The gamelan project - Universidad San Francisco de Quito · PDF fileThe gamelan project Victor Minces Alex Khalil Parag Chowdhury Marta Kutas Tom Urbach High Tech High Students Andrea
38
The gamelan project Victor Minces Alex Khalil Parag Chowdhury Marta Kutas Tom Urbach High Tech High Students Andrea Chiba Temporal Dynamics of Learning Center UCSD
The gamelan project Victor Minces Alex Khalil Parag Chowdhury Marta Kutas Tom Urbach High Tech High Students Andrea Chiba
Temporal Dynamics of Learning Center UCSD
Gamelan Project, Synchrony, and Attention
Scientific goal: Understanding the neuronal and
cognitive basis of time processing
Building a bridge: Neurosciences outreach
program.
Our approach to gathering data.
Our approach to gathering data.
Combining the two.
Distinguished Educator Advisory Panel.
First project (starting small)
Getting bigger
“Sensitivity to Time” (passive listening)
Rhy
thm
ic A
bilit
y, A
ttent
ion
You
Nam
e It
subjects
Our scientific goal
“Sensitivity to Time” (passive listening)
Rhy
thm
ic A
bilit
y, A
ttent
ion
You
Nam
e It
subjects
Our Goal
How do we measure this?
Passive Listening
Passive Listening.
-Sounds are all identical in pitch, duration, and volume. Only the timing is different.
Deviant
Passive Listening.
-Sounds are all the same. We only care about timing.
Deviant Standard
Deviant
Short Condition Long Condition Example subject
Time
Volta
ge u
V
deviant standard
Short Condition Long Condition
Time
Volta
ge u
V
deviant standard
Sensitivity to Time
Example subject
Synchronization
Synchronization
-Subject drums to a steady beat, even when sounds are omitted.
Deviant Detection
Deviant Detection
Deviant Detection
Deviant Detection
Long Interval Estimation
20 seconds Press Buzzer 20 seconds Press Buzzer
( )
First, the Hardware
Time (seconds)
deviant standard
Short Condition Long Condition
beeps
deviant standard
Short Condition Long Condition
beeps
Time (seconds)
Time (seconds)
deviant standard
Short Condition Long Condition
beeps *
Conclusions:
Conclusions:
We have gathered data and taught science at the same time.
Conclusions:
-We have gathered data and taught science at the same time. -This was easier than collecting the same amount of data in the lab.
Conclusions:
-We have gathered data and taught science at the same time. -This was easier than collecting the same amount of data in the lab. -The students saw the “peeling cables” side of science.
Future directions
Future directions
-Keep doing it.
Future directions
-Keep doing it.
-Facilitating other groups to do it: creating a community integrating classrooms and laboratories.