Intentional and attentional dynamics of speech–hand coordination

Abstract

Interest is rapidly growing in the hypothesis that natural language emerged from a more primitive set of linguistic acts based primarily on manual activity and hand gestures. Increasingly, researchers are investigating how hemispheric asymmetries are related to attentional and manual asymmetries (i.e., handedness). Both speech perception and production have origins in the dynamical generative movements of the vocal tract known as articulatory gestures. Thus, the notion of a ''gesture'' can be extended to both hand movements and speech articulation. The generative actions of the hands and vocal tract can therefore provide a basis for the (direct) perception of linguistic acts. Such gestures are best described using the methods of dynamical systems analysis since both perception and production can be described using the same commensurate language. Experiments were conducted using a phase transition paradigm to examine the coordination of speech-hand gestures in both left-and right-handed individuals. Results address coordination (in-phase vs. anti-phase), hand (left vs. right), lateralization (left vs. right hemisphere), focus of attention (speech vs. tapping), and how dynamical constraints provide a foundation for human communicative acts. Predictions from the asymmetric HKB equation confirm the attentional basis of functional asymmetry. Of significance is a new understanding of the role of perceived synchrony (p-centres) during intentional cases of gestural coordination.

The Dynamics of Lingual-Mandibular Coordination During Liquid Swallowing

“…Finally, we wanted to understand the coupling relationship between each of the three tongue segments of interest and the jaw during liquid swallowing and to explore whether this coupling would become stronger [49,52] or weaker [39,53] at faster frequencies of reiterated swallowing (i.e., sequential swallowing). Coupling strength is typically reflected in the motor control literature using one of two characteristics: (1) frequency entrainment or (2) the variability of relative phase.…”

Mastering threshold concepts in tertiary education: “I know exactly what you are saying and I can understand it but I’ve got nowhere to hook it.”

“…The findings showed that students in all disciplines became aware of the importance of threshold concepts, experienced the liminal space of oscillation between knowing and not knowing, and were passing through a portal of understanding at varying rates and by means of varied teaching strategies. The student learning experiences and achievement data support the idea that phase transitions and their anticipatory signatures (e.g., loss of stability) are common across a broad range of complex systems and disciplines, including human learning (Treffner & Peter, 2002).…”

“…According to Meyer and Land (2003), after initially encountering a TC, students may spend time in a 'liminal' state'-which is akin to a phase transition observed in dynamical systems and cognitive development (Haken, Kelso, & Bunz, 1985;Stephen, Boncoddo, Magnuson, & Dixon, 2009;Treffner & Peter, 2002)-before crossing the threshold to deep understanding. Until students cross the threshold they are only able to mimic deep understanding and are therefore unable to solve new problems in diverse situations.…”

Polyrhythmic Tapping: Examining the Effectiveness of the Strategy of Organizing Rhythmic Structures through Synthesis

“…However, certain reference books about polyrhythmic structures treat them as the development of psycho-motor skills (e.g., Magadini, 2001;Yavuzoğlu, 2011). However, many studies of the correct performance of polyrhythmic structures claim that practicing these structures as cognitive processes is very effective (e.g., Bogacz, 2005;Jagacinski et al, 1988;Jagacinski et al, 2000;Riley, Amazeen, Amazeen, Treffner, & Turvey, 1997;Treffner and Peter, 2002).…”