Lab People

Dr. Kay James  (Formerly; Dr. Karen Froud), is an Associate Professor and the Program Director of Neuroscience and Education at Teachers College, Columbia University. Her doctoral and post-doctoral work was conducted in theoretical linguistics and neurosciences at University College London and the Massachusetts Institute of Technology, and she has been a member of the faculty at Teachers College since 2003.

Dr. James has worked extensively with clinical populations from children with speech sound disorders to adults with severe neurological disabilities, and has provided consultation, clinical services, and professional training around the world. She provided consultation on the development of ecologically valid educational assessments for children in refugee camps in Jordan; delivered the first graduate-level trainings in cognitive neuropsychological assessment for speech-language pathologists in Sri Lanka; and continues to support clinical service provision and disability outreach for communities in rural Cambodia. She is also a certified Institutional Review Board (IRB) professional with expertise in research compliance and the ethical conduct of research with human participants in diverse communities.

Research in Dr. James lab uses brain imaging techniques to investigate questions about the neuroscience of language, learning, and cognitive processing across the lifespan, with an emphasis on multilingualism, literacy, speech, and language. Her work centers the importance of pedagogical and clinical applications for effective communication, language, and learning for all.

Chaille is a post-doctoral researcher collecting additional data for her doctoral research using event related potentials to study different forms of reasoning. Chaille is also managing the research project with Professor George Bonanno for the lab.

Dr. Lisa Levinson is a lecturer in the Neuroscience & Education program and a research scientist who uses electroencephalography to eavesdrop on the brain. Her research is focused on studying the intersection between the brain and behavior as it relates to reading acquisition and the underlying causes of reading disability. Dr. Levinson has dedicated over a decade to working in the Neurocognitive of Language Lab at Teachers College, where she collaborates closely with Dr. Karen Froud, Dr. Chaille Maddox, Paul Smith, and a wonderful research team. She holds a Master of Science in Neuroscience and Education and a Ph.D. in Communications Sciences & Disorders, both awarded by Teachers College, Columbia University.

When she is not thinking about brains, Dr. Levinson loves to ski, play tennis, hike, visit the beach, dance, and spend time with family and friends. As she looks forward to 2024, Dr. Levinson's goals include dedicating more time to meditation, developing a new course, securing a grant, and enjoying the company of her first grandchild.

Paul Smith is the current lab manager in the Neurocognition of Language Lab, as well as a previous research assistant. A recent graduate of the Neuroscience and Education program, he is currently a second-year doctoral student in the Cognitive Science in Education program. His interests include the neurological underpinnings of speech and language, as well as the influence of preformed beliefs on processing of information. Paul can be seen around the College as an instructor for the Foundations of Neuroscience courses, and additionally teaches courses at Pratt Institute in statistics, visual perception, and neuroaesthetics.

Emma Ehrenzeller, MS (she/her) is a first year doctoral student in TC’s Developmental Psychology program. Her research in the lab currently focuses on using neuroimaging techniques to explore the impacts of gun violence exposure on the brain. Outside of her research at TC, she is supporting a mixed-methods evaluation of a violence-prevention program at schools in the Bronx, and in the past, she has conducted qualitative research on health perceptions in Appalachian coal-mining communities. Across her research, she is passionate about exploring the intersection of public health, social justice, and neuroscience.

Emma also completed her MS in Neuroscience and Education from TC in 2024, and her BS in Public Health from the University of South Carolina in 2019.

                  I am currently in my third year as a PhD student, specializing in Cognitive Science in Education. My research interests are centered on the interplay between language and mathematical acquisition, particularly from a neurodevelopmental perspective. I am particularly interested in how this relates to individuals with dyslexia, dyscalculia, and other learning disabilities. Prior to starting the doctoral program at Teachers College, I spent a decade as a researcher and program manager for the Whitaker Scholar Program in Developmental Neuropsychiatry at Columbia University Medical Center and the New York State Psychiatric Institute. After receiving my Master of Science degree in Neuroscience and Education from Columbia University, Teachers College, I went on to receive the federally-funded Leadership Education in Neurodevelopmental Disabilities (LEND) Fellowship (2011), which provided me with invaluable training in the realm of disability research. I am looking forward to another exciting year helping out with the Neurocognition of Language Lab.

Jialing Zeng is a Ph.D. student in Cognitive Science in Education at Teachers College, Columbia University. She is currently a research assistant in the Neurocognition of Language Lab; and also serves as a Senior Research Associate at the Institute for Learning Technologies. She is interested in attention and cognitive load monitoring using electroencephalography and eye-tracking, especially within the context of mathematical learning, and its application to the design and utilization of educational technology for enhancing learning.

Salome Khetaguri is a second-year master’s student in the Developmental Psychology program at Teachers College, Columbia University. She has worked with children experiencing a range of neurodevelopmental and anxiety disorders, an experience that shaped her research interests. Broadly, she is interested in the transdiagnostic role of cognitive control and emotion regulation in perseverative negative thinking, and in exploring the potential of ERPs as neural markers of these processes. At the lab, she is excited to gain expertise in EEG and other neurocognitive assessments. Outside of the lab, you can often find her in the ceramics studio, practicing yoga, or running in Riverside Park.

Molly Cort is a second-year Master’s student in Neuroscience & Education at Teachers College, Columbia University, and a research assistant in the Neurocognition of Language (NCL) Lab. She earned her Bachelor’s degree in Psychology and Criminology from the University of Tampa. Her research interests center on neurocognition, language, and the application of advanced data analysis methods to uncover patterns in complex behavioral and neural datasets. She is especially interested in how statistical and computational approaches can deepen our understanding of brain–behavior relationships and support more rigorous neuroscience research.

Vanessa Rhee is a first-year master’s student in Clinical Psychology at Teachers College, Columbia University. Her academic and research interests focus on the role of language and bilingualism in the context of learning disabilities, with particular attention to the neuroscientific foundations of these processes in clinical populations. She is especially interested in how bilingualism may influence cognitive development and diagnostic practices in individuals with learning differences. Vanessa completed her Bachelor of Arts in Psychology at Columbia University, where she developed a strong foundation in psychological theory. She aspires to contribute to advancing culturally and linguistically informed approaches within clinical psychology.

Haining Chen is a second-year master’s student in Developmental Psychology at Teachers College, Columbia University. She earned her B.S. in Biological Psychology with a minor in Neuroscience from the University of California, Davis. Her research interests center on understanding how neurological development interacts with addiction across diverse social contexts. Using methods such as electroencephalography (EEG) and functional magnetic resonance imaging (fMRI), She aims to investigate the neural mechanisms underlying substance use disorders and the development of targeted interventions for neurodiverse adolescents.

Lizz Wang (she/her) is currently a master's student in the Neuroscience and Education program at Teachers College, Columbia University. She earned her B.A. in Molecular and Cell Biology with a minor in Education from the University of California, Berkeley. Before joining TC, she worked at UCSF’s Science and Health Education Partnership, where she coordinated equity-focused STEM programs for high school students and supported science learning in San Francisco public schools. Her interests lie at the intersections of neuroscience, child development, and education, with a focus on supporting diverse learners. Lizz spends her free time searching for the best food and coffee New York has to offer, running along the waterfront, or hanging out with her loved ones. 

Danielle is a PhD student in Kinesiology at Teachers College, Columbia University with a research focus on movement for neurological disorders. She received an MA in Applied Exercise Physiology from Teachers College, Columbia University. She received her BS in Dance and English from Northwestern University. She is a yoga instructor and dancer who teaches group and private yoga classes, specializing in yoga for individuals with movement disorders and chronic pain. Her research also focuses on community collaboration to address disparities in healthcare. 

Seongweon Kim is a first-year M.S. student in the Neuroscience and Education program at Teachers College, Columbia University, with a strong focus on neuro-cognition and language. He completed his Bachelor of Science in Biology and Neuroscience at Syracuse University and gained clinical experience working in a psychiatric ward at a military hospital. This experience ignited his interest in studying neurological disorders, particularly those affecting language mechanisms. He is interested in using electroencephalography to explore how brain mechanisms influence language development. He aims to integrate his clinical experience and research skills to advance the understanding of neurocognitive processes involved in language.

Elizabeth is a first-year student in the Neuroscience and Education Master’s Program at Teachers College, Columbia University. She completed her undergraduate studies in Childhood and Special Education at New York University and earned a Master of Arts in Teaching English to Speakers of Other Languages (TESOL) from Ewha Womans University. Having grown up in South Korea, China, and the United States, she naturally became fluent in Korean, Chinese, and English. This multilingual upbringing sparked her curiosity about how her brain could seamlessly process multiple languages. This curiosity deepened during her six years of teaching 5th-grade students, where she developed a strong passion for uncovering neural patterns in bilingual and multilingual individuals, particularly when they code-switch between languages. This passion ultimately led her to continue her studies here at Teachers College. She is excited to be part of the Neurocognition of Language Lab and looks forward to exploring the relationships between different neural patterns and languages. Outside of academics, Elizabeth enjoys discovering various events happening in New York and taking pictures of the beautiful views that this city offers.

Isaac is a second-year master's student in the Neuroscience & Education program at Teachers College, Columbia University, where he serves as a research assistant in the Neurocognition of Language (NCL) Lab. As a member of the lab’s language assessments team, he contributes to the bilingual N170 study, which explores how the brain processes written language. Outside of the NCL Lab, Isaac is the Global Operations Coordinator in the Office of Global Engagement, drawing on his several years of experience as an English teacher in Taiwan to support inclusive, intercultural initiatives. He also serves as the Director of Administration and Publications for the Teachers College Interdisciplinary Psychedelic Society (TCIPS). His research interests include foreign language acquisition, psychedelics, and sleep, with a focus on understanding how these areas impact cognitive function and mental health. He is passionate about expanding neuroscience research opportunities worldwide to advance the study of the brain and human behavior.

Aidan is a first-year student in the Cognitive Science in Education Masters Program at TC. He completed his undergraduate education at Haverford College, studying the neural correlates of mind wandering in young adults. Aidan joined the Neurocognition of Language Lab in 2024 as a volunteer research assistant. He is currently interested in using electroencephalography to study shifts in attentional deployment between internal and external stimuli, and the impacts of mood disorders and emotional regulation on attentional function.

Bonnie is a research assistant at the NCL lab. She is a master's student working towards a degree in Neuroscience and Education at Teachers College. Before starting at TC, she majored in Brain and Cognitive Sciences at the University of Rochester with a focus on neurobiology and neuropsychology and minored in clinical psychology. She was also a fencer at URFC and took photos at tournaments.