Listening

1
Listening
2
Listening to sound is a distributed process
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.
PET scans by Lawrence Parsons, Peter Fox, and
Donald Hodges Universty of Texas, San Antonio
3
The neuropsychology of Sound
4
Recognition Networks
5
How do you read a sound?

1. Loudness
2. Pitch
3. Duration
4. Location
5. Timbre

6
How do you read a sound?

1. Loudness
2. Pitch
3. Duration
4. Location
5. Timbre
6. Background Knowledge
7. Context

7
Strategic Networks
8
How do you read a sound?

1. Differential Attending
2. Rehearsing
3. Predicting
4. Questioning
5. Summarizing

9
Affective Networks
10
The Physics of Sound versus Light
11
The impact of sound
12
2
13
3
14
4
15
How do you read a sound?

1. Engagement
2. Affect and Emotion
3. Prosody
4. Emphasis

16
How to universally design information in sound.
17
Multiple Representations
1) Cognitive Options Activate background
knowledge Highlight critical features,
relationships Scaffold information
processing Support memory and transfer 2)
Linguistic/Representational Options Define
symbols, vocabulary and labels Clarify syntax
or structure Translate language or cultural
conventions Use multiple representations to
illuminate concepts 3) Perceptual
Options Modify within modalities Transform
across modalities
18
The neuropsychology of Oral Language
Oral language as multi-media multiple
representations to sharpen and clarify meaning.
19
The neuropsychology of Oral Language
Oral language as multi-media multiple
representations to sharpen and clarify
meaning. Phonology, semantics and syntax
20
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
21
The neuropsychology of Oral Language

• Oral language as multi-media multiple
  representations to sharpen and clarify meaning.
• Stress/intensity/prosody
• For grouping and providing structure (the scene)
• Overall structure of sentence (rise at open)
• Individuation of words
• Pause between meaning segments

22
The neuropsychology of Oral Language

• Oral language as multi-media multiple
  representations to sharpen and clarify meaning.
• Stress/intensity/prosody
• For grouping and providing structure (the scene)
• For emphasis and contrast

23
The neuropsychology of Oral Language
(There were no raisin cakes left) ..so I bought
raisin bread.
24
The neuropsychology of Oral Language
(There were no loaves of rye bread) ..so I
bought raisin bread.
25
The neuropsychology of Oral Language
(I was on parole and didnt really want to steal
anything more) ..so I bought raisin bread.
26
The neuropsychology of Oral Language
(My friend forgot to get the food) ..so I
bought raisin bread.
27
How do you read a speech, a lecture?

• Content
• Structure
• Context
• Non-verbal language The non-verbal dictionary
• 5) Body Language and gesture http//www.handspea
  k.com/index.html

28
How do you read a speech, a lecture?

• Content
• Structure (play Over the Rainbow) OVer the
  rainbow
• Context
• Non-verbal language The non-verbal dictionary
• 5) Body Language and gesture
  http//www.handspeak.com/index.html
• Images, Power-point
• Reading the audience and contagion

29
Reading in different modalities
Third Coast Audio http//www.thirdcoastfestival.o
rg/ Painting with Music http//www.paintingmusic
.com/
30
Understanding theCommon Barriers to reading
Speech
Recognition Barriers Sensory Auditory,
Visual Perceptual/Linguistic Cognitive
Background Knowledgehttp//members.aol.com/acadac/
talks/isaiah.htm
31
The Lecture as a Multimedia MediumCommon Barriers
Strategic Barriers
Executive Attentional Memorial Show note-taking
32
The Lecture as a Multimedia MediumCommon Barriers
Affective Barriers Recognizing the affect in
oral language http//brain.oupjournals.org/cgi/co
ntent/abstract/128/3/628?etoceaf Recognizing
the affective content http//www.handspeak.com/in
dex.html Kids and recognizing
affect http//www.brams.umontreal.ca/peretz/dossi
ers_vulgarisation/brain_kids_got/brain_kids.htm
33
The strengths of Oral language in Teaching
34
The limits of Oral language in Teaching
35
Speechmaking What the professionals say

1. Understand your audience
2. In what way?
3. Affect
4. Recognition
5. Strategic

36
Speechmaking What the professionals say

1. Understand your audience
2. Designing the Presentation
3. Length 20 minutes!
4. How to get around the limit?

Non-verbal languageThe non-verbal dictionary
37
Speechmaking What the professionals say

1. Understand your audience
2. Designing the Presentation
3. Length 20 minutes!
4. Organization
5. POWER

Non-verbal languageThe non-verbal dictionary
38
Speechmaking What the professionals say

1. Understand your audience
2. Designing the Presentation POWER
3. Punch

39
Speechmaking What the professionals say

1. Understand your audience
2. Designing the Presentation POWER
3. Punch
4. One theme

40
Speechmaking What the professionals say

1. Understand your audience
2. Designing the Presentation POWER
3. Punch
4. One theme
5. Windows

41
Speechmaking What the professionals say

1. Understand your audience
2. Designing the Presentation POWER
3. Punch
4. One theme
5. Windows
6. Ear - conversational

42
Speechmaking What the professionals say

1. Understand your audience
2. Designing the Presentation POWER
3. Punch
4. One theme
5. Windows
6. Ear conversational
7. Retention Loop back

43
Speechmaking What the professionals say

1. Understand your audience
2. Designing the Presentation POWER
3. Delivery
4. Overcoming fear
5. Start fast
6. Use silence
7. Use body language

44
Speechmaking What the professionals say

1. Understand your audience
2. Designing the Presentation POWER
3. Delivery
4. Overcoming fear
5. Start fast
6. Use silence
7. Use body language
8. Using Images be careful!

45
Speechmaking What the professionals say

1. Understand your audience
2. Designing the Presentation POWER
3. Delivery
4. Using Images be careful!
5. Quotes from Ian Parker on PowerPoint

46
Speechmaking What the professionals say

1. Death by PowerPoint
2. Never begin or end with slides
3. Dont read word slides
4. Tell and show rather than show and tell
5. Higher up, less slides remember The Pope!
6. Dont turn lights off
7. Use blanks (like silences)
8. One image per concept
9. Graphics for good news, tables for bad
10. Never hand out copies in advance

47
Speechmaking What the professionals say

• 3) Delivery
• Overcoming fear
• Start fast
• Use silence
• Use body language
• Use images carefully!
• Dont read
• Make eye contact
• Use memory aids

48
Impaired recognition of scary music following
unilateral temporal lobe excision Nathalie
Gosselin1, Isabelle Peretz1, Marion Noulhiane5,7,
Dominique Hasboun4,5, Christine Beckett2, Michel
Baulac3,6 and Séverine Samson3,7,5 1 Music
constitutes an ideal means to create a sense of
suspense in films. However, there has been
minimal investigation into the underlying
cerebral organization for perceiving danger
created by music. In comparison, the amygdala's
role in recognition of fear in non-musical
contexts has been well established. The present
study sought to fill this gap in exploring how
patients with amygdala resection recognize
emotional expression in music. To this aim, we
tested 16 patients with left (LTR n 8) or
right (RTR n 8) medial temporal resection
(including amygdala) for the relief of medically
intractable seizures and 16 matched controls in
an emotion recognition task involving
instrumental music. The musical selections were
purposely created to induce fear, peacefulness,
happiness and sadness. Participants were asked to
rate to what extent each musical passage
expressed these four emotions on 10-point scales.
In order to check for the presence of a
perceptual problem, the same musical selections
were presented to the participants in an error
detection task. None of the patients was found to
perform below controls in the perceptual task. In
contrast, both LTR and RTR patients were found to
be impaired in the recognition of scary music.
Recognition of happy and sad music was normal.
These findings suggest that the anteromedial
tempora lobe (including the amygdala) plays a
role in the recognition of danger in a musical
context.http//brain.oupjournals.org/cgi/content/
abstract/128/3/628?etoceaf
49
Universal Design - Speech

• Provide Multiple Means of Representation
• Within-Modality alternatives
• Amplification Alternatives
• Rate-Adjusted Alternatives
• Language Translations
• Visual Augmentation

50
Universal Design - Speech

• Provide Multiple Means of Representation
• Within-Modality Alternatives
• Cross Modality Alternatives
• Speech to Text
• Speech to Sign
• Speech to tactile vibration

51
Universal Design - Speech

• Provide Multiple Means of Representation
• Within-Modality Alternatives
• Cross-Modality Alternatives
• Multi-Modal Enhancements
• Provide Background Knowledge
• Highlight Critical Features
• Provide multiple Examples
• Use Multiple media and formats

52
Universal Design - Speech

• Provide Multiple Means of Action and Expression

53
Universal Design - Speech

• Provide Multiple Means of Action and Expression
• A) Provide for Questions and Answers
• B) Provide for Note-taking
• C) Provide for Visual Cueing
• D) Provide for Digital Recording

54
Universal Design - Speech

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

55
Sound and the Affect Track

• The Glass Engine http//www.philipglass.com/glasse
  ngine/
• Making images linear Wake Youth and Radio
• http//www.diacenter.org/simmons/
• Affect and music - research
• http//www.brams.umontreal.ca/peretz/index.html?ht
  tp//www.brams.umontreal.ca/peretz/Stimuli/Gosseli
  n(march202001)/Gosselin_March_2001_stim.html
• Youth and Radio
• http//generation.prx.org/

56
Flexible DisplayMultiple Representation
Over the Rainbo
57
The Federal Style House
Just suppose we wanted to teach the following
concept
58

Just suppose we wanted to teach the following
concept
The Federal Style House
59
Teaching The Concept of the Federal Style House
One Way
The Federal Style House
The Federal Style house is usually a simple box,
two or more rooms deep, with doors and windows
arranged in strict symmetry. The box may be
modified by projecting wings or attached
dependencies. The stylistic focus is on the main
entry -- a paneled door often framed by half or
three-quarter length sidelights and thin
pilasters or columns. The door is often crowned
by a fanlight, or entabulature.
60
What does this way of teaching demand of the
learner?
The Federal Style House
The Federal Style house is usually a simple box,
two or more rooms deep, with doors and windows
arranged in strict symmetry. The box may be
modified by projecting wings or attached
dependencies. The stylistic focus is on the main
entry -- a paneled door often framed by half or
three-quarter length sidelights and thin
pilasters or columns. The door is often crowned
by a fanlight, or entabulature.
Construct Relevant Construct
Irrelevant

61
For whom does this way of teaching it seem
problematic?
The Federal Style House
The Federal Style house is usually a simple box,
two or more rooms deep, with doors and windows
arranged in strict symmetry. The box may be
modified by projecting wings or attached
dependencies. The stylistic focus is on the main
entry -- a paneled door often framed by half or
three-quarter length sidelights and thin
pilasters or columns. The door is often crowned
by a fanlight, or entabulature.








62
The Concept of the Federal Style House An
alternate way
A Federal Style House
63
What does this way of teaching demand of the
learner?
Construct Relevant Construct
Irrelevant

64
For whom does this format seem problematic?
Construct Relevant Construct
Irrelevant

65
A Framework for Thinking about What Learning
Requires

Universal Design for Learning
66
(No Transcript)
67
(No Transcript)
68
Multiple Representations
1) Cognitive Options Activate background
knowledge Highlight critical features,
relationships Scaffold information
processing Support memory and transfer 2)
Linguistic/Representational Options Define
symbols, vocabulary and labels Clarify syntax
or structure Translate language or cultural
conventions Use multiple representations to
illuminate concepts 3) Perceptual
Options Modify within modalities Transform
across modalities
69
Common Disabilities in Curricula
1) Cognitive Disabilities Effective only
for students with specific background knowledge.
Effective only for students who can
recognize key features and relationships in new
information Effective only for students
who have specific information processing
strategies or media comprehension skills
Effective only for students who know how to apply
mnemonic strategies or use external memory aids.

70
Common Disabilities in Curricula
2) Linguistic and Representational Disabilities
Effective only for students with specific
vocabulary knowledge Effective only for students
who can understand specific syntactical and
structural relations Effective only for students
who can speak English Effective only for students
who can learn concepts easily through language
3) Sensory Disabilities Effective only for
students with vision Effective only for students
with hearing Effective only for students with
excellent vision and hearing.
71
Principle One Multiple Representations
1) Perceptual Options Images with verbal
descriptions Text with Spoken
Equivalents Speech with captions 2)
Linguistic Options 3) Cognitive Options

72
Perceptual Options 1) Within-Modality
Amplifications Examples Vector
Graphics for Images Amplitude
Modulation for sound Slow-motion for
video
longdesc
73
Perceptual Options 2) Cross-Modality
Transformations Examples
Images with verbal equivalents
Spoken Equivalents for Text
Captions for Speech
longdesc
74
Perceptual Options Examples
Verbal Descriptions for Images
Spoken Equivalents for Text
Captions for Speech
The Federal Style house is most commonly a simple
box, two or more rooms deep, with doors and
windows arranged in strict symmetry. The box may
be modified by projecting wings or attached
dependencies. The stylistic focus is on the main
entry -- a paneled door often framed by half or
three-quarter length sidelights and thin
pilasters or columns. The door is often crowned
by a fanlight or an entablature.
75
Linguistic/Representational Options
The Federal Style house is most commonly a simple
box, two or more rooms deep, with doors and
windows arranged in strict symmetry. The box may
be modified by projecting wings or attached
dependencies. The stylistic focus is on the main
entry -- a paneled door often framed by half or
three-quarter length sidelights and thin
pilasters or columns. The door is often crowned
by a fanlight, or entabulature.
76
Multiple Representations
1) Perceptual Options 2) Linguistic/Representatio
nal Options Define symbols, vocabulary and
labels Clarify syntax or structure
Translate language or cultural conventions Use
multiple representations to illuminate concepts
3) Cognitive Options

77
2) Linguistic Options Examples
Definitions for vocabulary
Clarifications for syntax
Translations for English Multiple
Representations
The Federal Style house is most commonly a simple
box, two or more rooms deep, with doors and
windows arranged in strict symmetry. The box may
be modified by projecting wings or attached
dependencies. The stylistic focus is on the main
entry -- a paneled door often framed by half or
three-quarter length sidelights and thin
pilasters or columns. The door is often crowned
by a fanlight or an entablature.
78
2) Linguistic Options Examples
Definitions for vocabulary
Clarifications for syntax
Translations for English Multiple
Representations
The Federal Style house is most commonly a simple
box, two or more rooms deep, with doors and
windows arranged in strict symmetry. The box may
be modified by projecting wings or attached
dependencies. The stylistic focus is on the main
entry -- a paneled door often framed by half or
three-quarter length sidelights and thin
pilasters or columns. The door is often crowned
by a fanlight or an entablature.
79
2) Linguistic Options Examples
Definitions for vocabulary Clarifications
for syntax Translations for English
Multiple Representations
The Federal Style house is most commonly a simple
box, two or more rooms deep, with doors and
windows arranged in strict symmetry. The box may
be modified by projecting wings or attached
dependencies. The stylistic focus is on the main
entry -- a paneled door often framed by half or
three-quarter length sidelights and thin
pilasters or columns. The door is often crowned
by a fanlight or an entabulature.
In English
En Espanol
80
2) Linguistic Options Examples
Definitions for vocabulary Clarifications
for syntax Translations for English
Multiple Representations
The Federal Style house is most commonly a simple
box, two or more rooms deep, with doors and
windows arranged in strict symmetry. The box may
be modified by projecting wings or attached
dependencies. The stylistic focus is on the main
entry -- a paneled door often framed by half or
three-quarter length sidelights and thin
pilasters or columns. The door is often crowned
by a fanlight or an entabulature.
In English
En Espanol
81
2) Linguistic/Representational Options
Examples Definitions for vocabulary
Clarifications for syntax Translations
for English Multiple Representations
The Federal Style house is most commonly a simple
box, two or more rooms deep, with doors and
windows arranged in strict symmetry. The box may
be modified by projecting wings or attached
dependencies. The stylistic focus is on the main
entry -- a paneled door often framed by half or
three-quarter length sidelights and thin
pilasters or columns. The door is often crowned
by a fanlight, or entabulature.
82
3) Cognitive Options Examples
Activating background knowledge
Highlighting Critical Features,
Relationships
Scaffolding Information Processing
Supporting memory and transfer
Need more information?
83
3) Cognitive Options Example
Activating Background Knowledge
1800 1810 1820 1830 1840 1850 1860 1870
1880 1890 1900 1800 Georgian
1810 Federal
1825 Greek Revival
1840 Victorian
1855 Second Empire
1880 Harvard Mills
84
3) Cognitive Options Examples
Activating background knowledge
Highlighting Critical Features,
Relationships
Scaffolding Information Processing
Supporting memory and transfer
85
3) Cognitive Options Examples
Activating background knowledge
Highlighting Critical
Features,Relationships
Multiple Examples
86
Examples of Federal Style Buildings
87
Examples of Federal Style Buildings
88
Examples of Federal Style Buildings
89
Highlighting Critical Features Examples and
Non-Examples
Federal
Gothic
90
Highlighting Critical Features Examples and
Non-Examples
Greek Revival
91
Highlighting Critical Features Examples and
Non-Examples
(Near)
Federal
Georgian
92
3) Cognitive Options Example
Highlighting Critical Features
93
3) Cognitive Options Example
Highlighting Critical Features
Prominent End Chimneys
Low Hipped Roof
Symmetrical, Multi-pane windows
Fanlight Over Door
94
3) Cognitive Options Examples
Activating background knowledge
Highlighting Critical Features,
Relationships
Scaffolding Information Processing
Supporting memory and transfer
Look closely at the entrance Is there a fanlight
over the door? Are there small side panels or
lites around the door?
95
3) Cognitive Options Examples
Activating background knowledge
Highlighting Critical Features,
Relationships
Scaffolding Information Processing
Supporting memory and transfer
Look at the front façade around the door. Is
there a Palladian window in the center? Are the
windows arranged symmetrically? ,
96
Look at the roofline. Chimneys at both
ends? Low roof line? Small Balustrade?
97
Does the overall building look symmetrical and
balanced in appearance?
98
3) Cognitive Options Examples
Activating background knowledge
Highlighting Critical Features,
Relationships
Scaffolding Information Processing
Supporting memory and transfer

• Federal Features
• F anlight over front door
• E nd Chimneys
• D entil Moldings
• E ven or symmetrical windows
• R oof over front door
• A Palladian Window
• L ow Hipped roof

99
3) Cognitive Options Memory and Transfer
Example Judicious Review
100
3) Cognitive Options Example
Judicious Review
101
But all these options are potentially
overwhelming, a barrier in themselves. What
to do?
102
Alt tags and Long Descriptions
Picture of a Federal Style house. The image
shows a single home setting on a large landscaped
lawn and garden. The house is two stories tall
and made of brick with a low pitched roof and
four prominent chimneys placed at the ends of the
roof. Overall there is a distinctively
symmetrical arrangement of the buildings
features. There is a central entrance with a
fanlight over the door and small windows
alongside. Two rows of evenly spaced
multiple-pane windows with black shutters are
arranged symmetrically around the entrance.
Return
103
Multiple Representations
Linked Representations
104
Vocabulary
Fanlight A fanlight is a semicircular or
semi-elliptical window over a doorway or another
window. Federal homes often have fanlights.
Return
105
Vocabulary
Entablature Entablature is the elaborate,
multi-level beam that sits on top of the columns
in classical architecture.
Return
106

Like much of America's architecture, the Federal
(or Federalist) style has its roots in England.
Two British brothers named Adam adapted the
pragmatic Georgian style, adding swags, garlands,
urns, and other delicate details. In the American
colonies, homes and public buildings also took on
graceful airs. Inspired by the work of the Adam
brothers and also by the great temples of ancient
Greece and Rome, Americans began to build homes
with Palladian windows, circular or elliptical
windows, recessed wall arches, and oval-shaped
rooms. This new Federal style became associated
with America's evolving national identity.
Return
107
3) Cognitive Options Example
Highlighting Critical Features
108
Highlighting Critical Features
It's easy to confuse Federalist architecture with
the earlier Georgian Colonial style. The
difference is in the details While Georgian
homes are square and angular, a Federal style
building is more likely to have curved lines and
decorative flourishes. Federalist architecture
was the favored style in the United States from
about 1780 until the 1830s. However, Federalist
details are often incorporated into modern
American homes. Look past the vinyl siding, and
you may see a fanlight or the elegant arch of a
Palladian window.
109
Picture Descriptions (How to)
Making a Picture Description

First, understand the purpose of the
image Second, start with a broad overview, the
big picture Third, focus on a few relevant
details (see Purpose) Fourth, describe
relationships and comparisons Fifth, leave
interpretations to the observer.
110
2) Linguistic Options Example
Alternatives to English.
Cuadro de una casa federal del estilo. La imagen
demuestra un solo hogar que fija en un césped y
un jardín ajardinados grandes. La casa es dos
historias altas y hechas de ladrillo con una
azotea hipped baja y cuatro chimeneas prominentes
colocadas en los extremos de la azotea. El
guardapolvo allí es un arreglo muy simétrico de
las características del edificio. Hay una entrada
central con un fanlight sobre la puerta. Dos
filas de las ventanas uniformemente espaciadas
del mu'ltiple-cristal con los obturadores negros
dominan la cara delantera.
English
111
3) Cognitive Options Example
Activating background knowledge Providing
alternative examples Highlighting Critical
Features, Relationships Guiding exploration
and examination Facilitating memory and
transfer
Fanlight over door
112
Palladian Window
Fanlight over door
113
Prominent End Chimneys
Palladian Window
Fanlight over door
114
Universal Design - Speech

• http//127.0.0.14664/search?q22OVERTHERAINBOW
  22flags68num10s8rEqk7VF3taVd_4Cjam2gIZH1i8
• Over the Rainbo