Report for the Rauch Foundation.

  • Currently developing collaborative interdisciplinary research project between the Neurocognition of Language lab, NCCF, and Syracuse University examining the effects of mindfulness based curricula on child attention using EEG, salivary biomarkers and behavioral measures.

Avery, T., Sanchez, L., Froud, K. (2013) N170 Visual Word Specialization on Implicit and Explicit Reading Tasks in Spanish-Speaking Adult Neoliterates. Cognitive Neuroscience Society Annual Mtg.

Garcia, F., Avery, T., Khamis-Dakwar, R. & Froud, K. (Accepted for CNS 2014) ERP responses to subject agreement violations in African American English: evidence for diglossic representation.


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