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<title>Re: [ILAT] Info for Revitalizationists</title>
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<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'>Absolutely agree, Richard, with everything
you said . . . . I have seen *<b><span style='font-weight:bold'>u*n*b*e*l*i*e*v*a*b*l</span></b>*e*
techniques being used in schools to teach languages to children: Pictures with
single words, and the words dropped into the middle of English sentences. . .
videos about culture with no ensuing discussion . . . pictures posted on walls
with the Native word underneath – but where the main event was coloring
the graphic by the children. . . . <o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'>Although, someone noted recently that
many, many people blessed with the opportunity to teach others have never
received any instruction in nor had the opportunity to engage in any research
or deep thought about the psychology or neuroscience of learning. . . . <o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'>Mia <o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
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<p class=MsoNormal><b><font size=2 face=Tahoma><span style='font-size:10.0pt;
font-family:Tahoma;font-weight:bold'>From:</span></font></b><font size=2
face=Tahoma><span style='font-size:10.0pt;font-family:Tahoma'> Indigenous
Languages and Technology [mailto:ILAT@LISTSERV.ARIZONA.EDU] <b><span
style='font-weight:bold'>On Behalf Of </span></b>Richard Smith<br>
<b><span style='font-weight:bold'>Sent:</span></b> Wednesday, October 31, 2007
12:53 PM<br>
<b><span style='font-weight:bold'>To:</span></b> ILAT@LISTSERV.ARIZONA.EDU<br>
<b><span style='font-weight:bold'>Subject:</span></b> Re: [ILAT] Info for
Revitalizationists</span></font><o:p></o:p></p>
</div>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='margin-bottom:12.0pt'><font size=2 face=Verdana><span
style='font-size:10.5pt;font-family:Verdana'>this is interesting Mia,<br>
it's no wonder that little ones learn so much easier ...watching,<br>
when i'm moving all around the room and acting out the lessons.<br>
<br>
Music can play another part as an aide to learning.<br>
Which of us didn't learn our alphabet by singing it?
"-L -a minnow –P-"<br>
I admit it i have no training or fancy theories - i teach the way i learn best,<br>
and singing sentences helps anchor them into my mind...even the morphology.<br>
and somehow helps in the actual retrieval from my messy memory "files/piles".<br>
<br>
Useable Memory seems to require a useful retrieval system,<br>
and this is what i look for in teaching Wyandot language to kiddos here.<br>
A Cayuga elder and teacher once warned me that "summer vacation" <br>
was the worst problem for kids learning a new language at school.<br>
that scared me a little....<br>
But I find if i express my fears openly to the class:<br>
"I had a nightmare! OH! It was terrible! (now i have their
attention)<br>
I dreamed you guys forgot everything i taught you! it was terrible..."<br>
and then I take out my waterdrum and start with one of their old songs<br>
ahhhh! it starts coming back...they remember!...and they also love to please!<br>
<br>
A complicated Navajo tongue twister is easier for me to remember/retrieve<br>
than a colorless set of numbers or someone's non descriptive name <br>
all of which seem to be tossed in the non-retrievable pile.<br>
It seems important to me to think like a child to teach a child<br>
(uhhh...not too hard for me)<br>
We are not only teaching children NEW material,<br>
but we must help them attach the best "strings" for retrieval.<br>
<br>
Richard Zane Smith<br>
Wyandotte Oklahoma<br>
<br>
<br>
On 10/31/07 8:50 AM, "Mia Kalish"
<MiaKalish@LEARNINGFORPEOPLE.US> wrote:</span></font><o:p></o:p></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'>Hi, Folks, <br>
<br>
This article came in today, serendipity being what it is. It strongly implies
that if we want to be successful in our efforts to save and teach languages, we
need to have the sound occurring simultaneously with the graphical information.
I use both images and text, but some people separately present images and text.
What this article is saying is that simultaneous presentation of sound will
produce a better result </span></font><font size=2 color=navy face=Wingdings><span
style='font-size:10.0pt;font-family:Wingdings;color:navy'>J</span></font><font
size=2 color=navy face=Arial><span style='font-size:10.0pt;font-family:Arial;
color:navy'> <br>
<br>
Mia <br>
<br>
</span></font><o:p></o:p></p>
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face="Times New Roman"><span style='font-size:12.0pt'>
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<p style='margin-bottom:12.0pt'><b><font size=2 face=Tahoma><span
style='font-size:10.0pt;font-family:Tahoma;font-weight:bold'>From:</span></font></b><font
size=2 face=Tahoma><span style='font-size:10.0pt;font-family:Tahoma'>
MindBrain@yahoogroups.com [<a href="mailto:MindBrain@yahoogroups.com%5d">mailto:MindBrain@yahoogroups.com]</a>
<b><span style='font-weight:bold'>On Behalf Of </span></b>Robert Karl Stonjek<br>
<b><span style='font-weight:bold'>Sent:</span></b> Tuesday, October 30, 2007
8:57 PM<br>
<b><span style='font-weight:bold'>To:</span></b> Mind and Brain; Cognitive
NeuroScience<br>
<b><span style='font-weight:bold'>Subject:</span></b> [Mind and Brain] Article:
Sight, Sound Processed Together and Earlier than Previously Thought<br>
</span></font><br>
<font size=2 face=Verdana><span style='font-size:10.5pt;font-family:Verdana'><br>
</span></font><b><font size=5><span style='font-size:18.0pt;font-weight:bold'>Sight,
Sound Processed Together and Earlier than Previously Thought</span></font></b><font
size=2 face=Verdana><span style='font-size:10.5pt;font-family:Verdana'> <br>
<br>
</span></font><br>
<b><span style='font-weight:bold'>The area of the brain that processes sounds
entering the ears also appears to process stimulus entering the eyes, providing
a novel explanation for why many viewers believe that ventriloquists have
thrown their voices to the mouths of their dummies.<br>
</span></b><font size=2 face=Verdana><span style='font-size:10.5pt;font-family:
Verdana'><br>
</span></font><br>
More generally, these findings from Duke University Medical Center offer new
insights into how the brain takes in and assembles a multitude of stimuli from
the outside world. By studying monkeys, the researchers found that auditory and
visual information is processed together before the combined signals make it to
the brain's cortex, the analytical portion of the brain that assembles the
stimuli from all the senses into coherent thoughts. <br>
<br>
"The prevailing wisdom among brain scientists has been that each of the
five senses – sight, hearing, smell, touch and taste – is governed
by its own corresponding region of the brain," said Jennifer Groh, Ph.D.,
a neurobiologist in Duke's Center for Cognitive Neuroscience. "The view
has been that each of these areas processes the information separately and
sends that information to the cortex, which puts it all together at the end. <br>
<br>
"Now, we are beginning to appreciate that it's not that simple," Groh
continued. "Our results show that there are interactions between the sensory
pathways that occur very early in the process, which implies that the
integration of the different senses may be a more primitive process and one not
requiring high-level brain functioning." <br>
<br>
The results of Groh's experiments were published early online in the <i><span
style='font-style:italic'>Proceedings of the National Academy of Sciences</span></i>.
<br>
<br>
Groh has a particular interest in a tiny round structure in the brain known as
the inferior colliculus. This structure, less than a half-inch in diameter, is
located in the most primitive area of the brain. It is one of several early
stops in the brain for signals leaving the ear, headed for the cortex. <br>
<br>
"In our experiments, we found that this structure, which had been assumed
to mainly process auditory information, actually responds to visual information
as well," Groh explained. "In fact, about 64 percent of the neurons
in the inferior colliculus can carry visual as well as auditory signals. This
means that visual and auditory information gets combined quite early, and
before the 'thinking part' of the brain can make sense of it." <br>
<br>
That is why ventriloquism seems to work, she said. The association between the
voice and the moving mouth of the dummy is made before the viewer consciously
thinks about it. The same process may also explain why the words being spoken
by a talking head on television appear to be coming out of the mouth, even
though the television speakers are located to the side of the set. <br>
<br>
"The eyes see the lips moving and the ears hear the sound and the brain
immediately jumps to the conclusion about the origin of the voice," Groh
said. <br>
<br>
Groh said that it makes logical sense for hearing and vision to have some level
of integration in the monkeys she studied, and in humans. <br>
<br>
"We generally live in similar ecological niches; we are active during the
day and tend to communicate vocally," she said. "The inferior
colliculus is similar in both species, and with the advent of new imaging
technology, like functional MRI, which can visualize brain regions in real
time. We should be able to correlate what we're seeing in animal models with
what happens in humans." <br>
<br>
Groh and her team are now conducting experiments to determine whether or not
one of the senses influences how the other is perceived. <br>
<br>
Source: Duke University<br>
<font size=2 face=Verdana><span style='font-size:10.5pt;font-family:Verdana'><br>
</span></font><a href="http://www.physorg.com/news112982731.html">http://www.physorg.com/news112982731.html</a><br>
<font size=2 face=Verdana><span style='font-size:10.5pt;font-family:Verdana'><br>
</span></font><br>
<font size=2 face=Verdana><span style='font-size:10.5pt;font-family:Verdana'><br>
</span></font>Posted by<br>
Robert Karl Stonjek<br>
<font color=white><span style='color:white'>__._,_.___</span></font><font
size=2 face=Verdana><span style='font-size:10.5pt;font-family:Verdana'> <br>
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