Recalling Demonstrated and Guided Movements Using Imaginary and Verbal Rehearsal Strategies

1997 ◽  
Vol 68 (2) ◽  
pp. 136-144 ◽  
Author(s):  
Craig Hall ◽  
Jennifer Moore ◽  
John Annett ◽  
Wendy Rodgers
Keyword(s):  
Verbal Rehearsal ◽  
Rehearsal Strategies

scholarly journals Comparing motor imagery and verbal rehearsal strategies in children’s ability to follow spoken instructions

2021 ◽  
Vol 203 ◽  
pp. 105033
Author(s):  
Tian-xiao Yang ◽  
Richard J. Allen ◽  
Amanda H. Waterman ◽  
Shi-yu Zhang ◽  
Xiao-min Su ◽  
...  
Keyword(s):  
Motor Imagery ◽  
Verbal Rehearsal ◽  
Rehearsal Strategies

Motor Sequencing of Boys with Learning Disabilities: Modeling and Verbal Rehearsal Strategies

1992 ◽  
Vol 9 (3) ◽  
pp. 261-272 ◽  
Author(s):  
Ellen M. Kowalski ◽  
Claudine Sherrill
Keyword(s):  
Learning Disabilities ◽  
Correct Order ◽  
Experimental Conditions ◽  
Verbal Rehearsal ◽  
Rehearsal Strategy ◽  
Significant Difference ◽  
Rehearsal Strategies ◽  
Strategy Design ◽  
Modality Preference ◽  
Verbal Model

This study examined the effects of model type and verbal rehearsal strategy in relation to motor sequencing of boys with learning disabilities (LD). Eighty boys, ages 7 and 8 years, were exposed to four experimental conditions in a 2 × 2 (Model × Verbal Rehearsal Strategy) design. Subjects were randomly assigned to one of four groups: (a) visual-silent model/verbal rehearsal, (b) visual-verbal model/verbal rehearsal, (c) visual-silent model/ no verbal rehearsal, and (d) visual-verbal model/ no verbal rehearsal. The four groups were statistically equal on measures of age, IQ, behavior, learner modality preference, and motor proficiency. Data collected for experimental analysis were generated by the Motor Sequencing Test which measured the ability to model seven locomotor tasks in the correct order. Results revealed that the boys with LD performed significantly better on the motor sequencing test when trained in verbal rehearsal strategy. However, results indicated no significant difference in motor sequencing under visual-silent and visual-verbal model conditions.

The Development of Rehearsal Strategies in Free Recall

1973 ◽  
Author(s):  
Peter A. Ornstein ◽  
Mary J. Naus ◽  
Charles Liberty
Keyword(s):  
Free Recall ◽  
Rehearsal Strategies

scholarly journals Multilab Direct Replication of Flavell, Beach, and Chinsky (1966): Spontaneous Verbal Rehearsal in a Memory Task as a Function of Age

2021 ◽  
Vol 4 (2) ◽  
pp. 251524592110181
Author(s):  
Emily M. Elliott ◽  
Candice C. Morey ◽  
Angela M. AuBuchon ◽  
Nelson Cowan ◽  
Chris Jarrold ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Young Children ◽  
Memory Performance ◽  
Critical Role ◽  
Memory Task ◽  
Older Children ◽  
Continuous Increase ◽  
Verbal Rehearsal ◽  
Picture Memory ◽  
Spontaneous Production

Work by Flavell, Beach, and Chinsky indicated a change in the spontaneous production of overt verbalization behaviors when comparing young children (age 5) with older children (age 10). Despite the critical role that this evidence of a change in verbalization behaviors plays in modern theories of cognitive development and working memory, there has been only one other published near replication of this work. In this Registered Replication Report, we relied on researchers from 17 labs who contributed their results to a larger and more comprehensive sample of children. We assessed memory performance and the presence or absence of verbalization behaviors of young children at different ages and determined that the original pattern of findings was largely upheld: Older children were more likely to verbalize, and their memory spans improved. We confirmed that 5- and 6-year-old children who verbalized recalled more than children who did not verbalize. However, unlike Flavell et al., substantial proportions of our 5- and 6-year-old samples overtly verbalized at least sometimes during the picture memory task. In addition, continuous increase in overt verbalization from 7 to 10 years old was not consistently evident in our samples. These robust findings should be weighed when considering theories of cognitive development, particularly theories concerning when verbal rehearsal emerges and relations between speech and memory.

Refining Learned Repertoire for Percussion Instruments in an Elementary Setting

2006 ◽  
Vol 54 (3) ◽  
pp. 231-243 ◽  
Author(s):  
Donald M. Taylor
Keyword(s):  
Music Education ◽  
Student Performance ◽  
Teaching Effectiveness ◽  
Dependent Measure ◽  
Upper Elementary ◽  
Elementary Music ◽  
Orff Schulwerk ◽  
Rehearsal Strategies ◽  
Percussion Instruments ◽  
Improve Student Performance

The purpose of this study was to examine teaching effectiveness in an elementary music setting using student achievement as a dependent measure. Because Orff Schulwerk instruction is one of the most prevalent pedagogies in elementary music education, this study examined the rehearsal strategies of recognized Orff Schulwerk teachers as they worked to refine learned repertoire for percussion instruments. Eight instructors and their upper elementary students were videotaped in four regular rehearsals each. Systematic analyses of rehearsal frames in which teachers were working to improve student performance revealed fast teacher pacing and a predominance of instructional directives that were procedural (e.g., where to begin playing) rather than musical (e.g., how to perform more accurately or expressively). The majority of students' performance problems were related to precision, often caused by rushing the underlying pulse. Instructional targets were most often related to technique. Students successfully accomplished proximal goals in 63 % of the performance trials in which the targets were verbalized by the teacher prior to performance and in 74 % of the performance trials when the targets were verbalized by the teachers while students were playing. Students were most successful when teachers used clear, explicit directives and positive modeling.

Beginning Rhythm Section

2019 ◽  
pp. 77-92
Author(s):  
Chad West ◽  
C. Michael Palmer ◽  
Michael Grace ◽  
Daniel Fabricius
Keyword(s):  
Concert Band ◽  
Drum Set ◽  
Sequential Approach ◽  
Rehearsal Strategies ◽  
Approach To Teaching ◽  
First Time

How does one take a concert band snare drummer, classically trained pianist, orchestral bass player, and self-taught guitar player and turn them into a jazz rhythm section? The drummer has never had so many drums and cymbals to worry about, the pianist may be playing with a group for the very first time, the bass player has to learn to “walk” a bass line, and the guitar player has to play in foreign keys. This chapter addresses the teaching of the rhythm section with regard to (a) rhythm section notation, (b) bass, (c) piano, (d) guitar, (e) drum set, (f) auxiliary instruments, and (g) rhythm section rehearsal strategies. It presents a sequential approach to teaching the beginning rhythm section: (a) walking bass lines, (b) voicing chords, (c) comping patterns, (d) playing setups and fills, and (e) interpreting and realizing instrument-specific rhythm section notation markings.

Questioning Strategies

2019 ◽  
pp. 45-77
Author(s):  
Cara Faith Bernard ◽  
Joseph Michael Abramo
Keyword(s):  
Teacher Evaluation ◽  
Music Teachers ◽  
Lesson Plan ◽  
Evaluation Systems ◽  
Questioning Strategies ◽  
Music Making ◽  
Questioning Techniques ◽  
Rehearsal Strategies ◽  
Asking Questions ◽  
Skill Building

This chapter examines questioning strategies and the ways music teachers can integrate requirements of evaluation systems to improve student participation, learning, and understanding. These improvements may be achieved while still preserving music making, skill building, and effective rehearsal strategies. First the chapter describes the connection between questioning and teacher evaluation. Then it discusses the importance of asking questions and addresses some concerns music teachers often have about asking questions. The chapter identifies the different types of questions teachers might ask and how to word them, then provides strategies to respond to students’ answers in the “third turn.” It concludes by offering strategies to implement and sequence questioning techniques in a lesson plan, including ways to “layer” questions. Sample lesson plans implementing effective questioning strategies are included in the second half of the chapter.

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