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a presentation by Rachel PolzerEDU 3305 // Computer Problem SolvingMrs. B. KhirallahFall 2014RACHEL POLZER // COMPUTER PROBLEM SOLVING // FALL 20141HEINZ WERNER + SYNESTHESIA1WHAT IS SYNESTHESIA?The syncretic unity of the sensesIntersensory experiencesDevelopmental synesthesia Naturally occurringAs opposed to drug-induced synesthesia, acquired synesthesia, or pseudosynesthesia

RACHEL POLZER // COMPUTER PROBLEM SOLVING // FALL 20143WHAT IS SYNESTHESIA?

Synesthesia: The unity of the senses, when one stimulus may arise not only one specific sensation, but also a second sensation united with the first. For example, seeing certain colors when listening to a piece of music, or associating each letter or each number with its own color. (Comparative Psychology 86f.)occurring when stimulation of one sensory modality automatically triggers a perception in a second modality, in the absence on any direct stimulation to this second modality (Harrison and Baron-Cohen, 3)Intersensory Experiences: specific stimuli can arouse a specifically corresponding sensation, and a second sensation, united with the first. (i.e. hear a note, see a color; or, see a letter, see a color; or, see/hear a word, taste a flavor.Developmental Synesthesia (Harrison and Baron-Cohen 7): Developmental synaesthesia in most cases has several characteristics: (a) it appears to have a childhood onset, in all cases before four years of age; (b) it is different to hallucination, delusion or other psychotic phenomena; (c) it is reported to be different to imagery arising from imagination; (d) it is not induced by drug use; (e) it is vivid; (f) it is automatic/voluntary; and (g) it is unlearnt.Acquired synesthesia: arises from a variety of neuropathological conditionsDrug-induced synesthesia: as a result of psychoactive drugs3WHAT ARE (SOME) TYPES OF SYNESTHESIA?Grapheme-Color SynesthesiaChromesthesia (Sound-to-Color Synesthesia)Spatial-Sequence SynesthesiaOrdinal-Linguistic PersonificationLexical-Gustatory SynesthesiaRACHEL POLZER // COMPUTER PROBLEM SOLVING // FALL 20144WHAT ARE THE TYPES OF SYNESTHESIA?http://www.synesthesiatest.org/types-of-synesthesia

Grapheme-Color SynesthesiaAssociating letters with colorsOne of the most common types of Synesthesia, if not the most commonChromesthesia (Sound-to-Color Synesthesia)Associating sounds and pitches with colorsSounds affect the shade of color perceivedChromesthesia: A form of synesthesia that refers to color-hearing and to the synesthetic experience of color in perceptions ordinarily devoid of it (Comparative Psychology 89)Spatial-Sequence SynesthesiaMental mapsVisualizing sequences in physical spacehttp://www.synesthesiatest.org/blog/spatial-sequence-synesthesiaOrdinal-Linguistic PersonificationOrdinal-Linguistic PersonificationOrdered sequences (numbers, letters, days, months) are associated with personalities and gendershttp://cornfedinseattle.blogspot.com/2010/04/synesthesia-experimental-type.html Lexical-Gustatory SynesthesiaAssociations between words and tastesTastes from early in lifeOne of the rarer types of synesthesia

4WHO WAS HEINZ WERNER?1890-1964Vienna, AustriaMusician-turned-Psychologist1933: Dismissed from Hamburg1947: Began teaching at Clark University as professor of psychology and educationNot widely known, but respected by those who knew him

RACHEL POLZER // COMPUTER PROBLEM SOLVING // FALL 20145

WHO WAS HEINZ WERNER?(William Crain: Werners Organismic and Comparative Theory)

1890-1964Vienna, AustriaMusician-turned-Psychologist1933: Dismissed from Hamburg Because he was JewishWent to Holland for a few monthsThen to U.S.Wayne County Training School in Michigan (1936-1943) and then to Brooklyn College in 1943; his first full-time teaching position (but low rank of instructor)1947: Began teaching at Clark University as professor of psychology and educationUntil his death in 1964Not widely known, but respected by those who knew himWhile his approach may have cost him lasting fame, it is of note that it did not cost him a place in the minds and hearts of those who knew him. He is still championed by them, as though a cause. I can only speculate that their lasting loyalty is inspired by their recognition of his unique intellectual journey, and perhaps by the possibility he held out of revaluing large parts of personal understanding routinely dis- missed by the cultural insult intuitive. (Crosby 54)

Image via http://what-when-how.com/child-development/heinz-werner-1890-1964-child-development/

5SOME WERNER VOCABULARYGestalt psychology Organismic approachPhysiognomic perceptionOrthogenic principle Microgenetic Mobility

RACHEL POLZER // COMPUTER PROBLEM SOLVING // FALL 20146SOME WERNER VOCABULARY

Gestalt psychologya holistic view of the development of a whole, acting, feeling organism (Crain 94) Leipzig School of Gestalt psychology (as opposed to the Berlin Schooltoo narrow for those of the Leipzig School)i.e. completing a triangle, a circleOrganismic approachBecause a living organism is a psychophysical unity, there must be a relation then between mental development and physic-biological genesis. Therefore, we ought to study human developmentespecially child developmentorganismically; that is, in relation to the whole living organism. (Comparative Psychology 41) Physiognomic perception A perception that Werner so deemed physiognomic because our perception of the human face and body is the one sphere in which we perceive an inner life. Physiognomic perception, then, is the perception of things, even inanimate objects, as having an inner life. (Comparative Psychology 67f.)Orthogenic principle Development transitions from a state of relative globality and lack of differentiation to a state of increasing differentiation, articulation, and hierarchic integration. According to this orthogenic principle, there is first a lack of differentiation between oneself and the outside world before there is a great distinction between the two. (Development from Comparative Point of View 108-9; Symbol Formation 7) Microgenetic MobilityMicrogenesis: Developmental process occurring each time we confront a task. Perception is first global, then is focused on parts, and finally is integrated with respect to the whole. (Development from a Comparative Point of View 111) Microgenetic Mobility: The ability to utilize different levels of perception. (Developmental Approach to Cognition 93-4)

6WERNER + SYNESTHESIASynesthesia: Especially prominent in children, indigenous peoplesArtistsMicrogenetic mobilityBasis for Physiognomic Perception

RACHEL POLZER // COMPUTER PROBLEM SOLVING // FALL 20147WERNER + SYNESTHESIA

Synesthesia: Especially prominent in children, indigenousWerner believed that synesthesia, the syncretic unity of the senses, is especially prominent in children. They, more so than adults, perceive things in light of multiple senses, an undifferentiated experience of sensation (Comparative Psychology 89). Intersensory experiences are developmentally primitivethey exist before the senses differentiate into separate modalities (Crain 105)ArtistsHave Microgenetic mobilityBasis for Physiognomic Perception7REVIEW: MATCHING ACTIVITYWhat are the different types of Synesthesia?See the Matching SMART Board activity

Any questions?RACHEL POLZER // COMPUTER PROBLEM SOLVING // FALL 201488MY RESEARCH STUDY QUESTIONSDo higher pitches in music evoke lighter, brighter colors, and lower pitches darker, duller colors?Does the addition of music, and the pitch of the music, affect a childs perception when choosing which color(s) to use on selected black and white images?

RACHEL POLZER // COMPUTER PROBLEM SOLVING // FALL 20149MY RESEARCH STUDY QUESTIONS

For my Child Growth and Development class, I had to create and perform a modified research study and I chose to use Heinz Werner and the concept of Synesthesia. For my study, I tested the effect of music on the students perceptions of color. My study had two parts9PROCEDURESPROCEDURE 1Draw what you hear

PROCEDURE 2Color in the pictures with (or without) musicRACHEL POLZER // COMPUTER PROBLEM SOLVING // FALL 201410

Procedure 1: Drawing Music Procedure and ScriptMake contact and introduce researcher to the children. Explain that you will be asking them to Draw what you hear, using the markers and paper at their desks, when you play the music clips. Explain that you will play each music clip twice. Play music clip A for the children. Play the clip a second time.Instruct the children the following EXACTLY: Draw what you hear. You will have two minutes.After two minutes, ask the children, Please, stop drawing. I will collect your drawings now.Collect the drawings for music clip A.Repeat steps 2-5 with music clips B, C, and D.

Procedure 2: Recreating the Images Procedure and ScriptMake contact and introduce researcher to the children. Explain that you will be asking them to Color in the pictures, using the markers at their desks. Give each participant a copy of Image 1. Ask the children, Please, color in the picture using whatever colors you feel are appropriate. You will have two minutes.After two minutes, ask the children, Please, stop coloring. I will collect your pictures now.Collect the drawings for Image 1, no music. Repeat steps 2-5 for Image 2, no music.Give each participant a second copy of Image 1. Play music clip A.Ask the children, Please, listen to the music and color in the picture using whatever colors you feel are appropriate. You will have two minutes.After two minutes, ask the children, Please, stop coloring. I will collect your pictures now.Collect the drawings for Image 1, no music. Repeat steps 7-10 with the images and music clips paired in this order: (Image 1, no music) / (Image 2, no music) / Image 1, music clip A / Image 2, music clip C / Image 1, music clip B / Image 2, music clip D

10MUSICA (high) // from Franz Liszt's Piano Concerto No.1 in E-Flat Major S.124 R.455 III. Allegretto Vivace

B (low) // from Richard Wagner's Tristan und Isolde Prelude Act 3

C (high) // from Franz Schubert's 11 Ecossaises D. 781

D (low) // from Ludwig van Beethoven's Symphony 7 Allegretto Movement 2RACHEL POLZER // COMPUTER PROBLEM SOLVING // FALL 201411

MUSIC

I found pieces of music with predominantly high or low pitches, two of each, and saved a thirty-second sound clip of them. These I then used during the research study. I didnt want the students to have any preconceived ideas or memories associated with the music I chose, so I tried to choose pieces that were, perhaps, not the most well-known by the composers. However, two of the students (a brother and sister) recognized the last onethey said they used to play it every night before bed. So, that piece may have certain associations with it for those two (i.e. soothing or family tradition). 11PROCEDURE 2 IMAGES

RACHEL POLZER // COMPUTER PROBLEM SOLVING // FALL 201412IMAGES

I used two Norman Rockwell pictures, which I edited to make black-and-white. I didnt want the pictures to be too recognizable to the students, so I tried to choose pictures I was not as familiar with.12YOUR TURNUsing the SMART Board pens, color in this picture when the music plays.See SMART Board activity

RACHEL POLZER // COMPUTER PROBLEM SOLVING // FALL 201413YOUR TURN

One volunteer can come up and do the activity, to better understand how its done. (However, during the actual modified research study, the students colored on paper, not the SMART Board.)13BIBLIOGRAPHYBaron-Cohen, Simon, and John E. Harrison. "Synaesthesia: An Introduction." Synaesthesia: Classic and Contemporary Readings. Cambridge, Mass: Blackwell, 1997. 3-16. Print.Crain, William. "Werners Organismic and Comparative Theory." Theories of Development: Concepts and Applications. 6th ed. Upper Saddle River, NJ: Prentice Hall, 2011. 93-117. Print.Crosby, Will. "Heinz Werner: Mapping the Territory Between Scientific and Poetic Understanding." ENCOUNTER: Education for Meaning and Social Justice 14.2 (2001): 44-55. Print.Jaren, Jesse. "Synesthesia--My Experimental Typeface." Web log post. Cornfed In Seattle. N.p., 1 Apr. 2010. Web. 10 Nov. 2014. .Travis. "Spatial Sequence Synesthesia." Web log post. Synesthesia Test. N.p., June 2012. Web. 10 Nov. 2014. ."Types of Synesthesia." Synesthesia Test. N.p., n.d. Web. 10 Nov. 2014. .Werner, Heinz. Comparative Psychology of Mental Development. New York: International Universities, 1948. Print.

RACHEL POLZER // COMPUTER PROBLEM SOLVING // FALL 20141414INSPIRATION CONCEPT MAP

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