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PubMed2005

Different brain strategies underlie the categorical perception of foreign and native phonemes.

The present study using near-infrared spectroscopy examined the neuronal correlates of Japanese long/short vowel contrast discrimination and its relationship with behavioral performance by comparing native Japanese (L1) subjects and Korean subjects learning Japanese as a second language (L2). Phoneme-specific responses were predominantly observed in the left auditory area only in the L1 subjects, although the behavioral scores of the L2 subjects indicated categorical perception (CP) that was indistinguishable from that of the L1 subjects. These inconsistent relationships were more evident in the correlation coefficients between the brain recording and behavior. However, slower reaction times and non-specific brain responses in the L2 listeners suggest differences in their cortical processes from those of the L1 subjects. These findings suggest that the CP of L2 phonemes as determined by behavioral scores alone does not always predict a language-specific neural processing as employed by the L1 listeners.

Acoustic Stimulation↗
PubMed2005

Who's in control? Proficiency and L1 influence on L2 processing.

We report three reaction time (RT)/event-related brain potential (ERP) semantic priming lexical decision experiments that explore the following in relation to L1 activation during L2 processing: (1) the role of L2 proficiency, (2) the role of sentence context, and (3) the locus of L1 activations (orthographic vs. semantic). All experiments used German (L1) homonyms translated into English (L2) to form prime-target pairs (pine-jaw for Kiefer) to test whether the L1 caused interference in an all-L2 experiment. Both RTs and ERPs were measured on targets. Experiment 1 revealed reversed priming in the N200 component and RTs for low-proficiency learners, but only RT interference for high-proficiency participants. Experiment 2 showed that once the words were processed in sentence context, the low-proficiency participants still showed reversed N200 and RT priming, whereas the high-proficiency group showed no effects. Experiment 3 tested native English speakers with the words in sentence context and showed a null result comparable to the high-proficiency group. Based on these results, we argue that cognitive control relating to translational activation is modulated by (1) L2 proficiency, as the early interference in the N200 was observed only for low-proficiency learners, and (2) sentence context, as it helps high-proficiency learners control L1 activation. As reversed priming was observed in the N200 and not the N400 component, we argue that (3) the locus of the L1 activations was orthographic. Implications in terms of bilingual word recognition and the functional role of the N200 ERP component are discussed.

Adult↗
PubMed2006

Cerebral asymmetry in the fusiform areas predicted the efficiency of learning a new writing system.

There are great individual differences in learning abilities, but their neural bases, especially among normal populations, are not well understood. Using functional magnetic resonance imaging and a training paradigm, the present study investigated individual differences in cerebral asymmetry in fusiform regions when processing a new writing system and their correlation to subsequent visual character learning. Twelve Chinese adults underwent a 2-week training to learn 120 Korean characters and they were scanned before and after the training. Results showed that left-hemispheric dominance during the pretraining task was predictive of better posttraining performance. These results have significant implications for our understanding of the neural basis of language learning, especially in terms of individual differences.

Adolescent↗
PubMed2006

First- and second-language phonological representations in the mental lexicon.

Performance-based studies on the psychological nature of linguistic competence can conceal significant differences in the brain processes that underlie native versus nonnative knowledge of language. Here we report results from the brain activity of very proficient early bilinguals making a lexical decision task that illustrates this point. Two groups of Spanish-Catalan early bilinguals (Spanish-dominant and Catalan-dominant) were asked to decide whether a given form was a Catalan word or not. The nonwords were based on real words, with one vowel changed. In the experimental stimuli, the vowel change involved a Catalan-specific contrast that previous research had shown to be difficult for Spanish natives to perceive. In the control stimuli, the vowel switch involved contrasts common to Spanish and Catalan. The results indicated that the groups of bilinguals did not differ in their behavioral and event-related brain potential measurements for the control stimuli; both groups made very few errors and showed a larger N400 component for control nonwords than for control words. However, significant differences were observed for the experimental stimuli across groups: Specifically, Spanish-dominant bilinguals showed great difficulty in rejecting experimental nonwords. Indeed, these participants not only showed very high error rates for these stimuli, but also did not show an error-related negativity effect in their erroneous nonword decisions. However, both groups of bilinguals showed a larger correct-related negativity when making correct decisions about the experimental nonwords. The results suggest that although some aspects of a second language system may show a remarkable lack of plasticity (like the acquisition of some foreign contrasts), first-language representations seem to be more dynamic in their capacity of adapting and incorporating new information.

Acoustic Stimulation↗
PubMed2003

Controlled clinical trial of interpersonal psychotherapy versus parenting education program for depressed pregnant women.

OBJECTIVE: Antenatal depression is a significant risk factor for postpartum depression, with a 10%-12% prevalence in all pregnancies. Rates of depression are higher for pregnant women with chronic stressors, financial and housing problems, and inadequate social support. Despite the prevalence and associated family and infant morbidity, there are no controlled clinical treatment trials regarding this topic, to the authors' knowledge. APA has identified treatment of depression during pregnancy as a priority for clinical guidelines. METHOD: A 16-week bilingual controlled clinical trial compared a group receiving interpersonal psychotherapy for antepartum depression to a parenting education control program. Fifty outpatient antepartum women who met DSM-IV criteria for major depressive disorder were randomly assigned to interpersonal psychotherapy or a didactic parenting education program. Thirty-eight women remained in the study and were included in the data analysis. Depressed mood was measured with the Edinburgh Postnatal Depression Scale, the Beck Depression Inventory, and the Hamilton Depression Rating Scale. The Clinical Global Impression (CGI) and the Hamilton depression scale measured recovery. RESULTS: The interpersonal psychotherapy treatment group showed significant improvement compared to the parenting education control program on all three measures of mood at termination. Recovery criteria were met in 60% of the women treated with interpersonal psychotherapy, according to a CGI score of < or = 2. In addition, there was a significant correlation between maternal mood and mother-infant interaction. CONCLUSIONS: Interpersonal psychotherapy is an effective method of antidepressant treatment during pregnancy and should be a first-line treatment in the hierarchy of treatment for antepartum depression.

Adult↗
PubMed2003

Ethnic matching of clients and clinicians and use of mental health services by ethnic minority clients.

OBJECTIVES: Research in the United States has indicated that matching clients from a minority group with clinicians from the same ethnic background increases use of community mental health services and reduces use of emergency services. This study assessed the effects of matching clients from a non-English-speaking background with bilingual, bicultural clinicians in a mental health system in Australia that emphasizes community-based psychiatric case management. METHODS: In an overall sample of 2,935 clients served in the western region of Melbourne from 1997 to 1999, ethnic minority clients from a non-English-speaking background who received services from a bilingual, bicultural case manager were compared with ethnic minority clients who did not receive such services and with clients from an English-speaking background. The clients' engagement with three types of services-community care teams, psychiatric crisis teams, and psychiatric inpatient services-was assessed. RESULTS: Compared with ethnic minority clients who were not matched with a bilingual clinician, those who were matched generally had a longer duration and greater frequency of contact with community care teams and a shorter duration and lower frequency of contact with crisis teams. Clients born in Vietnam who were matched with a bilingual clinician had a shorter annual mean length of hospital stay and a lower annual mean frequency of hospital admission than Australian-born clients. CONCLUSIONS: The benefits of matching clients with psychiatric case managers on the basis of ethnic background include a lower level of need for crisis intervention and, for clients from some ethnic groups, fewer inpatient interventions. These Australian results support findings of the effectiveness of client-clinician ethnic matching in the United States.

Affective Disorders, Psychotic↗
PubMed2005

Facing away: mental health treatment with the Old Order Amish.

Mental health treatment of the Old Order Amish is a relatively new phenomenon. Increasingly however, members of this sequestered Christian sect are either voluntarily seeking treatment or finding themselves ordered into treatment. Because they resist acculturation, many of the models of cross-cultural treatment are less than fully applicable; and because their pursuit of counseling is relatively recent, there is little information available to guide the therapist working with these clients. This article provides a practical approach to the more salient experiences and difficulties that arise in treatment of the Old Order Amish.

Acculturation↗
PubMed1997

A survey of professional activities of psychiatrists in South Africa.

To obtain information about practicing psychiatrists in South Africa, a questionnaire was mailed in 1993 to all 378 registered psychiatrists, of whom 210 (55.6 percent) responded. After selected data for nonrespondents were obtained, information was available for 357, or 94.4 percent of registered psychiatrists. Of the 261 psychiatrists practicing in South Africa, 147 (56.3 percent) were in full-time private practice. There were 6.4 psychiatrists per million population, with large discrepancies between provinces. Only 7 percent of psychiatrists spent any time working in rural areas, and only 10.8 percent could communicate in one or more African languages. These findings emphasize the magnitude of the challenge of developing a primary mental health care system in postapartheid South Africa.

Confidence Intervals↗
PubMed2006

Thoughts on medication and psychoanalysis: a lay analyst's view.

The issues involved in split analytic treatments-where a second person manages the patient's medication-are discussed from the point of view of a developmentalist and lay analyst. Case material is presented to illustrate the interplay of medication with other elements of the psychoanalytic situation. Medication and its effects, it is argued, should be accorded no special status apart from other interventions and enactments in an analysis. Some see medication and psychoanalysis as parallel processes, two separate and unintegrated theoretical systems, and recommend shifting back and forth between models of the mind or becoming "bilingual"; against this view, it is argued that anything the analyst does will affect the patient's thoughts, fantasies, and even physiology in individual ways, and only attention to analytic material can reveal what an intervention means in a specific case. Success in split treatment depends on a collaborative therapeutic alliance among patient, analyst, and consultant. Because there is as yet no theory that bridges psychoanalysis and psychopharmacology, analysts must talk of these matters as incompletely synthesized and regard them as part of the challenges that make psychoanalysis the exciting, impossible profession it is.

Adult↗
PubMedDate not supplied

Accuracy of teacher assessments of second-language students at risk for reading disability.

This study examined the accuracy of teacher assessments in screening for reading disabilities among students of English as a second language (ESL) and as a first language (L1). Academic and oral language tests were administered to 369 children (249 ESL, 120 L1) at the beginning of Grade 1 and at the end of Grade 2. Concurrently, 51 teachers nominated children at risk for reading failure and completed rating scales assessing academic and oral language skills. Scholastic records were reviewed for notation of concern or referral. The criterion measure was a standardized reading score based on phonological awareness, rapid naming, and word recognition. Results indicated that teacher rating scales and nominations had low sensitivity in identifying ESL and L1 students at risk for reading disability at the 1-year mark. Relative to other forms of screening, teacher-expressed concern had lower sensitivity. Finally, oral language proficiency contributed to misclassifications in the ESL group.

Child↗
PubMedDate not supplied

Effectiveness of Spanish intervention for first-grade English language learners at risk for reading difficulties.

The effectiveness of an explicit, systematic reading intervention for first-grade students whose home language was Spanish and who were at risk for reading difficulties was examined. Participants were 69 students in 20 classrooms in 7 schools from 3 districts who initially did not pass the screening in Spanish and were randomly assigned within schools to a treatment or comparison group; after 7 months, 64 students remained in the study. The intervention matched the language of instruction of their core reading program (Spanish). Treatment groups of 3 to 5 students met daily for 50 min and were provided systematic and explicit instruction in oral language and reading by trained bilingual intervention teachers. Comparison students received the school's standard intervention for struggling readers. Observations during core reading instruction provided information about the reading instruction and language use of the teachers. There were no differences between the treatment and comparison groups in either Spanish or English on any measures at pretest, but there were significant posttest differences in favor of the treatment group for the following outcomes in Spanish: Letter-Sound Identification (d = 0.72), Phonological Awareness composite (d = 0.73), Woodcock Language Proficiency Battery-Revised Oral Language composite (d = 0.35), Word Attack (d = 0.85), Passage Comprehension (d = 0.55), and two measures of reading fluency (d = 0.58-0.75).

Child↗
PubMedDate not supplied

The diagnosis of LD in English learners: is it nondiscriminatory?

This study examined the operationalization of one of the key reforms initiated by the Education for All Handicapped Children Act of 1975 (U.S. Congress, 1975) and continued through the 2004 reauthorization of the Individuals with Disabilities Education Act (U.S. Congress, 2004)--namely, nondiscriminatory assessment. The original and current specifications in federal law require that tests be selected and administered so as not to be racially, culturally, or sexually discriminatory. The specific dimensions studied here pertain to the nondiscriminatory diagnosis of learning disabilities (LD) in English learners. A checklist of legal and professional guidelines for making assessments of English learners was used to evaluate 19 psychological reports made on English learners as part of the assessment process for special education eligibility in a small, urban elementary school district in California. The results of this study present a fairly compelling profile of how the writers of psychological reports--school psychologists--do not use extant legal or professional guidelines for making nondiscriminatory assessments of bilingual children.

Child↗
PubMedDate not supplied

The response to intervention of English language learners at risk for reading problems.

The response to intervention (RTI) of English language learners identified as at risk for reading difficulties in the fall of first grade was examined at the end of first grade and at the end of second grade. Students at risk for reading problems were randomly assigned to intervention or control groups. Intervention students received supplemental reading intervention daily for 50 minutes in small groups from October to April. Students in the comparison condition received the school's existing instructional program for struggling readers. Criteria were established to determine adequate RTI at the end of first grade and at the end of second grade. The results indicated that more students who participated in the first-grade intervention in either Spanish or English met the established RTI standards than students who did not, and this finding was maintained through the end of second grade.

Child↗
PubMedDate not supplied

Foreign language proficiency of at-risk and not-at-risk learners over 2 years of foreign language instruction: a follow-up study.

In this follow-up study, students at risk for problems with learning a foreign language who were taught using a multisensory, structured language approach to Spanish made significant gains over 2 years on three native language phonological/orthographic measures and a foreign language aptitude test. Despite gains, at-risk students did not "catch up" with not-at-risk students on these measures. Qualitative between-group differences were noted on foreign language proficiency measures.

Adolescent↗
PubMedDate not supplied

Quantitative characterizations of speech rhythm: syllable-timing in Singapore English.

British English and Singapore English are said to differ in rhythmic patterning. British English is commonly described as stress-timed, but Singapore English is claimed to be syllable-timed. In the present paper, we explore the acoustic nature of the suggested cross-varietal difference. In directly comparable samples from British English and Singapore English, two types of acoustic measurements were taken; we calculated a variability index reflecting changes in vowel length over utterances, and measurements reflecting vowel quality. Our findings provide acoustic data which support the hypothesized cross-varietal difference in rhythmic patterning; we show (1) that successive vowel durations are more nearly equal in Singapore English than in British English, and (2) that reduced vowels pattern more peripherally in the F1/F2 formant space in Singapore English than in British English. We complete the paper with a comparison of our vowel variability index with a set of acoustic measures for rhythm proposed by Ramus, Nespor, and Mehler (1999), which focus on variability in vocalic and intervocalic intervals. We conclude that our variability index is more successful in capturing rhythmic differences than Ramus et al. (1999)'s measures, and that an application of our index to Ramus et al.'s intervocalic measure may provide a further diagnostic of rhythmic class.

Adult↗