2. Listening

3. 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

4. The neuropsychology of Sound

5. Recognition Networks

6. How do you “read” a sound? a)Loudness b)Pitch c)Duration d)Location e)Timbre

7. How do you “read” a sound? a)Loudness b)Pitch c)Duration d)Location e)Timbre f)Background Knowledge g)Context

8. Strategic Networks

9. How do you “read” a sound? 1)Differential Attending 2)Rehearsing 3)Predicting 4)Questioning 5)Summarizing

10. Affective Networks

11. The Physics of Sound versus Light

12. The impact of sound

13. 2

14. 3

15. 4

16. How do you “read” a sound? 1)Engagement 2)Affect and Emotion 3)Prosody 4)Emphasis

17. How to universally design information in sound.

18. 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

19. The neuropsychology of Oral Language Oral language as multi-media – multiple representations to sharpen and clarify meaning.

20. The neuropsychology of Oral Language Oral language as multi-media – multiple representations to sharpen and clarify meaning. Phonology, semantics and syntax

21. 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

22. 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

23. 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

24. The neuropsychology of Oral Language (There were no raisin cakes left)..so I bought raisin bread.

25. The neuropsychology of Oral Language (There were no loaves of rye bread)..so I bought raisin bread.

26. The neuropsychology of Oral Language (I was on parole and didn’t really want to steal anything more)..so I bought raisin bread.

27. The neuropsychology of Oral Language (My friend forgot to get the food)..so I bought raisin bread.

28. How do you “read” a speech, a lecture? 1)Content 2)Structure 3)Context 4)Non-verbal language The non-verbal dictionary The non-verbal dictionary 5) Body Language and gesture http://www.handspeak.com/index.html http://www.handspeak.com/index.html

29. How do you “read” a speech, 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 http://www.handspeak.com/index.htmlhttp://www.handspeak.com/index.html 6)Images, Power-point 7)Reading the audience and contagion

30. “Reading” in different modalities Third Coast Audio: http://www.thirdcoastfestival.org/http://www.thirdcoastfestival.org/ Painting with Music http://www.paintingmusic.com/http://www.paintingmusic.com/

31. Understanding the Common Barriers to “reading” Speech Recognition Barriers Sensory – Auditory, Visual Perceptual/Linguistic Cognitive Background Knowledgehttp://members.aol.com/acadac/talks/isaiah.htmhttp://members.aol.com/acadac/talks/isaiah.htm

32. The Lecture as a Multimedia Medium Common Barriers Strategic Barriers Executive Attentional Memorial Show note-taking

33. The Lecture as a Multimedia Medium Common Barriers Affective Barriers Recognizing the affect in oral language http://brain.oupjournals.org/cgi/content/abstract/128/3/628?etoc&eaf Recognizing the affective content http://www.handspeak.com/index.html Kids and recognizing affect http://www.brams.umontreal.ca/peretz/dossiers_vulgarisation/brain_kids_got/brain_kids.htm

34. The strengths of Oral language in Teaching

35. The limits of Oral language in Teaching

36. Speechmaking: What the professionals say 1)Understand your audience 1)In what way? 1)Affect 2)Recognition 3)Strategic

37. 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?

38. 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

39. Speechmaking: What the professionals say 1)Understand your audience 2)Designing the Presentation – POWER 1)Punch

40. Speechmaking: What the professionals say 1)Understand your audience 2)Designing the Presentation – POWER 1)Punch 2)One theme

41. Speechmaking: What the professionals say 1)Understand your audience 2)Designing the Presentation – POWER 1)Punch 2)One theme 3)Windows

42. Speechmaking: What the professionals say 1)Understand your audience 2)Designing the Presentation – POWER 1)Punch 2)One theme 3)Windows 4)Ear - conversational

43. 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

44. 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

45. 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!

46. 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

47. 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

48. 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

49. 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?etoc&eaf http://brain.oupjournals.org/cgi/content/abstract/128/3/628?etoc&eaf

50. 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

51. 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

52. 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

53. Universal Design - Speech Provide Multiple Means of Action and Expression

54. 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

55. Universal Design - Speech Provide Multiple Means of Engagement –A) Appealing to the Limbic System –B) Eye contact, etc.

56. Sound and the Affect Track The Glass Engine http://www.philipglass.com/glassengine/ http://www.philipglass.com/glassengine/ Making images linear – Wake Youth and Radio http://www.diacenter.org/simmons/ Affect and music - research http://www.brams.umontreal.ca/peretz/index.html?http://www.brams.umontreal.ca/peretz/Stimuli/Gosseli n(march%202001)/Gosselin_March_2001_stim.html Youth and Radio http://generation.prx.org/

57. Flexible Display–Multiple Representation Over the Rainbo

58. The Federal Style House Just suppose we wanted to teach the following concept:

59. The Federal Style House Just suppose we wanted to teach the following concept:

60. 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. The Federal Style House Teaching The Concept of the Federal Style House: One Way

61. 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. The Federal Style House What does this way of teaching demand of the learner? Construct Relevant Construct Irrelevant

62. 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. The Federal Style House For whom does this way of teaching it seem problematic?

63. The Concept of the Federal Style House: An alternate way A Federal Style House

64. What does this way of teaching demand of the learner? Construct Relevant Construct Irrelevant

65. For whom does this format seem problematic? Construct Relevant Construct Irrelevant

66. A Framework for Thinking about What Learning Requires: Universal Design for Learning

69. 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

70. 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.

71. 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.

72. Principle One: Multiple Representations 1) Perceptual Options Images with verbal descriptions Text with Spoken Equivalents Speech with captions 2) Linguistic Options 3) Cognitive Options

73. longdesc Perceptual Options: 1) Within-Modality Amplifications Examples: Vector Graphics for Images Amplitude Modulation for sound Slow-motion for video

74. longdesc Perceptual Options: 2) Cross-Modality Transformations Examples: Images with verbal equivalents Spoken Equivalents for Text Captions for Speech

75. 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. Perceptual Options Examples: Verbal Descriptions for Images Spoken Equivalents for Text Captions for Speech

76. 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.

77. Multiple Representations 1) Perceptual Options 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) Cognitive Options

78. 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.fanlightentablature 2) Linguistic Options Examples: Definitions for vocabulary Clarifications for syntax Translations for English Multiple Representations

79. 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.fanlightentablature 2) Linguistic Options Examples: Definitions for vocabulary Clarifications for syntax Translations for English Multiple Representations

80. 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. En Espanol In English 2) Linguistic Options Examples: Definitions for vocabulary Clarifications for syntax Translations for English Multiple Representations

81. 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. En Espanol In English 2) Linguistic Options Examples: Definitions for vocabulary Clarifications for syntax Translations for English Multiple Representations

82. 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.

83. 3) Cognitive Options: Examples: Activating background knowledge Highlighting Critical Features, Relationships Scaffolding Information Processing Supporting memory and transfer Need more information?

84. | 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 | 3) Cognitive Options: Example: Activating Background Knowledge

85. 3) Cognitive Options: Examples: Activating background knowledge Highlighting Critical Features, Relationships Scaffolding Information Processing Supporting memory and transfer

86. 3) Cognitive Options: Examples: Activating background knowledge Highlighting Critical Features,Relationships Multiple Examples

87. Examples of Federal Style Buildings

90. Highlighting Critical Features: Examples and Non-Examples Federal Gothic

91. Highlighting Critical Features: Examples and Non-Examples Greek Revival

92. Highlighting Critical Features: Examples and Non-Examples Georgian Federal (Near)

93. 3) Cognitive Options: Example: Highlighting Critical Features

94. 3) Cognitive Options: Example: Highlighting Critical Features Prominent End Chimneys Low Hipped Roof Fanlight Over Door Symmetrical, Multi-pane windows

95. Look closely at the entrance: Is there a fanlight over the door? Are there small side panels or lites around the door? 3) Cognitive Options: Examples: Activating background knowledge Highlighting Critical Features, Relationships Scaffolding Information Processing Supporting memory and transfer

96. Look at the front façade around the door. Is there a Palladian window in the center? Are the windows arranged symmetrically?, 3) Cognitive Options: Examples: Activating background knowledge Highlighting Critical Features, Relationships Scaffolding Information Processing Supporting memory and transfer

97. Look at the roofline. Chimneys at both ends? Low roof line? Small Balustrade?

98. Does the overall building look symmetrical and balanced in appearance?

99. 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 3) Cognitive Options: Examples: Activating background knowledge Highlighting Critical Features, Relationships Scaffolding Information Processing Supporting memory and transfer

100. 3) Cognitive Options: Memory and Transfer Example: Judicious Review

101. 3) Cognitive Options: Example: Judicious Review

102. But all these options are potentially overwhelming, a barrier in themselves. What to do?

103. 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 building’s 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

104. Multiple Representations Linked RepresentationsRepresentations

105. Vocabulary Fanlight: A fanlight is a semicircular or semi-elliptical window over a doorway or another window. Federal homes often have fanlights.Federal Return

106. Vocabulary Entablature: Entablature is the elaborate, multi-level beam that sits on top of the columns in classical architecture. Return

107. 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

108. 3) Cognitive Options: Example: Highlighting Critical Features

109. 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.

110. Picture Descriptions (How to) 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. Making a Picture Description

111. 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. 2) Linguistic Options Example: Alternatives to English. English

112. Fanlight over door 3) Cognitive Options: Example: Activating background knowledge Providing alternative examples Highlighting Critical Features, Relationships Guiding exploration and examination Facilitating memory and transfer

113. Fanlight over door Palladian Window

114. Fanlight over door Palladian Window Prominent End Chimneys

115. Universal Design - Speech http://127.0.0.1:4664/search?q=%22OVER+T HE+RAINBOW%22&flags=68&num=10&s= 8rEqk7VF3taVd_4Cjam2gIZH1i8http://127.0.0.1:4664/search?q=%22OVER+T HE+RAINBOW%22&flags=68&num=10&s= 8rEqk7VF3taVd_4Cjam2gIZH1i8 Over the Rainbo