147 research outputs found
Hearing Illusory Sounds in Noise: The Timing of Sensory-Perceptual Transformations in Auditory Cortex
Full text linkConstructive mechanisms in the auditory system may restore a fragmented sound when a gap in this sound is rendered inaudible by noise to yield a continuity illusion. Using combined psychoacoustic and electroencephalography experiments in humans, we found that the sensory-perceptual mechanisms that enable restoration suppress auditory cortical encoding of gaps in interrupted sounds. When physically interrupted tones are perceptually restored, stimulus-evoked synchronization of cortical oscillations at approximately 4 Hz is suppressed as if physically uninterrupted sounds were encoded. The restoration-specific suppression is induced most strongly in primary-like regions in the right auditory cortex during illusorily filled gaps and also shortly before and after these gaps. Our results reveal that spontaneous modulations in slow evoked auditory cortical oscillations that are involved in encoding acoustic boundaries may determine the perceived continuity of sounds in noise. Such fluctuations could facilitate stable hearing of fragmented sounds in natural environments
Mladostna bojevitost Milene Merlak ob pesničini šestdesetletnici
Full text linkOn the basis of the six published collections by the Slovene-Austrian poet Milena Merlak and their reviews, published by Slovene press abroad, the author offers an overview and her own evaluation of the poet's work thus far, and seeks to accord her a proper place in contemporary Slovene lyric verse.Na osnovi šestih doslej objavljenih zbirk slovenskoavstrijske pesnice Milene Merlak ter ocen njenih del, ki so izšle v slovenskem zamejskem in izseljenskem tisku, podaja avtorica pregled in lastno oceno pesničinega dosedanjega dela in mu poskuša najti ustrezno mesto v sodobni slovenski liriki
Transnacionalne in transkulturne prvine v poetiki Milene Merlak Detela
No full textPrispevek v okviru teoremov feministične teorije, kulturnih študij in migracijskih teorij predstavi analizo literarnega opusa Milene Merlak Detela z vidika preseganja tradicionalnih konstruktov, vezanih na koncepte meja, nacionalne in etnične pripadnosti ter kulture. Tovrstno dojemanje je pogojeno z migrantsko izkušnjo avtorice ter njenim aktivnim vključevanjem v dva nacionalna in kulturna imaginarija. Obravnavana poetika na subverziven način presega koncepte o fiksnih identitetah ter rigidnosti meja, nacionalnosti, etničnosti in kulture.Within the framework of feminist theory, cultural studies and migration theories, the article presents an analysis of Milena Merlak Detela’s literary work, from a perspective that goes beyond traditional constructs relating to the concepts of borders, nationality, ethnic
origin and culture. This type of perspective is conditioned by the migrant experience of the author and her active involvement in two national and cultural imaginaries. In a subversive way, her poetics transcended the concepts of fixed identities, the rigidity of borders, nationality, ethnicity and culture
Dramsko besedilo Milene Marković Barčica za punčke
Full text linkDiplomsko delo se ukvarja z dvema osrednjima vprašanjema. Prvo je vprašanje, ali je dramsko besedilo srbske avtorice Milene Marković Barčica za punčke (Brod za lutke) lahko uvrščeno v postmodernistično literaturo. Ker smo hoteli pokazati, da temu ni tako, smo analizirali najpomembnejši indic, ki bi utegnil kazati na postmodernističnost tega dela, in sicer rabo različnih tipov diskurzov v delu. Analizirali smo način soobstoja teh različnih diskurzov in njihovo funkcijo v razmerju do besedilne resničnosti, posebej vlogo fragmentov pravljic, ki predstavljajo najbolj obsežen del citiranega materiala. Vlogo fragmentov pravljic ugotavljamo s pomočjo analize ritualov, iz katerih te izhajajo, in psihoanalitične ter historično materialistične metode raziskovanja pravljic. Ugotovimo, da je funkcija različnih diskurzov utrjevanje fiktivne resničnosti, slednja v največji meri predstavlja protagonistkino zavest - kar pa ni značilno za postmodernistični način rabe sopostavljanja različnih tipov diskurzov. Da delo ne more biti uvrščeno v postmodernistično paradigmo, pokaže tudi analiza fantastičnosti v delu Barčica za punčke, ki ne ustreza postmodernističnemu tipu rabe fantastičnosti. Drugi zastavljeni problem je morebitna uvrstitev drame v postdramsko gledališče, ki je bila pripisana opusu Milene Marković kot celoti. Pokažemo, da drama ne more biti opredeljena niti s tem pojmom, in sicer preko analize statusa dramskega avtorja in odnosa med tekstom ter odrom v drami, pa tudi z ugotovitvijo, da se dramsko besedilo ne odpoveduje principu ustvarjanja odrske iluzije. Kot ustreznejša za opredelitev drame se izkažeta pojma rapsodije (Jean-Pierre Sarrazac) in odprte drame (Volker Klotz).This undergraduate degree deals with two main problems. The first is the question, if the dramatic text of the serbian author Barčica za punčke (Brod za lutke) can be defined as postdramatic. We wanted to show that it can not be defined postmodenistic, so we analysed the most important indic that could indicate that the work is postmodernistic - the use of different types of discourse in the work. We analysed the modes of co-existence of three different discourses and their functions in the relationship with the reality of the text, specially the role of the fragments of the fairy tales, which are the main part of the citated material. We find out that the role of different discourses is to fix the fictional reality, the main part of which is the consciousness of the protagonist - which is not typical for the postmodernistic type of use of the juxtaposition of different discourses. Even the analyse of the fantastic in Barčica za punčke shows that the use of fantastic in this work is not postmodernistic. The second problem is the potential classification of the drama in the postdramatic theatre, which was attributed to the work of Milena Marković as a whole. We show that the drama can not be defined as postdramatic when we analyse the status of the dramatic author and the relationship between the text and the stage in the drama and even finding out that the principle of the ilusion is providet. As more adequant to the drama Barčica za punčke are the concepts rhapsody (Jean-Pierre Sarrazac) and open drama (Volker Klotz)
How Learning to Read Changes the Listening Brain
Full text linkReading acquisition reorganizes existing brain networks for speech and visual processing to form novel audio-visual language representations. This requires substantial cortical plasticity that is reflected in changes in brain activation and functional as well as structural connectivity between brain areas. The extent to which a child's brain can accommodate these changes may underlie the high variability in reading outcome in both typical and dyslexic readers. In this review, we focus on reading-induced functional changes of the dorsal speech network in particular and discuss how its reciprocal interactions with the ventral reading network contributes to reading outcome. We discuss how the dynamic and intertwined development of both reading networks may be best captured by approaching reading from a skill learning perspective, using audio-visual learning paradigms and longitudinal designs to follow neuro-behavioral changes while children's reading skills unfold.</p
Neurophysiological tracking of speech-structure learning in typical and dyslexic readers
No full textStatistical learning, or the ability to extract statistical regularities from the sensory environment, plays a critical role in language acquisition and reading development. Here we employed electroencephalography (EEG) with frequency-tagging measures to track the temporal evolution of speech-structure learning in individuals with reading difficulties due to developmental dyslexia and in typical readers. We measured EEG while participants listened to (a) a structured stream of repeated tri-syllabic pseudowords, (b) a random stream of the same isochronous syllables, and (c) a series of tri-syllabic real Dutch words. Participants' behavioral learning outcome (pseudoword recognition) was measured after training. We found that syllable-rate tracking was comparable between the two groups and stable across both the random and structured streams of syllables. More importantly, we observed a gradual emergence of the tracking of tri-syllabic pseudoword structures in both groups. Compared to the typical readers, however, in the dyslexic readers this implicit speech structure learning seemed to build up at a slower pace. A brain-behavioral correlation analysis showed that slower learners (i.e., participants who were slower in establishing the neural tracking of pseudowords) were less skilled in phonological awareness. Moreover, those who showed stronger neural tracking of real words tended to be less fluent in the visual-verbal conversion of linguistic symbols. Taken together, our study provides an online neurophysiological approach to track the progression of implicit learning processes and gives insights into the learning difficulties associated with dyslexia from a dynamic perspective
Unraveling individual differences in learning potential: A dynamic framework for the case of reading development
No full textISSN:1878-9293ISSN:1878-9307ISSN:1878-930
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