Media releases

  • Brock event to explore science behind what draws people to music

    MEDIA RELEASE: Sept 6 2023 – R0079

    Whether its rhythm causes an unconscious sway or its lyrics evoke a swell of emotion, a song can strike a different chord from one set of ears to another.

    An upcoming Brock University event aims to unpack the science behind what drives people to love and connect with the music that they do.

    Presented in partnership with the FirstOntario Performing Arts Centre (PAC), The Music of Listening dives into the art of music making and the science of listening to music. The event will feature the work of Susan Rogers, a professor of cognitive neuroscience in the Music Production and Engineering Department at Berklee College of Music.

    Prior to her academic career, Rogers worked as an accomplished sound engineer and record producer for musicians such as Prince, David Byrne and Barenaked Ladies.

    Tickets for the Tuesday, Oct. 24 event, which takes place from 7 to 9:30 p.m. at the PAC in downtown St. Catharines, are now available for purchase through the art centre’s website and are pay-what-you-can, with a suggested price of $20.

    In addition to sharing stories from her life in the recording industry, Rogers will discuss music cognition and perception, and why individuals are attracted to the types of music they listen to.

    “Your brain over a lifetime of listening to music became finely honed for what I like to call the music of you,” says Rogers. “Your listening brain is different from everyone else’s, which gives you a unique response to any given record.”

    These individual differences are both marvellous and frustrating, she says, from both scientific and record producing perspectives.

    “Even some of the greatest record makers — and I’m thinking of Prince here — did not know for sure what was going to hit,” she says. “It’s a very nuanced and exciting topic.”

    In her talk, Rogers will discuss the seven dimensions of musical listening, or as she describes it, “the seven ways in which a listener can receive a little bit of dopamine, a little neural treat, from listening to a record,” she says.

    Rogers explains that a person might like a certain song because they love dancing to its rhythm or they get emotional listening to its lyrics. Another song might resonate with someone because they find the sound design exciting or it ignites their imagination.

    “I’m hoping listeners will come away with a sense of their own listener profile and a better vocabulary for describing their musical taste,” she says.

    The event will also feature a live music ‘record pull’ with local recording artist Mark Lalama. Rogers and Lalama will take turns playing snippets of music and explaining the features of each song that excite them.

    The record pull’s goal is to hear a song with new ears, says Rogers, “and you may just learn to love another style or type of music.”

    Rogers will be available during the event’s intermission to sign her new book, This Is What It Sounds Like: What the Music You Love Says About You, co-authored with Ogi Ogas. Books can also be purchased on site from local retailer Someday Books.

    Complementing The Music of Listening event will be a film screening of Purple Rain on Thursday, Oct. 19 at 7 p.m. at the FirstOntario Performing Arts Centre. Tickets are $9.50 for the general public, $7.50 for Film House members.

    During her time in Niagara, Rogers will also be giving private lectures to Brock University students and faculty with the Marilyn I. Walker School of Fine and Performing Arts and the Faculty of Mathematics and Science.

    For more information or for assistance arranging interviews:

    * Doug Hunt, Communications and Media Relations Specialist, Brock University dhunt2@brocku.ca or 905-941-6209

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    Categories: Media releases

  • Brock-led research outlines ways high schools can teach responsible use of AI

    MEDIA RELEASE: Sept 5 2023 – R0078

    A Brock-led research team has mapped out a strategy to help high school teachers guide their students on the responsible use of artificial intelligence (AI) tools such as ChatGPT.

    “I would much prefer students write an essay from scratch without leaning on these tools, but these tools are everywhere,” says Brock Professor of Education Governance and Policy Analysis Louis Volante. “We have a responsibility to teach students how to approach the use of AI tools in an ethically defensible manner, because even in the world of work, they’re going to encounter these types of applications.”

    Volante is lead author on the Aug. 28 paper, “Leveraging AI to enhance learning,” co-authored with Queen’s University Professor of Educational Assessment Christopher DeLuca and Murdoch University Professor of Assessment and Measurement Don Klinger.

    The researchers recommend teachers follow the ‘Ideas-Connections-Extensions framework” (ICE) education model when instructing students on interacting with AI writing programs.

    In this model, students start to learn by grasping foundational ideas and their related terms and facts and then move onto connecting these ideas with experiences and knowledge they’ve already gained. From this fusion, students can generate innovative ideas that can be applied to solve problems in new ways.

    Following this model, the team puts forth three steps:

    • Understanding ideas: Students learn how to fact-check AI-generated text by gathering information from a number of credible sources and comparing it to what is being presented as ‘fact.’ After completing these exercises, students share their experiences with each other through creative group activities.
    • Making connections: Students examine words and sentence lengths in AI-generated text and assign scores evaluating the complexity of words and whether there’s a mix of short and long sentences. Students then make the text livelier and more engaging, and connect ideas to their personal environments and experiences.
    • Creating extensions: Students take the text to a new level “in ways that demonstrate critical, creative and higher-order thinking” by evaluating the limits of arguments presented in the AI-generated text, brainstorming alternatives and suggesting a new way forward that comes from the student’s own thinking.

    “This last step separates human work from AI-generated content, and it is where secondary teachers should increasingly focus their instruction,” says the paper. “In many respects, AI makes the need for authentic assessment more evident than ever and can therefore push us to make education more human, not less.”

    In addition to connecting ideas to their personal contexts, students can develop “deep thinking” in other ways. These include outlining actions they plan to take to address a specific challenge such as climate change; giving an oral presentation to their class on a particular topic and answering questions in real time; or being involved in artistic and community projects.

    “The extension requirement and assessment criteria should be available from the outset, so students know that generating and refining AI content is an insufficient demonstration of learning,” says the paper.

    Secondary and post-secondary educators are increasingly concerned that students who turn to ChatGPT and other text-writing programs are not developing skills in original, critical-thinking research and writing, Volante says.

    In post-secondary education, it becomes even more difficult for faculty to accurately assess whether students are violating academic integrity standards. such as plagiarizing, and also if students have truly mastered what is being taught, he adds.

    This can have serious implications for highly specialized fields like medicine or engineering, where lack of competence or misinformation perpetuated by text-writing algorithms can lead to dire consequences, Volante says.

    He notes AI tools are becoming more sophisticated at a rapid rate, making it harder for educators to determine if assignments were written by the student or an AI tool. He points to ChatGPT4’s ability to score highly — in some cases, within the 90th percentile — on national entrance and professional exams in the U.S.

    “Ultimately, it is incumbent on educators at all levels, both compulsory and within higher-education settings, to explicitly address the opportunities and challenges presented by AI, and ensure their assessment methods reflect authentic learning,” says Volante.

    For more information or for assistance arranging interviews:

    * Doug Hunt, Communications and Media Relations Specialist, Brock University dhunt2@brocku.ca or 905-941-6209 

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    Categories: Media releases