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 sound

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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 rainbowOVer the rainbow 3)Context 4)Non-verbal languageThe non-verbal dictionaryThe non-verbal dictionary 5) Body Language and gesture 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 Sustaining Engagement 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) Linguistic Requires English fluency, relevant vocabulary, listening comprehension skills. 3) Cognitive Structure 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 Length Enforced Passivity Limited Content Maximized Distractions Potential Barriers: 3) Affective

Media and Materials: Lectures 1) Sensory/Perceptual options audio amplification live ASL translation image projection, image description 2) Linguistic options captioned video alternative oral language 3) Cognitive explicit structure, concept maps, slide headers printed PowerPoint full video recording Notes PowerPoint Video Reducing Barriers: Providing Multiple Representations

Media and Materials: Lectures 1) Alternative modes of interaction 1) large class interaction 2) small group discussion (live and options) 3) online threaded discussions 4) networked blogs 2) “assigned” note-takers PowerPoint 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 dictionaryThe 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 dictionaryThe 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 Representation 1)Within-Modality alternatives 1)Amplification Alternatives 2)Rate-Adjusted Alternatives 3)Language Translations 4)Visual Augmentation

Universal Design - Speech Provide Multiple Means of Representation 1)Within-Modality Alternatives 2)Cross Modality Alternatives 1)Speech to Text 2)Speech to Sign 3)Speech to tactile vibration

Universal Design - Speech Provide Multiple Means of Representation 1)Within-Modality Alternatives 2)Cross-Modality Alternatives 3)Multi-Modal Enhancements 1)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.