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.

Sarmishta Bhardwaj is a first year M.S. student in the Neuroscience and Education program at Teachers College, Columbia University. She is currently a research assistant in the Neurocognition of Language Lab.

Her previous work examined how emotions shape cognitive processes, using eye-tracking to study patterns of visual attention and emotional processing. She is interested in how neuroplasticity supports language and learning, and in using electroencephalography to study how the brain supports these functions. She is also curious about how modern experiences such as technology use and digital information exposure affect attention, affective states and the way individuals process language. 

Outside of academics, she runs a non-profit organization, enjoys exploring new coffee spots, and spending time with friends.

Emma Ehrenzeller, MS (she/her) is a second 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.

Erin Kirby is a doctoral candidate in the Cognitive Science program at Teachers College, Columbia University. Her research centers on the intersection of language and visual processing in autistic adults. Her research interests include cognitive strengths in the autistic population, validation of self diagnosis in autism, and reducing diagnostic barriers for underserved autistic populations. Erin previously received her M.Phil in Cognitive Science and MS in Neuroscience and Education from Teachers College. Prior to joining the Neurocognition of Language Lab, Erin studied under Dr. Peter Gordon in the Language and Cognitive Neuroscience Lab and served several years in the lab manager role. Prior to graduate level studies, Erin taught preschool and special education, and received her Bachelor of Science in Special Education from Fitchburg State University. 

Julia Martocchio is a second-year master's student in the Neuroscience and Education program at Teachers College, Columbia University. She holds a B.A. in Psychology and a B.S. in Special Education, with additional coursework in expressive therapies and disability studies.

Julia’s research interests center on how educational experiences, particularly reading acquisition and therapeutic interventions, shape brain development and subsequent social or environmental interactions in children. She aims to investigate this in students who have experienced early life adversity or have significant behavioral support needs. Julia’s previous research explored how disability status and supports affect social satisfaction and community engagement in K-8 students.

Beyond the NCL Lab, Julia teaches reading to young learners and leads classroom outreach for Columbia University Neuroscience Outreach (CUNO). In her free time, Julia loves exploring NYC’s incredible art museums, coffee spots, and beautiful parks. 

Vanessa Yoorhee is a second-year master’s student in Clinical Psychology at Teachers College, Columbia University. Her research interests center on language and communication across clinical and bilingual populations. She is particularly interested in using computational and cross-linguistic approaches to understand language breakdown and recovery, as well as how bilingual experience influences language development and assessment. Her broader goal is to develop language measures that are clinically meaningful across different languages and populations. Vanessa received her Bachelor of Arts in Psychology from Columbia University.

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. 

Ela Gapeyeva (she/her) is a master’s student in the Neuroscience and Education program at Teachers College, Columbia University, and a research assistant in the Neurocognition of Language Lab. She holds a B.A. in Education and Linguistics. She later completed graduate TESOL coursework at the University of San Francisco. She came to research through the classroom, spending six years in Shanghai’s learning and development sector before teaching in Montessori early childhood settings back in the Bay Area. Those years working with multilingual learners shaped the questions she asks now: how a lifetime of juggling languages influences attention, memory, and neuroplasticity, and how bilingualism may build cognitive reserve that protects the aging brain. Ela is quadrilingual herself. Outside the lab, she enjoys traveling, hiking, dancing, and exploring New York’s exhibitions and restaurants.

Yewon Kim is a graduate student in the Neuroscience and Education program at Teachers College, Columbia University, and a current research assistant in the Neurocognition of Language Lab. Her recent work explores how human and digital feedback shapes adolescent learning and memory.

Before Columbia, she earned her BA/MA at the University of Virginia in Music and English education. As a teacher, she spent years teaching across NYC and abroad, and currently works as an educational consultant supporting adolescent executive functioning.

Outside of research, you can find her playing the cello and attempting to master the NYT Connections!

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. 

                  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.