Lauryn Zipse, PhD, CCC-SLP, is an Associate Professor in the Department of Communication Sciences and Disorders in the School of Health and Rehabilitation Sciences. She is also Co-Director of the Cognitive Neuroscience Group, a collaborative research group that uses behavioral and neuroscience methods to study relationships among learning, language ability, and cognitive factors.

Dr. Zipse specializes in adult neurogenic communication disorders, particularly aphasia and apraxia od speech (AOS). Her research addresses the music-based ingredients of aphasia treatments, speech prosody, and cognitive assessment. She is a committed teacher and research mentor. She coordinates the master’s thesis program in the Department of Communication Sciences and Disorders, and mentors both undergraduate and graduate students in her lab.

  • AB, Dartmouth College
  • PhD, Harvard-MIT Division of Health Sciences and Technology

Research Interests


Dr. Zipse’s research interests concern cognitive and language deficits due to stroke and other brain injury in adults. Her work addresses the prosodic and rhythmic processing abilities involved in speech planning, the degree to which these abilities may be preserved in aphasia, and how they may be used in speech and language therapy. In addition, she studies nonverbal cognitive disorders in adults who have experienced brain injury.

Current projects address the following questions:

  • Which aspects of music-based therapies for aphasia are particularly beneficial?
  • How do people with speech and language disorders after stroke use auditory feedback to monitor their own speech?
  • What prosodic abilities are retained by people with agrammatic aphasia?
  • How is cognition most commonly evaluated in people who have had a stroke, and are these assessments appropriate for people with aphasia?


Kershenbaum, A.,* Shattuck-Hufnagel, S., & Zipse, L. (2022). The effect of prosodic structure on speech production in people with aphasia: A pilot investigation. Poster presentation at the Clinical Aphasiology Conference, Wrightsville Beach, NC.

Bachan, S.,* Canta, A.,* & Zipse, L. (2021). Effects of unison production on sound distortions in people with aphasia. Poster presentation at the ASHA Convention, Washington, D.C.

Metrano, A., Nicholas, A., Vallila Rohter, S., Zipse, L., & Pennington, S. (2021). Understanding event processing in people with aphasia. Poster presentation at the ASHA Convention, Washington, D.C.

Mangione, C.,* Meredith, G.,* Kenworthy, J.,* Arbel, Y., & Zipse, L. (2020). How does feedback processing affect learning in people with traumatic brain injury? Poster presentation at the annual meeting of the Cognitive Neuroscience Society, virtual meeting.

Galassi, M.,* Reid, A.,* & Zipse, L. (2019). Speaking together: Metrical vs. conversational speech in people with aphasia. Poster presentation at the ASHA Convention, Orlando, FL.

*denotes a student

Tilton-Bolowsky, V. E.,* Davis, A. S., & Zipse, L. (2022). Mapping meta-therapy onto the treatment of cognitive-communication and language disorders in adults. Perspectives. Advance online publication. doi: 10.1044/2022_PERSP-22-00072

Quique, Y. M.,* Evans, W. S., Ortega-Llebaría, M., Zipse, L., & Dickey, M. W. (2022). Get in sync: Active ingredients and patient profiles in scripted-sentence learning in Spanish speakers with aphasia. Journal of Speech, Language, and Hearing Research, 65(4), 1478-1493. doi: 10.1044/2021_JSLHR-21-00060

Curtis, S.,* Nicholas, M. L., Pittmann, R., & Zipse, L. (2020). Tap your hand if you feel the beat: differential effects of tapping in melodic intonation therapy. Aphasiology, 34(5), 580-602. doi: 10.1080/02687038.2019.1621983

Kershenbaum, A.,* Nicholas, M. L., Hunsaker, E., & Zipse, L. (2019). Speak along without the song: What promotes fluency in people with aphasia? Aphasiology, 33(4), 405-428. doi: 10.1080/02687038.2017.1413487

Zipse, L., Worek, A.,* Guarino, A. J., & Shattuck-Hufnagel, S. (2014). Tapped out: Do people with aphasia have rhythmic processing deficits? Journal of Speech, Language, and Hearing Research, 57(6), 2234-2245.

*denotes a student

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