An experiment was conducted to investigate the feasibility of using functional near-infrared spectroscopy (fNIRS) to image cortical activity in the language areas of cochlear implant (CI) users and to explore the association between the activity and their speech understanding ability. Using fNIRS, 15 experienced CI users and 14 normal-hearing participants were imaged while presented with either visual speech or auditory speech. Brain activation was measured from the prefrontal, temporal, and parietal lobe in both hemispheres, including the language-associated regions. In response to visual speech, the activation levels of CI users in an a priori region of interest (ROI)—the left superior temporal gyrus or sulcus—were negatively correlated with auditory speech understanding. This result suggests that increased cross-modal activity in the auditory cortex is predictive of poor auditory speech understanding. In another two ROIs, in which CI users showed significantly different mean activation levels in response to auditory speech compared with normal-hearing listeners, activation levels were significantly negatively correlated with CI users’ auditory speech understanding. These ROIs were located in the right anterior temporal lobe (including a portion of prefrontal lobe) and the left middle superior temporal lobe. In conclusion, fNIRS successfully revealed activation patterns in CI users associated with their auditory speech understanding.
Abstract:Libraries and university presses coexist in a complex and increasingly consolidated scholarly communication ecosystem. Each brings different strengths, values, and viewpoints that can inform and enrich a joint project. In this paper we discuss potential barriers to and benefits of collaboration between academic libraries and university presses and introduce a case study of such a collaboration: the Open Textbook Toolkit. This project, funded by a grant from the Institute of Museum and Library Services, is currently investigating the components needed to support faculty in one discipline, psychology, who are considering adopting open educational resources. By leveraging both library and press expertise, the Toolkit represents one model for fruitful collaboration.
Effectively analyzing literature can be challenging for those unfamiliar with studies from rapidly evolving research fields. Previous studies have shown that incorporating primary literature promotes scientific literacy and critical thinking skills.
Understanding faculty perceptions about Open Educational Resources (OER) is a vital step for those hoping to support the growth of OER initiatives at higher education institutions. Faculty members' perceptions of OER often influence their interest in adopting open educational practices and their willingness to seek out support from campus staff. To explore how faculty members across their four institutions feel about open education, the authors developed a survey to discover faculty members' (1) perspectives on, (2) barriers to, and (3) beliefs about OER use. The survey corroborated past research findings that faculty often have difficulty finding time to locate and evaluate OER, and that there is a need among the ac-
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