Info for Revitalizationists

Wed Oct 31 18:52:30 UTC 2007

 this is interesting Mia,
 it's no wonder that little ones learn so much easier ...watching,
when i'm moving all around the room and acting out the lessons.

Music can play another part as an aide to learning.
Which of us didn't learn our alphabet by singing it?      "-L -a minnow P-"
I admit it i have no training or fancy theories - i teach the way i learn
best,
and singing sentences helps anchor them into my mind...even the morphology.
and somehow helps in the actual retrieval from my messy memory
"files/piles".

Useable Memory seems to require a useful retrieval system,
and this is what i look for in teaching Wyandot language to kiddos here.
A Cayuga elder and teacher once warned me that "summer vacation"
was the worst problem for kids learning a new language at school.
that scared me a little....
But I find if i express my fears openly to the class:
"I had a nightmare! OH!  It was terrible! (now i have their attention)
I dreamed you guys forgot everything i taught you! it was terrible..."
and then I take out my waterdrum and start with one of their old songs
ahhhh! it starts coming back...they remember!...and they also love to
please!

A complicated Navajo tongue twister is easier for me to remember/retrieve
than a colorless set of numbers or someone's non descriptive name
all of which seem to be tossed in the non-retrievable pile.
It seems important to me to think like a child to teach a child
(uhhh...not too hard for me)
We are not only teaching children NEW material,
but we must help them attach the best "strings" for retrieval.

Richard Zane Smith
Wyandotte Oklahoma

On 10/31/07 8:50 AM, "Mia Kalish" <MiaKalish at LEARNINGFORPEOPLE.US> wrote:

> Hi, Folks, 
>  
> 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 J
>  
> Mia 
>  
>  
> 
> 
> From: MindBrain at yahoogroups.com [mailto:MindBrain at yahoogroups.com] On Behalf
> Of Robert Karl Stonjek
> Sent: Tuesday, October 30, 2007 8:57 PM
> To: Mind and Brain; Cognitive NeuroScience
> Subject: [Mind and Brain] Article: Sight, Sound Processed Together and Earlier
> than Previously Thought
>  
> 
> Sight, Sound Processed Together and Earlier than Previously Thought
> 
> 
> 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.
> 
> 
> 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.
> 
> "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.
> 
> "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."
> 
> The results of Groh's experiments were published early online in the
> Proceedings of the National Academy of Sciences.
> 
> 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.
> 
> "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."
> 
> 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.
> 
> "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.
> 
> 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.
> 
> "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." 
> 
> Groh and her team are now conducting experiments to determine whether or not
> one of the senses influences how the other is perceived.
> 
> Source: Duke University
> 
> http://www.physorg.com/news112982731.html
> 
>  
> 
> Posted by
> Robert Karl Stonjek
> __._,_.___ 
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