Generative theatre of totality

Generative art can be used for creating complex multisensory and multimedia experiences within predetermined aesthetic parameters, characteristic of the performing arts and remarkably suitable to address Moholy-Nagy's Theatre of Totality vision. In generative artworks the artist will usually take on the role of an experience framework designer, and the system evolves freely within that framework and its defined aesthetic boundaries. Most generative art impacts visual arts, music and literature, but there does not seem to be any relevant work exploring the cross-medium potential, and one could confidently state that most generative art outcomes are abstract and visual, or audio. It is the goal of this article to propose a model for the creation of generative performances within the Theatre of Totality's scope, derived from stochastic Lindenmayer systems, where mapping techniques are proposed to address the seven variables addressed by Moholy-Nagy: light, space, plane, form, motion, sound and man ("man" is replaced in this article with "human", except where quoting from the author), with all the inherent complexities

How to Do Things Without Words: Infants, utterance-activity and distributed cognition

Clark and Chalmers (1998) defend the hypothesis of an ‘Extended Mind’, maintaining that beliefs and other paradigmatic mental states can be implemented outside the central nervous system or body. Aspects of the problem of ‘language acquisition’ are considered in the light of the extended mind hypothesis. Rather than ‘language’ as typically understood, the object of study is something called ‘utterance-activity’, a term of art intended to refer to the full range of kinetic and prosodic features of the on-line behaviour of interacting humans. It is argued that utterance activity is plausibly regarded as jointly controlled by the embodied activity of interacting people, and that it contributes to the control of their behaviour. By means of specific examples it is suggested that this complex joint control facilitates easier learning of at least some features of language. This in turn suggests a striking form of the extended mind, in which infants’ cognitive powers are augmented by those of the people with whom they interact

How to do things without words

Clark and Chalmers (1998) defend the hypothesis of an ‘Extended Mind’, maintaining that beliefs and other paradigmatic mental states can be implemented outside the central nervous system or body. Aspects of the problem of ‘language acquisition’ are considered in the light of the extended mind hypothesis. Rather than ‘language’ as typically understood, the object of study is something called ‘utterance-activity’, a term of art intended to refer to the full range of kinetic and prosodic features of the on-line behaviour of interacting humans. It is argued that utterance activity is plausibly regarded as jointly controlled by the embodied activity of interacting people, and that it contributes to the control of their behaviour. By means of specific examples it is suggested that this complex joint control facilitates easier learning of at least some features of language. This in turn suggests a striking form of the extended mind, in which infants’ cognitive powers are augmented by those of the people with whom they interact

Woman Language: Features and Historic Change

This paper first briefly looks at the previous studies done on female language from 1970s till now. Then it makes a brief analysis of some of the distinctive features of female language. Explanations about the reasons as to why these feature exist are offered from the physiological, psychological, social historical and social cultural standpoint. Finally, some changes about the woman language in recent years are expounded

Acoustic correlates of encoded prosody in written conversation

This thesis presents an analysis of certain punctuation devices such as parenthesis, italics and emphatic spellings with respect to their acoustic correlates in read speech. The class of punctuation devices under investigation are referred to as prosodic markers. The thesis therefore presents an analysis of features of the spoken language which are represented symbolically in text. Hence it is a characterization of aspects of the spoken language which have been transcribed or symbolized in the written medium and then translated back into a spoken form by a reader. The thesis focuses in particular on the analysis of parenthesis, the examination of encoded prominence and emphasis, and also addresses the use of paralinguistic markers which signal attitude or emotion.In an effort to avoid the use of self constructed or artificial material containing arbitrary symbolic or prosodic encodings, all material used for empirical analysis was taken from examples of electronic written exchanges on the Internet, such as from electronic mail messages and from articles posted on electronic newsgroups and news bulletins. This medium of language, which is referred to here as written conversation, provides a rich source of material containing encoded prosodic markers. These occur in the form of 'smiley faces' expressing attitudes or feelings, words highlighted by a number of means such as capitalization, italics, underscore characters, or asterisks, and in the form of dashes or parentheses, which provide suggestions on how the information in a text or sentence may be structured with regard to its informational content.Chapter 2 investigates in detail the genre of written conversation with respect to its place in an emerging continuum between written and spoken language, concentrating on transcriptional devices and their function as indicators of prosody. The implications these symbolic representations bear on the task of reading, by humans as well as machines, are then examined.Chapters 3 and 4 turn to the acoustic analysis of parentheticals and emphasis markers respectively. The experimental work in this thesis is based on readings of a corpus of selected materials from written conversation with the acoustic analysis concentrating on the differences between readings of texts with prosodic markers and readings of the same texts from which prosodic markers have been removed. Finally, the effect of prosodic markers is tested in perception experiments involving both human and resynthesized utterances

Linguïculture: Thomas A. Sebeok as a revolutionary ethnographer

Under embargo until: 2022-11-16Sebeok started his career as an ethnographer, focusing on the verbal art of anthropology to describe the cultures associated with then-called “primitive” languages. He followed Bloomfield’s linguistics to study Boas’ anthropology of primitive art to investigate man as a civilized member of a native indigenous community with art-like speech habits. Sebeok’s earliest articles were ethnographic descriptions of non-Western folktales from the Cheremis people, which he reformulated into Saussure’s phonetic system to involve literal but culturally free translations. Later, Sebeok developed Peirce’s ethnosemiotics by explaining Sapir-Whorf’s two-way differentiation of linguistic-and-cultural texts. The coded interplay of anthroposemiotics moved Sebeok from language-and-culture to language-with-culture, thence to build up the merged compound of linguïculture.publishedVersio

Developing through relationships origins of communication, self, and culture

Journal ArticleI began to consider the study of relationships as an intellectual vocation in 1970, the result of two years of college teaching that was part of my work as a United States Peace Corps volunteer in Bogota, Colombia. After another year I began my doctoral training in the Department of Education at the University of Chicago, working on Kenneth Kaye's mother-infant communication studies and struggling to fill the gaps in my knowledge of developmental psychology left by undergraduate and master's degrees in physics and mathematics. I am still struggling, as I believe all professionals struggle, with incompleteness and ambiguity, wavering between conviction and uncertainty. The work that follows is part of an ongoing learning process. Apart from what I have said about these limitations in the body of the text I can also add that it feels finished enough for now, ready for public scrutiny, but open to revision in the future. This book is the product not only of the year over which the writing took place, but also of the past twenty years of my professional development and of my personal life history