Reyna L. Gordon, Ph.D.

(615) 322-3086

MCE 10267

Reyna L. Gordon, Ph.D.

Assistant Professor of Otolaryngology and Psychology
Director, Music Cognition Lab

VKC Member

Overview of Interests

Dr. Gordon is an Assistant Professor in the Department of Otolaryngology at Vanderbilt University Medical Center, where she directs the Music Cognition Lab. She also has faculty appointments at the Vanderbilt Genetics Institute, the Vanderbilt Brain Institute, the Department of Psychology, the Vanderbilt Kennedy Center, and the Curb Center for Art, Enterprise, and Public Policy. Dr. Gordon received a Bachelor of Music in Vocal Arts from the University of Southern California, an M.S. in Neuroscience from the University of Provence, and a Ph.D. in Complex Systems and Brain Sciences from Florida Atlantic University. She is currently the Principal Investigator of four NIH grants, including an NIH Director’s New Innovator Award and a career development award, and she co-founded the Program for Music, Mind & Science at Vanderbilt. Dr. Gordon has continually sought interdisciplinarity in her professional work, leading to her current research program focused on the relationship between rhythm and language abilities from behavioral, cognitive, neural, and genetic perspectives.

Research Interests:

Music cognition; Individual differences in language and music traits; developmental language disorder; complex trait genomics; EEG






Articles and Publications:

• Gordon, R.L., Shivers, C.M., Wieland, E.A., Kotz, S.A., Yoder, P.J., McAuley, J.D. (2015). Musical rhythm discrimination explains individual differences in grammar skills in children. Developmental Science.

• Lense, M.D., Gordon, R.L., Key, A. P., Dykens, E.M. (2013). Neural Correlates of Cross-Modal Affective Priming by Music in Williams Syndrome. Social, Cognitive and Affective Neuroscience 9(4), pp.529-37.

• Gordon, R.L., Jacobs, M.S., Schuele, C.M., McAuley, J.D. (2015) Perspectives on the rhythm-grammar link and its implications for typical and atypical language development. Annals of the New York Academy of Sciences. 1337, pp. 16-25.

• Chern, A., Tillmann, B., Vaughan, C., Gordon, R.L. (2018). New evidence of a rhythmic priming effect that enhances grammaticality judgments in children. Journal of Experimental Child Psychology. 173 (371-379)

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