Students & Alumni of the Educational Neuroscience Ph.D. Program
George Kartheiser currently resides at Dr. Laura Ann Petitto's Brain and Language Laboratory (BL2) where he has been certified through advanced training to operate a neuroimaging equipment comparable to EROS, functional Near Infrared Spectroscopy. He received his B.S. in advertising and public relations from Rochester Institute of Technology in 2009. While a student at Rochester Institute of Technology, he was involved with several studies spearheaded by Dr. Peter Hauser of Deaf Studies Laboratory. Prior to his graduate school studies, he served as the visiting research coordinator for Dr. Matthew Dye's Cross-Modal Plasticity Laboratory at University of Illinois at Urbana-Champaign. In his role at Dr. Dye's laboratory, he assisted with a project that utilized a new, non-invasive neuroimaging technique known as Event-Related Optical Signal (EROS) in order to learn more about the effects of deafness on visual functions. He aims to apply his certification and advanced training to his Ph.D. endeavor by studying the cognitive impact of learning a signed language as a second language. He is also interested in how scientists can improve their relationship with the public. When not wearing the lab coat, Geo enjoys cycling, running, and eating exotic food.
Adam Stone is a a research assistant with the NSF Center on Visual Language and Visual Learning (VL2) and the Petitto Brain and Language Laboratory (BL2). Originally from San Diego, Adam earned his M.A. in ASL/English Bilingual Education at the University of California, San Diego, in 2010, and taught kindergarten and first grade at P.S. 347 The ASL and English Lower School in New York City. His research interests are in educational technology and neuroscience perspectives on literacy development and bilingual reading. He is also a published children's book author, trains teachers on best practices in using iPad technology in educational settings, and blogs at www.foundinblank.com. Adam Stone at Academia.edu: ttp://gallaudet.academia.edu/AdamStone
Diana Andriola joined Dr. Laura-Ann Petitto's Brain and Language Laboratory (BL2) in the Fall of 2013 as a graduate intern where she received certification in functional near-infrared spectroscopy (fNIRS). Prior to studying at Gallaudet, she earned her BA in Deaf Studies from California State University Northridge where she began to explore her research interests in second language acquisition and literacy development for deaf readers who have acquired their first language later in life. During the summer of 2014, she visited Dr. Carol Padden's Center for Research in Language (CRL) at University of California San Diego as a research intern. At CRL, she assisted on a project using Kinect technology for recording the hand and arm movements of gesturers and signers in order to better understand the affordances of phonology, specifically concerning rate and redundancy of meaningful units. As a student in PEN, she is interested in understanding how findings demonstrating positive correlations between ASL phonological awareness and literacy development in your deaf learners can translate to the unique needs of older deaf learners who struggle with reading and writing and have experienced delays in their first language exposure.
Paul Twitchell joined Gallaudet's PEN Program in 2014, after receiving his M.A. in Linguistics from the University of New Mexico, where he studied the psycholinguistics and linguistics of sign languages in Dr. Jill Morford's laboratory, supported by the National Science Foundation & Gallaudet University Science of Learning Center, Visual Language & Visual Learning, (VL2). His master's thesis, advised by Dr. Morford, focused on the effects of socioeconomic status (SES) on second language literacy in ASL-English bilinguals. In PEN he brings experience as an educator in bilingual classroom. His current research investigations, advised by Dr. Clifton Langdon, are directed towards understanding how language processing and reading in bilinguals are impacted by environmental factors such as SES and age of exposure of language.