Lab People

Dr. Karen Froud is Associate Professor and 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. Froud 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. Froud’s 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.

Tim Mousseau is a first-year master's student in Neuroscience & Education at Teachers College, Columbia University, and a research assistant in the NCL Lab. Tim's background is in sexual violence prevention, having spent the last ten years helping higher education institutions design curricula and develop prevention campaigns for various undergraduate populations. He previously received a Bachelor's from the University of New Mexico in Organizational Communication and a Master's from Gonzaga in Organizational Leadership. During his time at Gonzaga, Tim studied how to incorporate creativity into formal organizational cultures to help people retain a sense of self. Tim is interested in learning more about the neural correlates of consciousness. In particular, he is fascinated by the role that the insula might play in formulations of self. He is also excited about the growing field of existential neuroscience. Outside of TC, Tim continues to assist clients in prevention work. He also writes children's books with his wife, Skylar, an illustrator.

        Emma (she/her)is a Certified Hypnotist, Certified Life Coach, and Neuroscience educator currently getting her Master’s in Neuroscience & Education from Teachers College, Columbia University. After living and working in Thailand and India, she created her hypnosis business to combine her passion for spirituality, her intrigue in brain science, and her love of helping others improve their mental health and overall happiness. She’s passionate about equipping her clients and community with practical, evidence-based mental health tools that tangibly move the needle on their symptoms and wellbeing. 

              Academically, she’s curious about topics like psychoneuroimmunology, emotional regulation, trauma interventions, and how neural oscillations correlate with different states of being. She spends her free time serving on the Teachers College Student Senate as Vice President, rewatching New Girl biannually, and exploring new neighborhoods in NYC.

                  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.

Alanna Flowers is a first-year master’s student in Clinical Psychology at Teachers College, Columbia University. She is currently the administrative assistant for the NCL Lab. Alanna is also a research assistant for the New York State Psychiatric Institute and for the Culture, Stigma, and Psychosis Lab at Columbia University. She has a B.S. in Biology and a B.A. in English from Howard University. She is currently interested in using bio-behavioral cues to understand the impact of societal stigma on the mental health of marginalized communities. She aims to pursue research that investigates the factors that affect the health of marginalized populations and informs improved treatment plans while addressing the gaps in available health care. Outside of the lab she administers neuropsychological tests as a psychometrist. In her free time, she enjoys painting, writing, trying new restaurants, and spending time with friends.

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.

Malik is a first year student in the Neuroscience and Education Masters Program. He graduated with a BS in Psychology from Howard University. After graduating he spent two years teaching AP Biology at a high school in Brooklyn. His time in the classroom, resulted in his current interests of retooling educational practices in marginalized communities (with a basis in the neural correlates of learning), and reforming high school curriculum around STEM. Outside of the lab, Malik is one of the organization leaders of The Synapse @TC, Teachers College neuroscience education club. In his free time, Malik enjoys following professional sports, listening to new music and spending time with friends.

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.

Nora Samadi is a senior at Barnard College studying Neuroscience and Behavior on the pre-med track. She is currently an undergraduate research assistant at the NCL Lab, and is interested in the process of language acquisition during development, particularly in multilingual individuals. She has enjoyed her experiences abroad working as an occupational therapy intern, and is looking forward to being a student teacher at Barnard’s Toddler Center in the fall. Outside of academics, Nora loves spending time with friends and family, contributing to her communities on Columbia and Barnard’s campuses, and exploring different areas of New York.

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.

Gean Zhang is a second-year student pursuing a degree in Neuroscience & Education at Teachers College, Columbia University. He is a research assistant in the NCL lab, focusing on the plasticity of reading abilities in the elderly population. In the new school year, Gean is eager to continue his contributions to the lab while expanding his knowledge of EEG, mastering R programming, and enhancing his expertise in machine learning algorithms. Outside of academics, Gean enjoys spending his leisure time sleeping, exercising, and playing video games.

Isaac is a first-year Master's student in Neuroscience & Education at Teachers College, Columbia University, where he serves as a research assistant in the Neurocognition of Language (NCL) Lab. He also works as an administrative assistant in the Office of Global Engagement. Isaac received his Bachelor's degree in Biology from Syracuse University and taught English in Taiwan for 1.5 years. He currently serves as an editor for The Blotter, the blog of the Teachers College Interdisciplinary Psychedelic Society (TCIPS). His research interests include foreign language acquisition, psychedelics, and sleep science, with a focus on understanding how these areas can improve cognitive function and mental health. Isaac is passionate about expanding global neuroscience research opportunities, aiming to foster collaborations that advance the study of the brain and human behavior worldwide.

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.