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Mdx-Seminar 3.Pptx L III A Communicave Interacon / N Literacy and Exper+se G M SIC OF LANGUAGE U A G E 2010 Malobe O F Women Singing M U Mbendjele S © J. Lewis: I C London 5-6 Sept 2011 Organised by Middlesex Language & Communicaon Research Group & Cambridge Centre for Music and Science seminar 3: communicative interaction/ literacy & expertise Introduc)on to the seminar series This seminar series aims to explore new direc3ons in the study of the relaonship between language and music in psychology. Language and music share many features: they are both composed of sequences of sub-units; both require these units to be organised according to conven3onal structural rules; they vary pitch, temporal and rhythmic features to convey meaning; they u3lize specific wri3ng systems; and they both organize coordinated or joint social ac3ons. The debate is s3ll open concerning the evolu3onary relaonship between language and music, their boundaries (what is unique and specific to each) and whether they do or do not belong to separate domains/modules. For instance, Brown (2000) proposed that language and music may be described as two end-points of a con3nuum in which sound would specialize to convey more affec3ve meaning (music) or referen3al meanings (language). This suggests that language and music are evolu3onary homologues stemming from a musilanguage common ancestor (see Cross, 2005; 2007; Fitch, 2005, 2006; Mithen, 2006 aer Darwin 1871). These ideas have s3mulated hypotheses in areas ranging from the neurological bases of language and music, to transfers of learning across the two domains, the use of music in neurological rehabilitaon and other clinical contexts, as well as theore3cal issues of embodied cogni3on and joint ac3on. The last decade or so has seen this field of research develop rapidly, both theore3cally and empirically. In the UK, this development has been driven by the pioneering work of Sloboda (1985, 1997, 2001). In this seminar series, current trends will be analysed in an aempt to iden3fy new direc3ons that will consolidate research on language and music as an inter- disciplinary field with roots in psychology, music, linguis3cs, neuroscience and informacs. This will benefit from the specific exper3se brought by each organising partner and direct collaborators, while invited experts in specific fields will contribute methodological, empirical or theore3cal exper3se from their respec3ve disciplines. Six themac axes will be explored in the course of the three mee3ngs: • 1-2 development/evolu3on, including the relaonship with language development (held at Middlesex University, 20th July 2010); • 3-4 meaning/entrainment (held at Cambridge University, 13th -14th December 2010); • 5-6 communicave interac3on / literacy and exper3se (Middlesex University, 5th – 6th September 2011) Although the specific structure of the seminars may vary, the mee3ngs will involve [a] research presentaons by par3cipants who are ‘expert’ in par3cular areas, [b] ‘round table’ mee3ngs about specific topics relevant for a par3cular theme, and [c] workshops and ‘brainstorming’ groups to iden3fy relevant empirical ques3ons to move the field ahead. The laer two parts of the seminars will allow all par3cipants - including the more junior researchers - to interact. seminar 3: communicative interaction/ literacy & expertise Scienfic goals: • Iden3ficaon and exploraon of new direc3ons in the interdisciplinary study of language & music • Iden3ficaon and exploraon of specific research ques3ons suitable for empirical tes3ng • Iden3ficaon of common and discipline-specific concerns in the issues above While acknowledging the progress made so far in the field of language and music research, this seminar series aims to push the boundaries beyond the tradi)onal ‘structure – content – func)on’ par))on. More specifically, we aim to explore precise direc3ons of overlap or divergence between language and music in the four areas of development and evolu3on (origin), meaning (including structural and pragmac aspects), formal communicaon (reading and wri3ng), and interac3on. For example, whereas research has been conducted into the development of musical abili3es in children, or music percep3on in infants (e.g. the work of Sandra Trehub and Laurel Trainor), the ques3on of the relaonship between language development in infancy and aspects of musicality has not yet been inves3gated. In these seminars, we aim to idenfy specific research quesons which could lead to empirical invesgaon. To con3nue with the previous example, relevant ques3ons could be: do the ‘musical’ aspects of speech (e.g. rhythm, tone and intonaon) support language development in infancy? What aspects of interac3on provide common ground to linguis3c and musical communicaon? Finally, in this intrinsically interdisciplinary field we aim to iden3fy aspects concerning both theore3cal and empirical inves3gaons of the topic that are relevant to all disciplines involved, while acknowledging perspec3ves which may be more discipline-specific: Establishing a common ground is a prerequisite for successful interdisciplinary communicaon. Outcomes: The main expected outcome is the generaon of research proposals (ideally, one in each of the themac areas), to further the understanding of psychological processes in the scien3fic study of language and music. Further possible outcomes: Publicaon of a book reviewing the four themac areas, or a monographic number of a journal; a formal conference or series of workshops Resources: hp://www.mediafire.com (login details available from the seminar organisers) www.mdx.ac.uk/research/areas/psychology/language/music/index.aspx Scienfic Programme: Fabia Franco (Middlesex), Ian Cross (Cambridge), & Simone Falk (Munich) seminar 3: communicative interaction/ literacy & expertise Programme: Time Monday 5th September 8.30 REGISTRATION AND COFFEE (Hatchcro Building, ground floor foyer) 9.15 – 9.30 Welcome and Introducon (1st floor, room H116) Fabia Franco (Middlesex) Session 1: Communica)ve interac)on, Chair: Simone Falk (Munich) 9.30 – 10.00 Group music making in support of language skills Kae Overy (Edinburgh) 10.00 – 10.30 Music and relevance theory Mar3n Orwin (SOAS, London) 10.30 – 11.00 Music and speech in interacon: Terms and defini2ons Ian Cross & Sarah Hawkins (CMS, Cambridge) 11.00 – 11.20 COFFEE BREAK (Hatchcro Building, ground floor foyer) 11.20 – 11.50 Music shows Tim Wharton (Kingston/UCL) 11.50 – 12.20 Self and other in joint acon. Evidence from a musical paradigm Giacomo Novembre (Max Planck, Leipzig), with Luca Ticini, Simone Schuetz- Bosbach & Peter Keller 12.20 – 12.50 Songs with words: Music as a proxy language in children with severe learning difficul2es Adam Ockelford (Roehampton, London) 12.50 – 14.00 LUNCH BREAK (College Building Quad/CG47) 14.00 – 16.00 Workshops – Discussion groups (Hatchcro Building, ground floor, Psychology Laboratories: HG02, HG07, HG09, HG13): 1A – Atypical popula)ons/remedia)on & rehabilita)on (Leader: Pam Heaton, Goldsmiths) 1B – Development & evolu)on (Leader: Fabia Franco, Middlesex) 1C – Gesture, movement & dance (Leader: Pieter-Jan Maes, Ghent) 1D – Orality, literacy & exper)se (Leaders: Mar)n Orwin, SOAS, London & Tim Wharton, Kingston & UCL) seminar 3: communicative interaction/ literacy & expertise 16.00 – 16.20 COFFEE BREAK (Hatchcro Building, ground floor foyer) 16.20 – 16.40 Preparaon of reports from discussion groups 16.45 Plenary session: Report from groups, and Q & A session, Chair: Uli Reich (Berlin). Room H116 18.00 Poster Session and wine recep)on (Room HG09) 20.00 CONFERENCE DINNER – Valen)no’s Restaurant seminar 3: communicative interaction/ literacy & expertise Programme: Time Tuesday 6th September Literacy & exper)se, Chair: Fabia Franco (Middlesex). Room H116 9.00 – 9.30 Linguis2c tunes: On the funconality of 2ming and intona2on in spoken language corpora Uli Reich (Berlin) 9.30 – 10.00 Spontaneous vocalisa2ons of young children: the cultural context and ques2ons in research methodology Viivian Jõemets (Tartu) 10.00 – 10.30 Rhythmic entrainment and singing in 5 year old children John Verney & Usha Goswami (Cambridge) 10.30 – 10.50 COFFEE BREAK (Hatchcro Building, ground floor foyer) 10.50 – 11.20 An explora2on, analysis and comparison of the ini2al stages of the reading of words with the reading of music Sheila Oglethorpe (Salisbury Cathedral School) 11.20 – 11.50 Auditory temporal processing skills of conservatoire level musicians with and without dyslexia and dyslexic non-musicians: insights into rela2onships between musical training and dyslexia Paula Bishop-Liebler (Ins3tute of Educaon, London) 11.50 – 12.20 Why are studies of the link between listening skills and language ability so inconsistent? Tim Griffiths (newcastle), with Manon Grube 12.20 – 13.50 LUNCH BREAK (Claddagh Ring Pub) 14.00 – 16.00 Workshops – Discussion groups (Hatchcro Building, ground floor, Psychology Laboratories: HG02, HG07, HG09, HG13): 2A – Methodologies in interdisciplinary research (Leader: Tommi Himberg, Yvyäskylä) 2B – Entrainment and synchronisa)on (Leader: Simone dalla Bella, Warsaw and BRAMS@ McGill) 2C – Pro(social) behaviour and interacon (Leaders: Kae Overy, Edinburgh/ Guenther Knoblich, Budapest) 2D – (Cross) cultures (Leaders: Tom Fritz, Max Planck, Leipzig/ Jerome Lewis, UCL) seminar 3: communicative interaction/ literacy & expertise 16.00 – 16.20 COFFEE BREAK (Hatchcro Building, ground floor foyer) 16.20 – 16.40 Preparaon of reports from discussion groups 16.45 Plenary session: Report from groups, and Q & A session, Chair: Sarah Hawkins (Cambridge). Room H116 18.00 Concluding
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