Show The Graduate Center Menu




Loraine K. Obler, Ph.D. (CV)

In addition to her position as Distinguished Professor in Speech-Language-Hearing Sciences, Loraine K. Obler has a joint appointment in the Linguistics Program. As well, she and Martin Albert were co-PIs of the NIH-funded Language in the Aging Brain Laboratory of the Boston University School of Medicine Harold Goodglass Aphasia Research Center at the VA Boston Healthcare Center. Her research articles reflect her interests in such topics as the language changes associated with healthy aging and Alzheimer's disease, neurolinguistic study of bilingualism, cross-language study of agrammatism, and neuropsychology of talent as it relates to dyslexia and individual differences in second-language acquisition. The books she has co-authored or co-edited include Aspects of Multilingual Aphasia (with M. Gitterman and M. Goral, Multilingual Matters, 2012),Communication Disorders in Spanish Speakers: Theoretical Research and Clinical Aspects (with J. Centeno and R. Anderson, Multilingual Matters, 2007), Language and the Brain (with K. Gjerlow, Cambridge University Press, 1999, currently under revision), Language and Communication in the Elderly (with M.L. Albert, D.C. Heath and Co., 1980), Neurobehavior of Language and Cognition: Studies of Normal Aging and Brain Damage (with L. Connor, Kluwer Academic Publishers, 2000), and The Bilingual Brain: Neuropsychological and Neurolinguistic Aspects of Bilingualism (with M.L. Albert, Academic Press, 1978). 


Graduate Students


Amy Vogel-Eyny
She is currently a level 3 doctoral student currently working on her dissertation that examines the contribution of frontal and temporal brain areas to lexical processing, such as unique entity retrieval and tip-of-the-tongue states, in healthy older adults through the use of transcranial direct current stimulation. Her work investigates language production changes in healthy aging as well as the contribution of cognitive processes to maintaining or even improving language abilities. She is additionally interested in further understanding neural plastic changes in the aging brain, particularly for language tasks, and the extent to which such changes are evidence of compensatory or deficient processing.  An important aspect of her research is that her findings have functional relevance to the populations she examines.

Jungna Kim
Jungna is currently a Ph.D. candidate in the Neurolinguistics lab in the Speech-Language-Hearing Sciences program with an Enhanced Chancellor's Fellowship. Her research interests mainly lie in the relationship between cognitive controls (e.g., working memory, interference control, and updating) and bilingual auditory discourse (text) processing. She is also actively participating in several research projects with various collaborators. These include a) a project where two language comprehension tests are reviewed for reliability and validity, b) a collaborative research on the effectiveness of Intensive Comprehensive Aphasia Program (ICAP), c) a collaborative research on sentence processing in older adults using an eye-tracking method, d) a collaborative research project on language intervention for patients with concussion using tDCS, e) a project on L2 acquisition in aging population, and f) a graduate-student research on multilingual aphasia. She received her Bachelor's degree in French and English linguistics and a Master's degree in Applied Linguistics.

Iris Strangmann
I'm a PhD candidate in the Speech-Language-Hearing Sciences program at the CUNY Graduate Center. I have a bachelor’s degree in Communication and Information Sciences and a Master's degree in Linguistics, both from the University of Groningen, The Netherlands. I'm interested in how bilinguals control their languages, specifically how language use and exposure affect the bilingual language control mechanism. My dissertation examines language control via code-switching using electrophysiological measures. In addition to my own research, I'm involved in a project examining the use of cognates in Norwegian-English bilinguals diagnosed with dementia.

Taryn Malcolm
Taryn Malcolm is currently a doctoral student and member of Loraine Obler’s Neurolinguistics lab in the Speech-Language-Hearing Sciences Department. She received her Master of Arts Degree in Speech-Language Pathology from St. John’s University.  She has practiced as a speech-language pathologist in acute and sub-acute rehabilitation with pediatric, adult, and geriatric populations, with a focus on neurogenic disorders, respiratory/voice disorders, and dysphagia. Her main areas of research include bilingualism, aphasia, bilingual aphasia, and neurological processes underlying acquired language disorders. She is currently working on a research project investigating cross-linguistic influence in speakers of Jamaican Creole following immersion in the environment of their second language, as well as an fMRI study investigating language comprehension in noise.

Aviva Polus
I am currently a level 3 doctoral student in the neurolinguistics lab. I have a B.A. in speech and language pathology, and an M.A. in bilingualism and biculturalism, from Hadassah Academic College, Jerusalem. I have worked as an SLP for almost 10 years in adult rehabilitation in Israel. My interests include bilingualism, aging and aphasia and I am currently working on my doctoral research proposal on treatment of bilingual aphasia in the SLP clinic.

Marta Korytkowska
Marta Korytkowska M.S. CCC-SLP is a Speech Language Pathologist with a focus on adult speech, language and swallowing disorders. She is a second level doctoral student in the Neurolinguistics lab. Her first examination project focused on executive functions and bilingual advantage in heritage language bilinguals. Marta’s current research interests and projects are related to lexical retrieval in healthy adults and those with non-fluent aphasia, as well as the interaction of cognition with the recovery process. Her primary focus is on the treatment research in acquired aphasia and primary progressive aphasia.

Stanley Chen
Stanley Chen is a level 2 doctoral student in the lab. He received his dual BA from National Chengchi University, focusing on linguistics in English and Historical Chinese and an MSEd from the University of Pennsylvania in TESOL. Recently, he completed his first exam proposal, examining the effects of punctuation and prosody on ambiguity resolution in Mandarin Chinese. His main interests include bilingualism, electrophysiology, and sentence processing.


Zahra Hejazi

Zahra received her Bachelor’s and Master’s degrees in speech and language pathology from Tehran University of Medical Sciences and St. John’s University. She is currently pursuing her Ph.D. in Speech-Language-Hearing sciences at the CUNY Graduate Center. Her interests include aphasia, bilingualism, and healthy aging.

       Katarina Antolovic

Katarina Antolovic is a third year Ph.D. student in the Neurolinguistics Lab. She graduated with a B.A. in Linguistics and a B.S. in Communication Sciences & Disorders – Speech-Language Pathology from the University of Texas at Austin. Her previous research has investigated the effects of language brokering on patterns of language use, how cognates are used by multilinguals with aphasia and dementia, and the psycholinguistic nature of cognates. Her current interests include semantic control, lexical access, and semantic organization of the mental lexicon in older adults and bilinguals. Moreover, she is interested in how cognitive changes associated with aging interact with sources of interference during speech production and processing (e.g., cross-linguistic interference, semantic interference). Her research aims to identify semantic interference effects in healthy older adults as a stepping stone to determining how semantic interference may be used as a clinical marker for dementia.  

Lauren Grebe
Lauren Grebe is a level 2 doctoral student in Dr. Obler’s Neurolinguistics lab. She received her Bachelor of Science and Master of Arts in Speech-Language Pathology from Molloy College and St. John’s University, respectively. She has practiced as a speech language pathologist in acute and sub-acute rehabilitation with adult and geriatric populations. Her research interests include aphasia, dementia, and primary progressive aphasia. She is currently working on a research project examining the influence of various demographic variables on the severity and manifestation of primary progressive aphasia. 

Gerald Imaezue
I am a doctoral student in the Speech-Language-Hearing Sciences program and a member of the Neurolinguistics Lab. I am also an SLP with experience in adult rehabilitation. I received my Bachelor’s degree in special education (speech pathology and audiology specialty) and political science, and my Master’s degree in speech pathology and audiology from the University of Ibadan, Nigeria. My previous research focused on treatment efficacy of vocal fatigue in teachers, developing the integrated systems hypothesis based partly on the neural multifunctionality concept, bilingualism in aphasia and  social healthcare research towards promoting access to aphasia rehabilitation in Nigeria. My research interests are aphasia, neural multifunctionality, neuroplasticity and language in aging.


Kyung Eun Lee
Kyung Eun Lee is a first-year doctoral student in Neurolinguistics lab in Speech-Language-Hearing Sciences program. She received her Master of Education in English Education from Yonsei Graduate School of Education in Korea and completed her Post-Master’s program in TESOL at New York University. She is currently involved in L2/Aging project in this lab. Her research interests broadly lie in bilingualism and L2 Acquisition.





Visiting Scholars in residence at GSUC Neurolinguistics Lab


2018-2018 Teresa Signorelli Pisano, Marymount Manhattan College
2018-2019 Lourdes Ortega, Georgetown University
2018-2019 Yael Neumann, Queens College CUNY
2013, 2016 Zohar Eviatar, Haifa University (invited)
2012, 2016 Alexandre Nikolaev (post-doc, U. of Joensuu)
2011-12 Jet Vonk, University of Groningen
2010-11 Carmit Altman, Bar Ilan University, Mina Hwang, Dankook University
2009 Veronica Morena, University of Valencia
2006 Anat Stavans, Hebrew University and Beit Beryl College, Israel.
2005 – 2008 Seija Pekkala, Helskini University, Finland
2004 Alessandra Riccardi, Universita per Stranieri, Perugia, Italy; Ruth Berman, Tel Aviv University, Israel; Anne Aimola Davies, Australian National University
2003 Jessica Cancila, Universita per Stranieri, Perugia, Italy
2001 Prathibha Karanth, Shetty Institute, Mangalore, India
1987 Pirkko Kukkonen, Helsinki University, Finland

Graduates their dissertations and current affiliations


Higby, E. (2016) “Native language adaptation to novel verb argument structures by Spanish-English bilinguals: An electrophysiological investigation”

Paplikar, A. (2016) “Language age-mixing in discourse in bilingual individuals with non-fluent aphasia”

Ashaie, S. A. (2016) “Modulating the semantic system: The role of bilateral anterior temporal lobes in confrontation naming- A combined tDCS and eye-tracking study”

Hyun, J. (2016) Hyun, J. (2016) "The Relationship Between Lexical Performance and Regional Gray Matter Volumes: A Longitudinal Study of Cognitively Healthy Elderly"

Park, Y. (2015) “Roles of shifting attention, alternating attention and inhibition on temporary syntactic ambiguity resolution and use of context in younger and older adults”

Conner, P. (2013) “Novel spoken word learning in adults with developmental dyslexia”

O’Connor Wells, B. (2011) “Frequency, Form-Regularity and Semantic Effects in Agrammatism:  Evidence from Spanish Ser and Estar"

Datta, H. (2010) “Brain Bases of First Language Attrition in Bengali-English Speakers”, Molloy College

Anema, I. (2008) “The Relationship between Fluency-based Suprasegmentals and Comprehension in Oral and Silent Reading in Dutch Speakers of English”, SUNY New Paltz

Signorelli, T. (2008) “Working Memory in Simultaneous Interpreters”, Marymount Manhattan College

Ijalba, E. (2007) “Markers of Dyslexia in Spanish-Speakers who Report Severe Difficulties Learning English”, Queens College, CUNY

Neumann, Y. (2007) “An Electrophysiological Investigation of the Effects of Age on the Time Course of Segmental and Syllabic Encoding during Implicit Picture Naming in Healthy Younger and Older Adults”, Queens College, CUNY

Galletta, E. (2003) “Recognition of Accented English in Advancing Age”, Hunter college, CUNY

Mathews, P. (2003) “Derivational Morphology in Agrammatic Aphasia:  A Reading-aloud Study”

Schmidt, B. (2003) “The Relation between Oral Reading and Silent Reading Comprehension Skill”, Molloy College, Chair

Haravon, A. (2002) “Grounding Communication Between Deaf and Hearing People: Technological Advances”

Jones, J. (2002) “Agrammatism in a Bidialectal Speaker of AAVE and SAE”

Goral, M. (2001) “Lexical Access and Language Proficiency of Trilingual Speakers”, Lehman College, CUNY

Wiener, D. (2000) “Mechanisms of Inhibition in Wernicke’s Aphasia”

Meth, M. (1998) "The Influence of Verb Stem Features on Inflected Word Production in Patients with Agrammatic Aphasia"

Chobor, K. (1996) "Processing of Lexical Ambiguity by Brain Damaged Patients"

Centeno, J. (1996) "Use of Verb Inflections in the Oral Expression of Agrammatic Spanish speaking Aphasics", St. John's University, Chair

Eng Huie, N. (1994) "Dissolution of Lexical Tone in Chinese Speaking Aphasics", Hunter College, CUNY

De Santi, S. (1992) "Automatic Speech in Alzheimer's Dementia" , General Electric

Johnson, K. (1991) "Metalinguistic Abilities in Literate Adults"

Domingo, R. A. (1991) "The Influence of Setting and Interlocutor on the Ability of Adult Retarded Speakers to Exhibit Control in an Instructional Context"

Mahecha, N.R. (1990) "The Perception of Code Switching Cues by Spanish English Bilinguals"

Bloom, R. (1990) "Dissolution of Discourse in Patients with Unilateral Brain Damage", Hofstra College, Acting Dean

Ehrlich, J. (1989) "Influence of Structure on the Content of Oral Narrative in Adults with Dementia of Alzheimer's Type"

Humes Bartlo, M. (1988) "Neuropsychological Substrates of Success and Failure in Childhood Second Language Learning"