School of Humanities and Sciences
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Duca Family ProfessorOn Leave from 01/01/2022 To 03/31/2022
BioChris Chafe is a composer, improvisor, and cellist, developing much of his music alongside computer-based research. He is Director of Stanford University's Center for Computer Research in Music and Acoustics (CCRMA). In 2019, he was International Visiting Research Scholar at the Peter Wall Institute for Advanced Studies The University of British Columbia, Visiting Professor at the Politecnico di Torino, and Edgard-Varèse Guest Professor at the Technical University of Berlin. At IRCAM (Paris) and The Banff Centre (Alberta), he has pursued methods for digital synthesis, music performance and real-time internet collaboration. CCRMA's jacktrip project involves live concertizing with musicians the world over. Online collaboration software and research into latency factors continue to evolve. An active performer either on the net or physically present, his music reaches audiences in sometimes novel venues. An early network project was a simultaneous five-country concert was hosted at the United Nations in 2009. Chafe’s works include gallery and museum music installations which are now into their second decade with “musifications” resulting from collaborations with artists, scientists and MD’s. Recent work includes the Earth Symphony, the Brain Stethoscope project (Gnosisong), PolarTide for the 2013 Venice Biennale, Tomato Quintet for the transLife:media Festival at the National Art Museum of China and Sun Shot played by the horns of large ships in the port of St. Johns, Newfoundland.
Richard Lyman Professor in the Humanities, Emerita
BioI am interested in first language acquisition, the acquisition of meaning, acquisitional principles in word-formation compared across children and languages, and general semantic and pragmatic issues in the lexicon and in language use. I am currently working on the kinds of pragmatic information adults offer small children as they talk to them, and on children's ability to make use of this information as they make inferences about unfamiliar meanings and about the relations between familiar and unfamiliar words. I am interested in the inferences children make about where to 'place' unfamiliar words, how they identify the relevant semantic domains, and what they can learn about conventional ways to say things based on adult responses to child errors during acquisition. All of these 'activities' involve children and adults placing information in common ground as they interact. Another current interest of mine is the construction of verb paradigms: how do children go from using a single verb form to using forms that contrast in meaning -- on such dimensions as person, number, and tense? How do they learn to distinguish the meanings of homophones? To what extent do they make use of adult input to discern the underlying structure of the system? And how does conversation with more expert speakers (usually adults) foster the acquisition of a first language? I am particularly interested in the general role of practice along with feedback here.
Albert Ray Lang Professor of Psychology, Emeritus
"Herbert H. Clark (Herb Clark) is a psycholinguist currently serving as Professor of Psychology at Stanford University. His focuses include cognitive and social processes in language use; interactive processes in conversation, from low-level disfluencies through acts of speaking and understanding to the emergence of discourse; and word meaning and word use. Clark is known for his theory of "common ground": individuals engaged in conversation must share knowledge in order to be understood and have a meaningful conversation (Clark, 1985). Together with Deanna Wilkes-Gibbs (1986), he also developed the collaborative model, a theory for explaining how people in conversation coordinate with one another to determine definite references. Clark's books include Semantics and Comprehension, Psychology and Language: An Introduction to Psycholinguistics, Arenas of Language Use and Using Language."