Lab People
Associate Professor of Neuroscience and Education, Director of the Neuroscience and Education Program
Dr. Gordon directs the Language and Cognition Lab. His scholarly interests are in: Language acquisition and processing, Developmental Neuroscience of Language and Cognition, Cross-cultural studies of numerical cognition and linguistic knowledge, Infant event representations and verb argument structure, Behavioral Genetics of Language, Magnetic Resonance Imaging of brain functioning in language processing.
Associate Professor of Neuroscience and Education, Director of the Neuroscience and Education Program
Dr. Gordon directs the Language and Cognition Lab. His scholarly interests are in: Language acquisition and processing, Developmental Neuroscience of Language and Cognition, Cross-cultural studies of numerical cognition and linguistic knowledge, Infant event representations and verb argument structure, Behavioral Genetics of Language, Magnetic Resonance Imaging of brain functioning in language processing.
Jean holds a Ph.D. from the Cognitive Science in Education program at TC, where she also completed her M.S. in Neuroscience and Education in 2013. She is the current Lab Manager for the Language and Cognitive Neuroscience Lab, where she is responsible for directing various research projects and managing research personnel.
Her dissertation focuses on the neural signatures of numerical processing of various changes to small vs. large numbers. She also uses EEG & eye-tracking to study perceptual organization, with the goal of understanding individuals with schizophrenia or visual deficits. Prior to her involvement in the Language and Cognitive Neuroscience Lab, Jean was a neuroscience research coordinator in the Department of Biological Psychiatry at the New York State Psychiatric Institute. There, she studied primate hippocampal neurogenesis and its links to depression, anxiety, and early life stress.
Jean holds a Ph.D. from the Cognitive Science in Education program at TC, where she also completed her M.S. in Neuroscience and Education in 2013. She is the current Lab Manager for the Language and Cognitive Neuroscience Lab, where she is responsible for directing various research projects and managing research personnel.
Her dissertation focuses on the neural signatures of numerical processing of various changes to small vs. large numbers. She also uses EEG & eye-tracking to study perceptual organization, with the goal of understanding individuals with schizophrenia or visual deficits. Prior to her involvement in the Language and Cognitive Neuroscience Lab, Jean was a neuroscience research coordinator in the Department of Biological Psychiatry at the New York State Psychiatric Institute. There, she studied primate hippocampal neurogenesis and its links to depression, anxiety, and early life stress.
Erin Michelle Kirby is a Ph.D. student in the Department of Human Development’s Cognitive Science in Education program, and served as the laboratory manager (2014-2018). She is currently studying enhanced perceptual functioning in autism spectrum disorders as it relates to early stage language processing. Previously, Erin received her Masters of Science in Neuroscience and Education at Teachers College. She has an extensive background in education, entering the field in seventh grade as a tutor for students with intellectual disabilities, and working as a preschool teacher and a teaching assistant in special education prior to attending Teachers College.
Erin Michelle Kirby is a Ph.D. student in the Department of Human Development’s Cognitive Science in Education program, and served as the laboratory manager (2014-2018). She is currently studying enhanced perceptual functioning in autism spectrum disorders as it relates to early stage language processing. Previously, Erin received her Masters of Science in Neuroscience and Education at Teachers College. She has an extensive background in education, entering the field in seventh grade as a tutor for students with intellectual disabilities, and working as a preschool teacher and a teaching assistant in special education prior to attending Teachers College.
Elizabeth Oh is currently a student earning her Ph.D. in Cognitive Science in Education at Teachers College, Columbia University. Her research interest is in language and numerical cognition, and she is currently investigating numerical processing among Korean adults. Prior to coming to TC, she obtained a Master of Education in human development psychology from Harvard Graduate School of Education and a Bachelor of Science in Applied Learning and Development Youth and Community Studies from the University of Texas at Austin. During her master's study, she also worked as a research assistant at Reach Every Reader to analyze qualitative research and at Harvard Smithsonian Center for Astrophysics to conduct quantitative analysis. She is currently a research assistant at the Language and Cognitive Neuroscience Lab, which is aimed at supporting EEG experiments.
Elizabeth Oh is currently a student earning her Ph.D. in Cognitive Science in Education at Teachers College, Columbia University. Her research interest is in language and numerical cognition, and she is currently investigating numerical processing among Korean adults. Prior to coming to TC, she obtained a Master of Education in human development psychology from Harvard Graduate School of Education and a Bachelor of Science in Applied Learning and Development Youth and Community Studies from the University of Texas at Austin. During her master's study, she also worked as a research assistant at Reach Every Reader to analyze qualitative research and at Harvard Smithsonian Center for Astrophysics to conduct quantitative analysis. She is currently a research assistant at the Language and Cognitive Neuroscience Lab, which is aimed at supporting EEG experiments.
Anika is a second-year Masters student at Teachers College, Columbia University in the Developmental Psychology program. She recently graduated with a Masters in Educational Psychology from Christ University, India. An interest in language development sparked while interacting with children through the internships at K-12 schools in India. She is particularly interested in how Early Intervention influences language development in children with disabilities. As a Research Assistant at Language and Cognitive Neuroscience Lab, she will be helping with the EEG study comparing visual and linguistic stimuli in individuals on the Autism Spectrum.
Anika is a second-year Masters student at Teachers College, Columbia University in the Developmental Psychology program. She recently graduated with a Masters in Educational Psychology from Christ University, India. An interest in language development sparked while interacting with children through the internships at K-12 schools in India. She is particularly interested in how Early Intervention influences language development in children with disabilities. As a Research Assistant at Language and Cognitive Neuroscience Lab, she will be helping with the EEG study comparing visual and linguistic stimuli in individuals on the Autism Spectrum.
Erxiao Wang is a second-year student in the M.S. Student, Neuroscience and Education, and joined Dr. Gordon's lab as a RA in the fall of 2022. She graduated from Wenzhou-Kean University in China with a BA in English. She grew an interest in the interdisciplinary field of cognitive science and multilingualism during a recent research experience investigating L3 language learners’ information processing process. Currently, she is interested in investigating how our brains process and represent different language systems in different developmental stages and different cognitive tasks. In the Language and Cognitive Neuroscience Lab, she is helping with the children’s numerical cognition development project and bilingual adult algorithmic process studies, exploring how language acts as a mediator in numerical cognition and algorithmic functioning.
Erxiao Wang is a second-year student in the M.S. Student, Neuroscience and Education, and joined Dr. Gordon's lab as a RA in the fall of 2022. She graduated from Wenzhou-Kean University in China with a BA in English. She grew an interest in the interdisciplinary field of cognitive science and multilingualism during a recent research experience investigating L3 language learners’ information processing process. Currently, she is interested in investigating how our brains process and represent different language systems in different developmental stages and different cognitive tasks. In the Language and Cognitive Neuroscience Lab, she is helping with the children’s numerical cognition development project and bilingual adult algorithmic process studies, exploring how language acts as a mediator in numerical cognition and algorithmic functioning.
Sining Gao is a second-year student in the developmental psychology M.A. program at Teachers College, Columbia University. She graduated from Bennington College in December 2021 with a B.A. in developmental psychology. During her studies at Bennington College, she becomes interested in how fragile families affect children's internalized and externalized well-being, as well as how various long-term and short-term intervention programs could help these children and families in direct and indirect ways. As a research assistant at the Language and Neurocognitive Science Lab, she is running a study on the numerical cognition of Mandarin-speaking children ages two to four.
Sining Gao is a second-year student in the developmental psychology M.A. program at Teachers College, Columbia University. She graduated from Bennington College in December 2021 with a B.A. in developmental psychology. During her studies at Bennington College, she becomes interested in how fragile families affect children's internalized and externalized well-being, as well as how various long-term and short-term intervention programs could help these children and families in direct and indirect ways. As a research assistant at the Language and Neurocognitive Science Lab, she is running a study on the numerical cognition of Mandarin-speaking children ages two to four.
Victoria Chang is a second-year master’s student in the Developmental Psychology program. She graduated from the college of William and Mary, with a major in Psychology and a minor in Data Science. She is passionate about children’s language development, especially how they learn words and syntax. Moreover, she is interested in linking language with early cognitive development. At the LCN lab, she has worked on the numerical cognition study and the EEG study. Currently, she is leading a project investigating how children learn words that encode mental activities, such as think and want, and whether this vocabulary is linked to their theory of mind development.
Victoria Chang is a second-year master’s student in the Developmental Psychology program. She graduated from the college of William and Mary, with a major in Psychology and a minor in Data Science. She is passionate about children’s language development, especially how they learn words and syntax. Moreover, she is interested in linking language with early cognitive development. At the LCN lab, she has worked on the numerical cognition study and the EEG study. Currently, she is leading a project investigating how children learn words that encode mental activities, such as think and want, and whether this vocabulary is linked to their theory of mind development.
Xinming is a second-year master's student in the Neuroscience and Education program at Teachers College, Columbia University. She graduated from the University of Connecticut (UConn) in 2022 with a B.A. in Cognitive Science and a Neuroscience minor. During her time at UConn, she joined the Language and Brain Lab (LAB lab) and received IBACS summer research award to conduct independent study on how life experience shape accent adaptation. Coming to TC, she is interested in exploring bilingual population and how language shapes cognition, including numerical development.
Xinming is a second-year master's student in the Neuroscience and Education program at Teachers College, Columbia University. She graduated from the University of Connecticut (UConn) in 2022 with a B.A. in Cognitive Science and a Neuroscience minor. During her time at UConn, she joined the Language and Brain Lab (LAB lab) and received IBACS summer research award to conduct independent study on how life experience shape accent adaptation. Coming to TC, she is interested in exploring bilingual population and how language shapes cognition, including numerical development.
Minkyung, a second-year master's student at Teachers College, Columbia University, with a bachelor's degree in economics from the University of Texas at Austin, has been a research assistant at the Language and Cognitive Neuroscience (LCN) Lab since Fall 2022 and additionally holds a role as a research coordinator in the Memory Disorders Clinic at the Columbia University Department of Psychiatry. Before her current academic pursuit, Minkyung worked in the corporate world as a marketer, and her curiosity about human cognition and psychology drove her to transition into her current path, pursuing a master's degree in clinical psychology.
In the LCN Lab, she is a lead research assistant for Team Neurodiversity, conducting EEG experiments and is actively involved in studies focusing on bilingual adults, which investigate how language serves as a mediator in numerical cognition. Minkyung’s research interest centers on bridging neuroscience and clinical psychology, particularly through psychophysiological studies like EEG, to improve cognition in adults and develop evidence-based treatments that positively impact individuals' mental well-being.
Minkyung, a second-year master's student at Teachers College, Columbia University, with a bachelor's degree in economics from the University of Texas at Austin, has been a research assistant at the Language and Cognitive Neuroscience (LCN) Lab since Fall 2022 and additionally holds a role as a research coordinator in the Memory Disorders Clinic at the Columbia University Department of Psychiatry. Before her current academic pursuit, Minkyung worked in the corporate world as a marketer, and her curiosity about human cognition and psychology drove her to transition into her current path, pursuing a master's degree in clinical psychology.
In the LCN Lab, she is a lead research assistant for Team Neurodiversity, conducting EEG experiments and is actively involved in studies focusing on bilingual adults, which investigate how language serves as a mediator in numerical cognition. Minkyung’s research interest centers on bridging neuroscience and clinical psychology, particularly through psychophysiological studies like EEG, to improve cognition in adults and develop evidence-based treatments that positively impact individuals' mental well-being.
Christina is a second-year clinical psychology master’s student. She holds a B.S. in Journalism and Psychology from Northwestern University and an M.S. in Integrated Marketing Communications from Northwestern University. During her studies, among other activities, she served as the editor for a research center publishing quantitative analysis. Christina has worked in various industries, from media to management consulting to higher education, and it’s been the commonality of human complexities among interviewees, clients, students, and colleagues that’s most fascinated Christina. As a neurodivergent advocate, Christina assists the neurodiversity project.
Christina is a second-year clinical psychology master’s student. She holds a B.S. in Journalism and Psychology from Northwestern University and an M.S. in Integrated Marketing Communications from Northwestern University. During her studies, among other activities, she served as the editor for a research center publishing quantitative analysis. Christina has worked in various industries, from media to management consulting to higher education, and it’s been the commonality of human complexities among interviewees, clients, students, and colleagues that’s most fascinated Christina. As a neurodivergent advocate, Christina assists the neurodiversity project.
Haiwei is a second year master student in the Developmental Psychology program at Teachers College, Columbia University. She has a bachelor degree in University of Pittsburgh, major in Psychology and minor in secondary education. During her undergraduate study, she collaborated on projects to understand the cognitive processes that mediate language comprehension and prediction in the Learning Research & Development Center. At the Language and Neurocognitive Science Lab, she assisted with the numerical cognition study and the EEG study for understanding the cognition in Mandarin-speaking children
Haiwei is a second year master student in the Developmental Psychology program at Teachers College, Columbia University. She has a bachelor degree in University of Pittsburgh, major in Psychology and minor in secondary education. During her undergraduate study, she collaborated on projects to understand the cognitive processes that mediate language comprehension and prediction in the Learning Research & Development Center. At the Language and Neurocognitive Science Lab, she assisted with the numerical cognition study and the EEG study for understanding the cognition in Mandarin-speaking children