A morphometric analysis of auditory brain regions in congenitally deaf adults.
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We investigated whether variation in auditory experience in humans during development alters the macroscopic neuroanatomy of primary or auditory association cortices. Volumetric analyses were based on MRI data from 25 congenitally deaf subjects and 25 hearing subjects, all right-handed. The groups were matched for gender and age. Gray and white matter volumes were determined for the temporal lobe, superior temporal gyrus, Heschl's gyrus (HG), and the planum temporale. Deaf and hearing subjects did not differ in the total volume or the gray matter volume of HG, which suggests that auditory deafferentation does not lead to cell loss within primary auditory cortex in humans. However, deaf subjects had significantly larger gray matter-white matter ratios than hearing subjects in HG, with deaf subjects exhibiting significantly less white matter in both left and right HG. Deaf subjects also had higher gray matter-white matter ratios in the rest of the superior temporal gyrus, but this pattern was not observed for the temporal lobe as a whole. These findings suggest that auditory deprivation from birth results in less myelination and/or fewer fibers projecting to and from auditory cortices. Finally, the volumes of planum temporale and HG were significantly larger in the left hemisphere for both groups, suggesting that leftward asymmetries within "auditory" cortices do not arise from experience with auditory processing. (+info)
Conference report: functional magnetic resonance imaging for beginners--a review of the fMRI experience IV, 13-14 May 2002, Natcher Conference Center, National Institutes of Health, Bethesda, MD.
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The fourth fMRI Experience meeting was held at the Bethesda, Maryland campus of the National Institutes of Health on May 13th and 14th, 2002. The purpose of the meeting was to provide a platform for students working with functional magnetic resonance imaging (fMRI) to pres ent their research to an international audience of peers. This year"s meeting featured special lectures from Dr. Leslie Ungerleider ("Imaging Mechanisms of Visual Attention") and Dr. Daniel Weinberger ("Genetic Variation and fMRI Response"). (+info)
Psychological testing of sign language interpreters.
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Twenty-eight sign language interpreters participated in a battery of tests to determine if a profile of cognitive, motor, attention, and personality attributes might distinguish them as a group and at different credential levels. Eight interpreters held Level II and nine held Level III Virginia Quality Assurance Screenings (VQAS); the other 11 held Registry of Interpreters for the Deaf (RID) certification. Six formal tests, the Quick Neurological Screening Test-II, the Wonderlic Personnel Test, the Test of Visual-Motor Skills (TVMS), the d2 Test of Attention, the Integrated Visual and Auditory Continuous Performance Test, and the Sixteen Personality Factor Questionnaire (16PF), were administered to the interpreters. Average scores were high on most of the tests; differences across the three groups were not statistically significant. Results from only one test, the d2 Test of Attention, were significantly correlated with interpreter level. Comparisons between educational and community interpreters also revealed no differences. Personality traits were widely distributed, but one trait, abstract reasoning, tested extremely high in 18 interpreters. Discussion of the potential implications of these results, particularly for educational interpreters, is offered. (+info)
Sign language vocabulary development practices and internet use among educational interpreters.
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Sign language interpreters working in schools often face isolation in terms of their sign language vocabulary development opportunities. The purposes of this study were to determine the key demographic characteristics of educational interpreters in British Columbia, to identify the resources they use to learn new vocabulary, and to shed light on their Internet use and access levels, with a view to exploring the viability of this resource as a tool for vocabulary development for interpreters working in educational settings. Key demographics associated with interpreters' access to time and materials in advance of a lesson were job title and graduation from an interpreter training program. Interpreters with job titles that reflected their status as interpreters had more preparatory time each week than interpreters who had job titles focused on their roles as educational assistants. Interpreters overwhelmingly expressed the need for continuing professional development with respect to vocabulary development. In terms of the resources currently used, human resources (colleagues, deaf adults) were used significantly more often than nonhuman (books, videotapes, Internet). The resource use results showed that convenience was more important than quality. Books were used more often than videotapes, CD-ROMs, and the Internet, although the latter three had higher percentages of very satisfied users than did books. The design and content of online vocabulary resources and limited interpreter preparation time were identified as current issues keeping the Internet from reaching its potential as an easily accessible visual resource. Recommendations aimed at enhancing the viability of the Internet as a vocabulary development tool for educational interpreters are discussed. (+info)
Vocabulary Use by Low, Moderate, and High ASL-Proficient Writers Compared to Hearing ESL and Monolingual Speakers.
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The written English vocabulary of 72 deaf elementary school students of various proficiency levels in American Sign Language (ASL) was compared with the performance of 60 hearing English-as-a-second-language (ESL) speakers and 61 hearing monolingual speakers of English, all of similar age. Students were asked to retell "The Tortoise and the Hare" story (previously viewed on video) in a writing activity. Writing samples were later scored for total number of words, use of words known to be highly frequent in children's writing, redundancy in writing, and use of English function words. All deaf writers showed significantly lower use of function words as compared to their hearing peers. Low-ASL-proficient students demonstrated a highly formulaic writing style, drawing mostly on high-frequency words and repetitive use of a limited range of function words. The moderate- and high-ASL-proficient deaf students' writing was not formulaic and incorporated novel, low-frequency vocabulary to communicate their thoughts. The moderate- and high-ASL students' performance revealed a departure from findings one might expect based on previous studies with deaf writers and their vocabulary use. The writing of the deaf writers also differed from the writing of hearing ESL speakers. Implications for deaf education and literacy instruction are discussed, with special attention to the fact that ASL-proficient, deaf second-language learners of English may be approaching English vocabulary acquisition in ways that are different from hearing ESL learners. (+info)
Linguistic diversity in a deaf prison population: implications for due process.
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The entire deaf prison population in the state of Texas formed the basis for this research. The linguistic skills of prison inmates were assessed using the following measures: (1) Kannapell's categories of bilingualism, (2) adaptation of the diagnostic criteria for Primitive Personality Disorder, (3) reading scores on the Test of Adult Basic Education, and (4) an evaluation of sign language use and skills by a certified sign language interpreter who had worked with deaf inmates for the past 17 years. Deaf inmates with reading scores below the federal standard for literacy (grade level 2.9) were the group most likely to demonstrate linguistic incompetence to stand trial, meaning that they probably lacked the ability to understand the charges against them and/or were unable to participate in their own defenses. Based on the language abilities and reading scores of this population, up to 50% of deaf state prison inmates may not have received due process throughout their arrest and adjudication. Despite their adjudicative and/or linguistic incompetence, these individuals were convicted in many cases, possibly violating their constitutional rights and their rights under the Americans with Disabilities Act. (+info)
Education of deaf students in Spain: legal and educational politics developments.
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This article examines the legal instruments and educational politics affecting deaf persons' educational rights in Spain. We present a historical view of deaf education in Spain before and after the Congress of Milan (1880) and then introduce educational legislation and practices in recent decades. At present, Spanish legislation is moving toward recognition of sign languages and the suitability of bilingual education for deaf students at all educational levels. This is a consequence of taking into account the low academic achievement of two generations of deaf students educated in a monolingual model. Bilingual projects are now run throughout Spain. We emphasize that efforts must be made in the legal sphere to regulate the way in which professionals who know sign language and Deaf culture-teachers, interpreters, deaf adult models-are incorporated in bilingual deaf schools. (+info)
When parents are deaf versus hard of hearing: patterns of sign use and school placement of deaf and hard-of-hearing children.
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This paper investigates the importance of knowing whether or not deaf and hard-of-hearing students have one or more deaf or hard-of-hearing parents. As noted by Mitchell and Karchmer (2004), deaf and hard-of-hearing school-age children and youth in the United States with at least one parent identified as "hearing impaired" are nearly evenly split between having at least one deaf parent and having at least one hard-of-hearing parent. However, there is no literature on the importance, if any, of this distinction. Findings from the investigation reported herein suggest that the distinction between having a deaf versus a hard-of-hearing parent is quite substantial, particularly as it pertains to the use of signing in the home. Further, signing in the home, which is reliably predicted by parental hearing status, is a significant predictor of the school setting in which the student is currently placed and the instructional use of signing in the classroom. Limitations related to the available measure of parental hearing status are discussed. (+info)