Listening

PET scans by Lawrence Parsons, Peter Fox, and Donald Hodges Universty of Texas, San Antonio

Left panel: the harmony condition activated the left side of the brain more than the right. It also activated inferior (or lower) regions of the temporal cortex as compared to the melody condition

Center panel: the melody condition activated both sides of the area called the temporal cortex (which is known to represent sound) to a much greater extent than did the rhythm and harmony conditions.

Right panel: much of the brain activation observed during the rhythm condition was in the cerebellum.

Listening to sound is a distributed process

The neuropsychology of Sound

Recognition Networks

How do you “read” a sound?

a) Loudness

b) Pitch

c) Duration

d) Location

e) Timbre

How do you “read” a sound?

a) Loudness

b) Pitch

c) Duration

d) Location

e) Timbre

f) Background Knowledge

g) Context

Strategic Networks

How do you “read” a sound?

1) Differential Attending

2) Rehearsing

3) Predicting

4) Questioning

5) Summarizing

2) Strategic Systems

Affective Networks

The Physics of Sound versus Light

The impact of soundThe impact of sound

2

3

4

How do you “read” a sound?

1) Engagement

2) Affect and Emotion

3) Prosody

4) Emphasis

3) Affective Systems

An Interlude: thinking about songs.

Why are sounds structured the way they are?

Over the Rainbo

Judy

Program

How is a good lecture like a song?

Listening: Lectures

How to make Lectures that are more universally designed.

•What are the strengths of lectures: For what constructs?

•What are the weaknesses of lectures? For what constructs?

•What are the construct-irrelevant challenges they impose?

Lectures:

Lectures

Expressivity voice gesture facial

Immediacy live

interactive social

Variety: image, sound

body language

Strengths:

How many sources of information are in a lecture?

1) Content

2) Structure (play “Over the Rainbow”) OVer the rainbow

3) Context

4) Non-verbal language The non-verbal dictionary

5) Body Language and gesture http://www.handspeak.com/index.html

6) Images, Power-point

7) Reading the audience and contagion

Media and Materials: Lectures

Perceptual

Linguistic

Cognitive

Potential Barriers: Representational

Lectures: Potential Representational Barriers

Perceptual

Linguistic

Cognitive

Visual

Auditory

Haptic

Construct:Relevant Irrelevant

Decoding

Vocabulary

Syntax

Language

Illustration

Background knowledge

Critical Features

Information Processing

Memory and Transfer

Lectures: Potential Strategic Barriers

Physical

Skill and Fluency

Executive

Response

Navigation

AT devices

Construct:Relevant Irrelevant

Media for expression

Tools available

Scaffolds for practice

Setting goals

Planning strategies

Managing information

Monitoring progress

Lectures: Potential Engagement Barriers

Recruiting

Interest

SustainingEngagement

Self Regulation

Choice

Relevance

Distractions, threats

Construct:Relevant Irrelevant

Maintain Salience of goal

Adjust challenge/support

Communicate/collaborate

Mastery-oriented feedback

Emotional goal setting

Self-regulation scaffolds

Self-reflection supports

Media and Materials: Lectures

1) Sensory/Perceptual Requires excellent hearing, auditory processing, vision.

2) LinguisticRequires English fluency, relevant vocabulary, listening comprehension skills.

3) CognitiveStructure is implicit, information is impermanent, sequential, un-reviewable

Potential Barriers: Representational

Media and Materials: Lectures

Potential Barriers: 2) Strategic

1) Physical and Motor

Requires physical mobility to attend, take notes, orient.

2) Skills and Media

Requires advanced listening skills, competent note-making

3) Executive Strategies

Requires goal-setting, monitoring progress, strategies for comprehension and remembering

Media and Materials: Lectures

Inconsiderate LengthEnforced PassivityLimited Content

Maximized Distractions

Potential Barriers: 3) Affective

Media and Materials: Lectures

1) Sensory/Perceptual optionsaudio amplificationlive ASL translationimage projection,image description

2) Linguistic options captioned video

alternative oral language3) Cognitive

explicit structure, concept maps, slide headersprinted PowerPointfull video recordingNotes

PowerPoint

Video

Reducing Barriers: Providing Multiple Representations

Media and Materials: Lectures

1) Alternative modes of interaction1) large class interaction2) small group discussion

(live and options)3) online threaded discussions4) networked blogs

2) “assigned” note-takersPowerPoint

Video

Reducing Barriers: Providing Multiple Means of Interaction

Taking Notes, UDL style.

Lecture Notes

Speechmaking: What the professionals say

1) Understand your audience

1) In what way?

1) Affect

2) Recognition

3) Strategic

Speechmaking: What the professionals say

Non-verbal languageThe non-verbal dictionary

1) Understand your audience

2) Designing the Presentation

1) Length – 20 minutes!

1) How to get around the limit?

Speechmaking: What the professionals say

Non-verbal languageThe non-verbal dictionary

1) Understand your audience

2) Designing the Presentation

1) Length – 20 minutes!

2) Organization

1) POWER

Speechmaking: What the professionals say

1) Understand your audience

2) Designing the Presentation – POWER

1) Punch

Speechmaking: What the professionals say

1) Understand your audience

2) Designing the Presentation – POWER

1) Punch

2) One theme

Speechmaking: What the professionals say

1) Understand your audience

2) Designing the Presentation – POWER

1) Punch

2) One theme

3) Windows

Speechmaking: What the professionals say

1) Understand your audience

2) Designing the Presentation – POWER

1) Punch

2) One theme

3) Windows

4) Ear - conversational

Speechmaking: What the professionals say

1) Understand your audience

2) Designing the Presentation – POWER

1) Punch

2) One theme

3) Windows

4) Ear – conversational

5) Retention – Loop back

Speechmaking: What the professionals say

1) Understand your audience

2) Designing the Presentation – POWER

3) Delivery

1) Overcoming fear

2) Start fast

3) Use silence

4) Use body language

Speechmaking: What the professionals say

1) Understand your audience

2) Designing the Presentation – POWER

3) Delivery

1) Overcoming fear

2) Start fast

3) Use silence

4) Use body language

5) Using Images – be careful!

Speechmaking: What the professionals say

1) Understand your audience

2) Designing the Presentation – POWER

3) Delivery

1) Using Images – be careful!

1) Quotes from Ian Parker on PowerPoint

Speechmaking: What the professionals say

1) Death by PowerPoint

1) Never begin or end with slides

2) Don’t read word slides

3) Tell and show rather than show and tell

4) Higher up, less slides – remember The Pope!

5) Don’t turn lights off

6) Use blanks (like silences)

7) One image per concept

8) Graphics for good news, tables for bad

9) Never hand out copies in advance

Speechmaking: What the professionals say

3) Delivery

1) Overcoming fear

2) Start fast

3) Use silence

4) Use body language

5) Use images carefully!

6) Don’t read

7) Make eye contact

8) Use memory aids

Universal Design - Speech

• Provide Multiple Means of Representation1) Within-Modality alternatives

1) Amplification Alternatives

2) Rate-Adjusted Alternatives

3) Language Translations

4) Visual Augmentation

Universal Design - Speech

• Provide Multiple Means of Representation1) Within-Modality Alternatives

2) Cross Modality Alternatives1) Speech to Text

2) Speech to Sign

3) Speech to tactile vibration

Universal Design - Speech

• Provide Multiple Means of Representation1) Within-Modality Alternatives

2) Cross-Modality Alternatives

3) Multi-Modal Enhancements1) Provide Background Knowledge

2) Highlight Critical Features

3) Provide multiple Examples

4) Use Multiple media and formats

Universal Design - Speech

• Provide Multiple Means of Engagement– A) Appealing to the Limbic System– B) Eye contact, etc.

The neuropsychology of Oral Language

Oral language as multi-media – multiple representations to sharpen and clarify meaning.

The neuropsychology of Oral Language

Oral language as multi-media – multiple representations to sharpen and clarify meaning.

Phonology, semantics and syntax

The neuropsychology of Oral Language

Oral language as multi-media – multiple representations to sharpen and clarify meaning.

Phonology, semantics and syntax

Facial Expression

Hand movements, body movements

Stress/intensity/prosody

The neuropsychology of Oral Language

Oral language as multi-media – multiple representations to sharpen and clarify meaning.

Stress/intensity/prosody

1) For grouping and providing structure (the scene)

1) Overall structure of sentence (rise at open)

2) Individuation of words

3) Pause between meaning segments

The neuropsychology of Oral Language

Oral language as multi-media – multiple representations to sharpen and clarify meaning.

Stress/intensity/prosody

1) For grouping and providing structure (the scene)

2) For emphasis and contrast

The neuropsychology of Oral Language

(There were no raisin cakes left)

..so I bought raisin bread.

The neuropsychology of Oral Language

(There were no loaves of rye bread)

..so I bought raisin bread.

The neuropsychology of Oral Language

(I was on parole and didn’t really want to steal anything more)

..so I bought raisin bread.