Perception of Choral Blend Among Choral, Instrumental, and Nonmusic Majors Using the Continuous Response Digital Interface

2007 ◽  
Vol 55 (4) ◽  
pp. 313-325 ◽  
Author(s):  
Janice N. Killian ◽  
Lynn Basinger
Keyword(s):  
Group Differences ◽  
Future Research ◽  
Digital Interface ◽  
Continuous Response ◽  
Voice Matching ◽  
Choral Blend ◽  
Nonmusic Majors ◽  
Pearson Correlations

The concept of choral blend is often adjudicated but seldom researched. Voice matching to achieve choral blend (placing specific voices next to one another to achieve a blended sound within a section) is frequently recommended. The authors asked participants ( N = 55) comprised of vocal, instrumental, and nonmusic majors to move a continuous response digital interface dial to indicate judgment of blend quality while listening to voice-matched choral groupings. Graphic analyses indicated general agreement in judgments of good blend and bad blend among all three groups especially within alto and bass excerpts. Less agreement appeared for soprano and tenor excerpts. Pearson correlations between repeated excerpts were highly positive for vocalists but less consistent for others. Vocalists listened longer before making a judgment. Few group differences in judgment magnitude appeared, but general tendencies toward good blend judgments were evident. Discussion included future research implications and applications for educators.

A Comparison of Music Majors' and Nonmajors' Perceptions of Tension for Two Selections of Jazz Music

2003 ◽  
Vol 51 (3) ◽  
pp. 259-270 ◽  
Author(s):  
William E. Fredrickson ◽  
John C. Coggiola
Keyword(s):  
Order Effect ◽  
Music Majors ◽  
Aesthetic Response ◽  
Digital Interface ◽  
Continuous Response ◽  
Jazz Music ◽  
Nonmusic Majors ◽  
Definition Of ◽  
Musical Context ◽  
Musical Selection

The present study allowed music majors (n = 40) and nonmajors (n = 30) to record their perceptions of tension in two selections of jazz music using the Continuous Response Digital Interface (CRDI). Both musical stimuli were recorded versions of “St. Louis Blues” by W. C. Handy, The first was a popular, stylized version sung by Nat King Cole, and the second, which included an extensive improvisatory section, was performed by Ella Fitzgerald. In comparing these results to earlier studies dealing with music majors' and nonmajors' perceived tension and aesthetic response, there are certain factors that remain constant Music majors' responses did not seem to differ markedly in overall contour from nonmusic majors' responses, which is consistent with previous research. Graphs of perceived tension responses are much more highly differentiated than are graphs of perceived aesthetic response. These graphs produce a pattern that is unique to that musical selection (or in this case, a highly stylized performance). Subjects had no trouble performing the task or using an existing internal definition of musical tension. This existing internal definition is probably applied to a variety of musical styles, including jazz. This study also seemed to indicate a definite order effect in the presentation of the stimuli, which may relate to the way listeners put what they hear into a musical context.

Comparing Continuous versus Static Measurements in Music Listeners' Preferences

1995 ◽  
Vol 43 (1) ◽  
pp. 36-46 ◽  
Author(s):  
Ruth V. Brittin
Keyword(s):  
20Th Century ◽  
Significant Interaction ◽  
Rating Scale ◽  
Art Music ◽  
Music Majors ◽  
Digital Interface ◽  
Western Art ◽  
Continuous Response ◽  
Preference Ratings ◽  
Nonmusic Majors

In this investigation, we compared listeners' preferential ratings of art music, derived by conventional static ratings taken through 10-point Likert-type scales, and continuous ratings taken throughout the duration of each excerpt with a Continuous Response Digital Interface (CRDI). Music majors (n = 100) and non-music majors (n − 100) rated twelve excerpts of Western art music, including three substyles (Baroque, Romantic, and 20th-century) and three performance media (strings, keyboard, and winds). Music majors' preference ratings were significantly higher than were nonmusic majors' preference ratings. Although no significant effect was found due to using the CRDI or static rating scale, there was a significant interaction between type of measurement and major. Music majors' static and continuous ratings were similar; however, nonmusic majors' continuous ratings were noticeably higher than were static ratings. Nonmusic majors using the CRDI averaged almost one Likert-scale rating higher than those using the static measure.

scholarly journals The Effect of Wearing Foam and Etymotic Earplugs on Classical Musicians’ Pitch Perception

2021 ◽  
pp. 002242942198999
Author(s):  
Rebecca B. MacLeod ◽  
John M. Geringer ◽  
David S. Miller
Keyword(s):  
Pitch Perception ◽  
Future Research ◽  
Complex Stimulus ◽  
Music Majors ◽  
Experimental Conditions ◽  
Absolute Deviation ◽  
Digital Interface ◽  
School Of Music ◽  
Continuous Response ◽  
Classical Musicians

The purpose of this study was to investigate the effect of wearing earplugs on classical musicians’ pitch perception across three experimental conditions: no earplugs, foam earplugs, and Etymotic earplugs. Participants were graduate and undergraduate music majors attending a large school of music in the southeastern United States ( N = 72). Participants adjusted the pitch of five complex stimulus tones (C#4, C#5, C#3, G#4, and F#3) using a continuous response digital interface until they believed the interval was in tune with an oboe (C#4) reference tone. Participants tended to tune flat when the stimulus tone was presented flat and to tune sharp when it was presented sharp across all three earplug conditions. Overall cent deviation in tuning responses showed that in both directional and absolute deviation analyses, listeners were most accurate when tuning without earplugs, then when using Etymotic earplugs, and least accurate with foam earplugs. Significant differences, however, were limited to specific intervals and in magnitudes not likely to be perceived. Although more research is needed, the use of Etymotic earplugs may provide valuable protection against noise-induced hearing loss with negligible effects on pitch perception. Implications for musicians and recommendations for future research are discussed.

Musicians' and Nonmusicians' Assessment of Perceived Rubato in Musical Performance

1996 ◽  
Vol 44 (1) ◽  
pp. 84-96 ◽  
Author(s):  
Christopher M. Johnson
Keyword(s):  
Musical Performance ◽  
Music Majors ◽  
Digital Interface ◽  
Tone Quality ◽  
Performance Variables ◽  
Continuous Response ◽  
Development Section ◽  
Expert Assessments ◽  
Nonmusic Majors ◽  
Ongoing Evaluation

The purpose of this study was to investigate musicians' and nonmusicians' assessment of perceived rubato in musical performance. Music majors ( n = 48) and nonmusic majors ( n = 48) listened to four different soloists' performances of the development section of Mozart's Concerto for Horn and Orchestra No. 2, movement 1. Subjects evaluated the degree of appropriateness/inappropriateness of each soloist's use of rubato using the Continuous Response Digital Interface (CRDI), an instrument that allows ongoing evaluation of specified performance variables. Using a Likert-type scale, subjects also assessed soloists with regard to musicianship, expression, tone quality, and tempo. Results indicated significant differences for musicians compared to nonmusicians regarding rubato assessments. Musicians agreed with expert assessments, whereas non-musicians' scores seemed haphazard. When musicians were separated into two groups based on musical skill level, results from the “more proficient” musicians were in direct agreement with the panel of experts' evaluations. The “less proficient” musicians were much less discriminating across all dependent measures; rubato assessments disagreed substantially with those of experts. This study suggests that rubato is an extremely subtle musical nuance. Though nonmusicians and less proficient musicians seem to be able to assess performances on somewhat more obvious variables, it seems that only the most proficient musicians can evaluate the usage of rubato in performance. Based on the data from this study, it appears that a relationship exists between musicianship and the use of rubato and that use of rubato might well be one element that separates the very finest performance from the simply ordinary.

Elementary, Middle, and High School Student Perceptions of Tension in Music

1997 ◽  
Vol 45 (4) ◽  
pp. 626-635 ◽  
Author(s):  
William E. Fredrickson
Keyword(s):  
Student Perceptions ◽  
Eighth Graders ◽  
Second Graders ◽  
School Age ◽  
Professional Musicians ◽  
Digital Interface ◽  
Continuous Response ◽  
Graphic Analysis ◽  
Definition Of ◽  
Pearson Correlations

School-age students from Grades 2, 5, 8, and 11/12 (N = 112) were asked to listen to a recording of the first movement of Haydn's Symphony No. 104. All subjects were asked to record their perception of “tension ” in the music using a Continuous Response Digital Interface (CRDI) dial. As in previous studies of this type (Fredrickson, 1995; Madsen & Fredrickson, 1993), no definition of the term in question was given, allowing subjects to, in essence, create their own definition. Graphic analysis showed that even though the magnitude of group responses varied widely, there are some striking similarities in the timing of major group responses. Pearson correlations between groups ranged from .98 between the fifth and eighth graders to . 71 between the second graders and a population of professional musicians from a previous study who responded to the same musical recording. In general, younger subjects tended to use a wider range of the dial, whereas older and more musically experienced subjects were much more conservative. These results were consistent with results of previous studies and indicated a perceptual consistency regarding an entity that a fairly wide variety of populations define as tension in this piece of music.

Assessing Relationships Between Physical Development and Other Indicators of School Readiness Among Preschool Students

2019 ◽  
Vol 38 (4) ◽  
pp. 388-392 ◽  
Author(s):  
Paul M. Wright ◽  
Lauriece L. Zittel ◽  
Tawanda Gipson ◽  
Crystal Williams
Keyword(s):  
School Readiness ◽  
Physical Development ◽  
Preschool Age ◽  
Group Differences ◽  
Future Research ◽  
Social Emotional ◽  
School Students ◽  
Preschool Students ◽  
Preschool Age Children ◽  
Pearson Correlations

Purpose: Physical development is an integral part of a child’s overall development. Evidence suggests that physical development and physical activity are positively correlated with positive academic outcomes in elementary and secondary school students. However, research on physical development among preschool-age children lags behind. Therefore, the purpose of the current study was to assess the relationships between physical development and other aspects of development related to school readiness among 3- to 5-year-old children. Method: Teacher ratings of physical, cognitive, language, social–emotional, and literacy development were collected for 172 preschool students. Group differences were assessed using analysis of variance, and relationships among development scales were examined with Pearson correlations. Results: Pearson correlations indicate ratings of physical development are significantly and positively correlated with ratings on the other four development scales. Discussion/Conclusion: Findings support the importance of physical development as an aspect of school readiness. Practical implications and future research are discussed.

Prevalence of vocal problems: Speech-language pathologists’ evaluation of music and non-music teacher recordings

2012 ◽  
Vol 31 (1) ◽  
pp. 26-34
Author(s):  
Rhonda S. Hackworth
Keyword(s):  
Teaching Experience ◽  
Teacher Evaluations ◽  
Music Teacher ◽  
Future Research ◽  
Speech Language Pathologists ◽  
Digital Interface ◽  
Vocal Hygiene ◽  
Continuous Response ◽  
Preliminary Examination ◽  
The Individual

The current study, a preliminary examination of whether music teachers are more susceptible to vocal problems than teachers of other subjects, asked for expert evaluation of audio recordings from licensed speech-language pathologists. Participants ( N = 41) taught music ( n = 23) or another subject ( n = 18) in either elementary ( n = 21), middle ( n = 10), or high school ( n = 10), and had a mean of 14 years’ teaching experience. Each teacher read a poem while being audio recorded. Nine licensed speech-language pathologists with a mean of 20 years’ clinical experience served as expert evaluators by listening to the 41 recordings while manipulating the Continuous Response Digital Interface (CRDI) dial. Results showed no significant differences between music and non-music teacher evaluations. The individual variations in scores showed no trends for any particular group, but rather pointed out how personal vocal hygiene (care of the voice) is for individual teachers. Suggestions for future research include ways to best help teachers manage individual vocal problems.

scholarly journals Support of Workplace Diversity Policies: The Role of Race, Gender, and Beliefs about Inequality

2019 ◽  
Author(s):  
William Scarborough ◽  
Danny Lambouths ◽  
Allyson Holbrook
Keyword(s):  
Direct Evidence ◽  
Group Differences ◽  
Future Research ◽  
Workplace Diversity ◽  
Survey Experiment ◽  
Representation Of Women ◽  
Workplace Policies ◽  
Levels Of Support ◽  
Analyze Data

Workplace diversity policies are more effective when they are supported by managers and workers, but there is little direct evidence on how people feel about these policies or why they hold certain opinions. In this study, we analyze data from a survey experiment designed to assess public opinion about a range of workplace diversity policies. We examine how support for these policies among employed respondents varies by race, gender, and by the targeted population (i.e. whether the policies aim to improve the workplace representation of women or racial minorities). Using OLS regression models to analyze a diverse sample of employed persons participating in the survey, we find that women, blacks, and Latina/os are more supportive of diversity policies than men and whites, and a substantial portion of these gender/race differences can be explained by group-differences in the belief that discrimination causes inequality. In addition, we find that respondents report lower levels of support for workplace policies when these policies are framed as a mechanism to increase diversity than when they are framed as being needed to address discrimination or if no justification is given for the policy. Our findings highlight the role of inequality beliefs in shaping worker support for diversity policies, suggesting directions for future research on how such beliefs are developed.

scholarly journals How self-reflection and resilience can affect pre-competition anxiety? Evidence from national competitive table tennis in adolescent players

2021 ◽  
Author(s):  
Lin Wang
Keyword(s):  
Regression Analysis ◽  
Female Adolescent ◽  
Group Differences ◽  
Emotional Control ◽  
Table Tennis ◽  
Somatic Anxiety ◽  
Self Reflection ◽  
Self Confidence ◽  
Cognitive Anxiety ◽  
Pearson Correlations

AbstractAlthough previous studies have investigated pre-competition anxiety (PCA), the research examining how to promote the development of self-reflection and resilience in order to regulate PCA is limited. This study has three aims: to examine group differences age, gender, sport level, and exercise duration in (PCA), self-reflection and resilience; to test the relationships between PCA, self-reflection, and resilience; and to determine whether self-reflection and resilience can predict PCA. The included 82 male and 105 female adolescent Chinese table tennis player (ages 12–19). SPSS 25.0 software has used to drive ANOVA, Pearson correlations and regression analysis. The main result was that Pearson correlations demonstrated the strongest relationship between PCA, self-reflection, and resilience. The regression analysis model proved that self-insight predicted cognitive anxiety, somatic anxiety and self-confidence; interpersonal assistance and emotional control predicted self-confidence; and emotional control predicted cognitive anxiety and somatic anxiety. The result of this study were consistent with those of previous studies: there was a significant relationship between PCA, self-reflection and resilience when using the Chinese Adolescent Resilience Scale, and there were some differences in the test of group differences. However, this study uncovered new evidence that interpersonal assistance and emotional control can predict PCA. Further research should focus on cross-cultural differences in the process of cultivating athlete self-reflection and resilience.

scholarly journals Factors Affecting Articulation Skills in Children with Velocardiofacial Syndrome and Children with Cleft Palate or Velopharyngeal Dysfunction: A Preliminary Report

2008 ◽  
Vol 45 (2) ◽  
pp. 193-207 ◽  
Author(s):  
Adriane L. Baylis ◽  
Benjamin Munson ◽  
Karlind T. Moller
Keyword(s):  
Speech Perception ◽  
Cleft Palate ◽  
Velocardiofacial Syndrome ◽  
Group Differences ◽  
Future Research ◽  
Nonverbal Intelligence ◽  
Cross Sectional ◽  
Significant Group ◽  
Phonological Representations ◽  
Factors Affecting

Objective: To examine the influence of speech perception, cognition, and implicit phonological learning on articulation skills of children with velocardiofacial syndrome (VCFS) and children with cleft palate or velopharyngeal dysfunction (VPD). Design: Cross-sectional group experimental design. Participants: Eight children with VCFS and five children with nonsyndromic cleft palate or VPD. Methods and Measures: All children participated in a phonetic inventory task, speech perception task, implicit priming nonword repetition task, conversational sample, nonverbal intelligence test, and hearing screening. Speech tasks were scored for percentage of phonemes correctly produced. Group differences and relations among measures were examined using nonparametric statistics. Results: Children in the VCFS group demonstrated significantly poorer articulation skills and lower standard scores of nonverbal intelligence compared with the children with cleft palate or VPD. There were no significant group differences in speech perception skills. For the implicit priming task, both groups of children were more accurate in producing primed nonwords than unprimed nonwords. Nonverbal intelligence and severity of velopharyngeal inadequacy for speech were correlated with articulation skills. Conclusions: In this study, children with VCFS had poorer articulation skills compared with children with cleft palate or VPD. Articulation difficulties seen in the children with VCFS did not appear to be associated with speech perception skills or the ability to learn new phonological representations. Future research should continue to examine relationships between articulation, cognition, and velopharyngeal dysfunction in a larger sample of children with cleft palate and VCFS.

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