The Role of Prior Knowledge and Intelligence in Gaining from a Training on Proportional Reasoning.

We explored the mediating role of prior knowledge on the relation between intelligence and learning proportional reasoning. What students gain from formal instruction may depend on their intelligence, as well as on prior encounters with proportional concepts. We investigated whether a basic curriculum unit on the concept of density promoted students' learning in a training on proportional reasoning. A 2 × 2 design with the factors basic curriculum unit (with, without) and intervention context to introduce proportional reasoning (speed, density) was applied in two consecutive, randomized classroom studies (N1 = 251, N2 = 566 fourth- and fifth-graders; 49%/56% female). We controlled for intelligence and mathematical achievement. We expected the combination of having received the basic curriculum unit on floating and sinking and proportional reasoning introduced via density (a familiar problem-solving context for this group) to be especially favorable. Whereas this hypothesis was not supported, we showed that mathematical achievement mediated the relation between intelligence and proportional reasoning and enabled learners to better exploit the learning opportunities.

Neuroplasticity of sign language: implications from structural and functional brain imaging.

PURPOSE: The present study was designed to investigate the neural correlates of German Sign Language (Deutsche Gebärdensprache; DGS) processing. In particular, was expected the impact of the visuo-spatial mode in sign language on underlying neural networks compared to the impact of the interpretation of linguistic information. METHODS: For this purpose, two groups of participants took part in a functional MRI study at 3 Tesla. One group consisted of prelingually deafened users of DGS, the other group of hearing non-signers naïve to sign language. The two groups were presented with identical video sequences comprising DGS sentences in form of dialoges. To account for substantial interindividual anatomical variability observed in the group of deaf participants, the brain responses in the two groups of subjects were analyzed with two different procedures. RESULTS: Results from a multi-subject averaging approach were contrasted with an analysis, which can account for the considerable inter-individual variability of gross anatomical landmarks. The anatomy-based approach indicated that individuals' responses to proper DGS processing was tied up with a leftward asymmetry in the dorsolateral prefrontal cortex, anterior and middle temporal gyrus, and visual association cortices. In contrast, standard multi-subject averaging of deaf individuals during DGS perception revealed a less lateralized peri- and extrasylvian network. Furthermore, voxel-based analyses of the brains' morphometry evidenced a white-matter deficit in the left posterior longitudinal and inferior uncinate fasciculi and a steeper slope of the posterior part of the left Sylvian Fissure (SF) in the deaf individuals. CONCLUSION: These findings may imply that the cerebral anatomy of deaf individuals has undergone structural changes as a function of monomodal visual sign language perception during childhood and adolescence.