Trey Avery III
Fairhaven College of Western Washington University, B.A. American Cultural Studies
‣ the effects of mindfulness based practices on attention, stress and learning
‣ the effects of early education programs (like Head Start and Universal Pre-K)
‣ differential effects of onset and format of early literacy training on young children
Keeling, R., Avery, T., Madoff, J., Whipple, E. (2011) Student Health. Rentz's Student Affairs Practice in Higher Education, 4th Edition.
Research has supported the effectiveness of mindfulness training among adults on anxiety, attention, working memory, and executive function, a suite of skills used in the service of goal-directed behavior, which includes selective attention and inhibition. However there have been few investigations of the effects of mindfulness in young children. In the light of recent findings demonstrating the deleterious effects of poverty on educational attainment, cognitive development, attention and executive function, this study undertakes to evaluate the effects of mindfulness in kindergarten children. Using a Go/No-Go task designed to detect the ability to attend only to specified stimuli, we will record and analyze the brain responses of kindergarten children who have undertaken mindfulness training and compare them with their age-matched peers who have not had such experience. In keeping with our overall commitment to multi-modal investigations of cognitive processes, we will correlate the ERP findings related to executive function and attention with measures of stress hormones in saliva (cortisol and alpha amylase). It is hoped that these preliminary studies will provide a foundation for a larger-scale investigation that will focus on the effects of meditation on stress and language development in children of varying socioeconomic status.
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.
2013, Recipient of Provost’s Student Research Grant: $1,000
2012, Contributor / Lab Manager — Provost’s Investment Fund: $20,000
- 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
- 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.
- 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)
Cognitive Neuroscience and Education (2013) - TA / Lecturer
Invited Lecture: Fall 2012 & Summer 2013: The Neurobiology of Mindfulness Meditation, Teachers College, Columbia University, Program in Clinical Psychology
BBSN 5000: Elctencphigrphy Lab Mthds
Centers and Projects
NCCF is co-directed by Teachers College professors Jeanne Brooks-Gunn, Virginia and Leonard Marx Professor of Child Development and Education and Sharon Lynn Kagan, Virginia and Leonard Marx Professor of Early Childhood and Family Policy.
for more information, please visit: http://ccf.tc.columbia.edu/