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http://www.umn.edu/urelate
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photo of Apostolos GeorgopoulosDirector
Apostolos Georgopoulos, MD, PhD
Regents Professor,
Neuroscience

photo of Jeanette GundelAssociate Director
Jeanette Gundel, PhD
Professor, Linguistics

Research Assistant Professor
Trenton Jerde, PhD Cognitive Science

Spring 2014 Colloquia

Thursdays, 4:00 - 5:30 pm, Elliott N119

Scott LipscombApril 17

Scott Lipscomb, Music

The influence of a visual information on preference ratings in response to avant-garde musical sound

Scott D. Lipscomb,1 Guerino Mazzola,1 & Erkki Huovinen2

1 University of Minnesota – Twin Cities; Minneapolis, MN, USA
2 University of Jyväskylä; Jyväskylä, Finland

During this session, Dr. Lipscomb will present results of a series of quasi-experimental investigations, the primary purpose of which was to determine whether the presence of a visual component enhances to a significant degree the music listening experience of listener-viewers in response to examples varying in the level of musical complexity (moderately complex traditional examples and highly complex avant-garde examples), genre (jazz and art music), and stimulus presentation condition (audio only, audio with algorithmic visualization, or audio with visual performance data). Results of each experiment will be presented, each building upon the results of the previous. In addition to the primary results sought, the presentation will also address design issues that emerged and were revised in order to improve the reliability and validity of the experimental procedures.

In later experiments, a block design (rather than independent groups) was utilized so that every participant experienced excerpts not only of each musical genre and various levels of complexity, but stimuli representing each of the three A-V conditions enumerated above. Quantitative data in the form of verbal scale responses were collected, along with responses to open-ended questions that revealed participants’ underlying rationales for ratings provided. Results of the investigation revealed a clear preference for less complex music, but also confirmed that adding a visual component (either performance data or algorithmic visualization) resulted in more positive evaluative ratings for avant-garde musical examples. Dr. Lipscomb will address relevant implications of this outcome when introducing music in the classroom that falls outside the “comfort zone” of students enrolled.

 

 


 

 

Fall 2014 Course Announcements

Paul JohnsonIDSC 8711 Cognitive Science
Paul E. Johnson
Fridays 1:00 - 5:00pm
Carlson School of Management 1-136, 4 credits

Course Description

 

 

Prerequisite: Business administration PhD student or instructor consent

We increasingly perform tasks using knowledge that we individually do not possess. Decisions and the solution to problems are as likely to arise from the interaction among people (and among people and artifacts), as they are to result from the capacity of a single individual. The use of various physical, social and intellectual resources to perform tasks has given us many benefits. It has also given us the ability to act without reflection (the philosopher A. N. Whitehead observed that civilization advances by extending the number of things we can do without thinking about them). An interesting consequence of reliance on the knowledge and thinking of others is that our mental models often become divorced from reality. When this happens individuals as well as organizations sometimes act counter to their best interests. Such actions reflect characteristics of the human mind and how it is (and is not) adapted to the demands of modern twentieth century life and work. In this course we examine research and theory on the nature of the mind and how it functions in the modern world.

Drawing on work in psychology, anthropology, philosophy and computer science we develop a framework for understanding the behavior of cognitive agents in various settings of work and daily life. We will be particularly interested in the role of consciousness (including intentionality and narrative thinking), the nature of representation (including the idea of self organizing systems) and the limits of cognitive capacity (e.g., bounded rationality) as explanations for behavior. Data from the study of research problems in the field settings (health care, manufacturing, financial markets) as well as the laboratory will be critiqued and evaluated. Alternative methodologies for investigating behavior will be explored.

Upon completion of the course students should be able to provide an informed critique of research as well as undertake the formulation of a research problem of modest scope using cognitive science theory and methodology. The course format will be lecture and discussion based on assigned readings from the research literature. Course requirements include a weekly synopsis of one assigned reading and a take-home final exam.

 

 

 

Jürgen KonczakCPMS 5101 Introduction to Clinical Physiology and Movement Science
Jürgen Konczak
Mondays 1:25 - 3:55pm
Location: TBA , 3 credits

Course Description

This 3-credit course is designed to give students an overview into the fields of clinical physiology and clinical movement science. It provides a basic understanding of clinical issues related to human motor function and physiological parameters of human performance. It presents the newest research methods to study human movement and physiological function and explains how these methods produce clinically relevant research findings. The course is designed to contrast normal development of human function throughout the lifespan and outlines relevant clinical issues of each life phase, such as childhood obesity or rehabilitation after stroke.

Faculty from Kinesiology, Mechanical Engineering, Neurology, Nursing, Otolaryngology, Physical Therapy, and Public Health will provide the latest insights into the following topics:

  • Research methodology in clinical movement science
  • Research methodology in clinical physiology
  • Typical sensorimotor development in childhood
  • Motor problems in pediatric populations
  • Pediatric clinical physiology
  • Aging of the skeletal-muscle system
  • Aging of heart, lung and vascular function
  • Aging of the motor system
  • Pediatric treatment of childhood obesity
  • Robotic rehabilitation
  • Neurological rehabilitation after stroke

 

 

Pani KendeouEPSY 8114-003 Seminar - Cognition and Learning
Panayiota (Pani) Kendeou
Mondays 2:30 – 5:10pm
Education Sciences, 3 credits

Conceptual Change: Research and Practice

Learning often involves the revision of prior knowledge at the level of systems, at the level of individual concepts, and of course at the level of individual beliefs. This type of learning is known as conceptual change. In this seminar, we will focus on the discussion of current research in the area of conceptual change learning with the aim to advance our understanding of the underlying cognitive processes involved in knowledge revision and their implications for pedagogy and assessment. Main topics include current theories of conceptual change learning, processes and mechanisms of change, conceptual change in different domains (e.g., science, math, physics), influences of learner characteristics (e.g., prior knowledge, epistemological beliefs, motivation, engagement), instructional approaches for conceptual change, and challenges in conceptual change research.

Graduate students are invited to register for the course, regardless of disciplinary background. For questions or more information, please contact Dr. Panayiota (Pani) Kendeou (kend0040 at umn.edu) .

 

 

 

 

 

Michael MaratsosTuesday, April 22
"Play & Creativity"
Michael Maratsos
11:45 - 12:45 am
Elliott S204

Carlson, Stephanie M., Taylor, Marjorie, Levin, Gerald R (1998) The influence of culture on pretend play: the case of Mennonite children. Merrill-Palmer Quarterly, Vol. 44, Issue 4

Abstract
Teacher attitudes about pretend play were compared in Old Order Mennonite, New Order Mennonite, and non-Mennonite Christian schools. These subcultures differ in modernity, media exposure, and encouragement of pretend play. Non-Mennonite teachers were the most positive about pretend play, but Old Order Mennonite teachers were the most positive about private fantasies (e.g., imaginary companions). Although the proportion of children's pretend play at recess did not differ across groups, Old Order Mennonite children's play themes adhered more closely to real-life family roles. Teacher attitudes about pretend play were related to the imaginativeness of children's social play. These findings suggest it is important to investigate the influence of culture on pretend play in both social and nonsocial contexts and the processes by which this influence occurs.

Updated April 17, 2014