The Development of a String Sight-Reading Pitch Skill Hierarchy

2012 ◽  
Vol 60 (2) ◽  
pp. 201-216 ◽  
Author(s):  
Michael L. Alexander ◽  
Michele L. Henry
Keyword(s):  
Scoring Systems ◽  
Difficulty Level ◽  
Sight Reading ◽  
Success Rates ◽  
Relative Difficulty ◽  
Tonal Pattern ◽  
Performance Quality ◽  
String Students ◽  
Anxiety Levels ◽  
Tonal Pitch

This study was designed to determine a pitch skill hierarchy for string sight-reading, to determine the effects of key on string sight-reading achievement, and to determine the validity of a tonal pattern system as a measurement of melodic sight-reading skill for string players. High school string students ( n = 94) obtained a mean score of 27.28 out of 31 on a modified version of the Vocal Sight-Reading Inventory. Success rates ranging from .99 to .72 were established for 31 pitch skills, grouped into eight tonal categories. Significant differences were found between skills appearing in the keys of D and E, with 11 of 31 skills obtaining significantly differing results by key. A .95 correlation between note-by-note and skill-based scoring systems indicates that skill-based scoring is a valid measurement of string players’ sight-reading of tonal pitch skills within a melodic context. Researchers should explore whether these pitch skills hold their relative difficulty level with less accomplished players and between instrument types, establish a hierarchy for rhythm skills, further investigate the effect of key, and identify anxiety levels for sight-reading when the consequences of performance quality vary.

scholarly journals Different chest CT scoring systems in patients with COVID-19: could baseline CT be a helpful tool in predicting survival in patients with matched ages and co-morbid conditions?

2021 ◽  
pp. 028418512110063
Author(s):  
Okan Dilek ◽  
Emin Demirel ◽  
Hüseyin Akkaya ◽  
Mehmet Cenk Belibagli ◽  
Gokhan Soker ◽  
...  
Keyword(s):  
Computed Tomography ◽  
Severity Score ◽  
Area Under The Curve ◽  
Scoring Systems ◽  
Survival Prediction ◽  
Success Rates ◽  
Survival Times ◽  
The Mean ◽  
Early Decision ◽  
Age Range

Background Computed tomography (CT) gives an idea about the prognosis in patients with COVID-19 lung infiltration. Purpose To evaluate the success rates of various scoring methods utilized in order to predict survival periods, on the basis of the imaging findings of COVID-19. Another purpose, on the other hand, was to evaluate the agreements among the evaluating radiologists. Material and Methods A total of 100 cases of known COVID-19 pneumonia, of which 50 were deceased and 50 were living, were included in the study. Pre-existing scoring systems, which were the Total Severity Score (TSS), Chest Computed Tomography Severity Score (CT-SS), and Total CT Score, were utilized, together with the Early Decision Severity Score (ED-SS), which was developed by our team, to evaluate the initial lung CT scans of the patients obtained at their initial admission to the hospital. The scans were evaluated retrospectively by two radiologists. Area under the curve (AUC) values were acquired for each scoring system, according to their performances in predicting survival times. Results The mean age of the patients was 61 ± 14.85 years (age range = 18–87 years). There was no difference in co-morbidities between the living and deceased patients. The survival predicted AUC values of ED-SS, CT-SS, TSS, and Total CT Score systems were 0.876, 0.823, 0.753, and 0.744, respectively. Conclusion Algorithms based on lung infiltration patterns of COVID-19 may be utilized for both survival prediction and therapy planning.

scholarly journals Evolving Musical Sight Reading Exercises Using Expert Models

2021 ◽  
Vol 3 ◽  
Author(s):  
Charlotte Pierce ◽  
Tim Hendtlass ◽  
Anthony Bartel ◽  
Clinton J. Woodward
Keyword(s):  
Evolutionary Algorithm ◽  
Reading Skills ◽  
Art Music ◽  
Resource Constraint ◽  
Difficulty Level ◽  
Sight Reading ◽  
Sheet Music ◽  
Traditional Practice ◽  
Western Art ◽  
Expert Models

Sight reading skills are widely considered to be crucial for all musicians. However, given that sight reading involves playing sheet music without having seen it before, once an exercise has been completed by a student it can no longer be used as a sight reading exercise for them. In this paper we present a novel evolutionary algorithm for generating musical sight reading exercises in the Western art music tradition. Using models based on expert examples, the algorithm generates material suitable for practice which is both technically appropriate and aesthetically pleasing with respect to an instrument and difficulty level. This overcomes the resource constraint in using traditional practice exercises, which are exhausted quickly by students and teachers due to their limited quantity.

scholarly journals The Effect of the Tuning System and Instrument Variables on Modal Dictation Performance

2017 ◽  
Vol 6 (1) ◽  
pp. 124
Author(s):  
Rasim Erol Demirbatır ◽  
Hatice Çeliktaş ◽  
Doruk Engür
Keyword(s):  
Music Education ◽  
Music Teacher ◽  
Difficulty Level ◽  
Sight Reading ◽  
Music Teacher Education ◽  
Ear Training ◽  
Important Place ◽  
Bachelor Degree ◽  
Equal Temperament ◽  
Tuning Systems

Ear training and musical literacy (ETML) education is one of the main dimensions of the bachelor degree program of music teacher education departments, which provides professional music education. In ETML education, hearing, sight-reading and dictation studies for Turkish music makams have an important place. In this study, it was aimed to investigate the effects of different instrument sources and tuning systems; namely, equal tempered or traditionally tempered, on the modal dictation performances of students in dictation exercises in the scope of ETML education. This research was conducted with 56 bachelor degree music education students who were taking ETML course. While equal tempered and traditional instruments (piano and kanun) were used as the sound source in the research, examples of equal difficulty level in Huseyni makam scale, which is one of the main makams of Turkish music, were used as dictation material. Both instruments were tuned in accordance with both the equal temperament and the traditional makam system so that four different dictation types were created. As a result of the research, it has been determined that the students are more successful when piano is used in dictation than kanun-dictated trials and in terms of tuning system, the students are found to be more successful with equal tempered system when compared with traditional tuning system. The instrument and tuning interaction was not statistically significant.

scholarly journals Evaluation of an undergraduate physics programme of Indira Gandhi National Open University: A case study

2009 ◽  
Vol 10 (6) ◽  
pp. 106 ◽  
Author(s):  
Arundhati Mishra ◽  
Vijayshri ◽  
Suresh Garg
Keyword(s):  
Attrition Rate ◽  
Difficulty Level ◽  
Open University ◽  
Success Rates ◽  
Study Materials ◽  
Undergraduate Science ◽  
The University ◽  
Physics Programme ◽  
National Open University

The undergraduate science programme was launched at the Indira Gandhi National Open University (IGNOU) in 1991-92 with an enrolment of 1,210 students. The programme was well received, and enrolments increased over the years. However, the success rates have not kept pace with enrolment. In this paper, the authors report the results of an evaluation of the undergraduate Physics programme at IGNOU. The evaluation, the first of its type for this programme, adapted the major tenets of the CIPP model. The findings are based on the responses from a randomly chosen sample of 509 learners across India. The methods employed for the study include records, document, and database analysis, surveys, and case studies. Although the University has enhanced access to higher science education, the attrition rate is high (73%), and the success rate is low. The authors recommend that the University review and reorient its strategies for providing good quality, learner-centred higher education in science subjects. The programme should address the concerns of the learners about the effectiveness of the student support systems, the difficulty level, and the learner-friendliness of study materials with the goal of achieving long-term sustainability while maintaining parity with the conventional system. The need for improving the presentation of the courses and simplifying the mathematical details is emphasised.

Scoring nonresponse on the Mini-Mental State Examination

1988 ◽  
Vol 18 (4) ◽  
pp. 1021-1025 ◽  
Author(s):  
G. G. Fillenbaum ◽  
L. K. George ◽  
D. G. Blazer
Keyword(s):  
Activities Of Daily Living ◽  
Mental State ◽  
Daily Living ◽  
Mini Mental State Examination ◽  
Difficulty Level ◽  
Relative Difficulty ◽  
Epidemiological Surveys ◽  
Alternative Procedures ◽  
State Examination

SynopsisAlternative procedures for coding nonresponse on the Mini-Mental State Examination (as error or as correct) results in different classification of 13% of a random sample of 1931 subjects aged 60 and over. Comparison of responders' and nonresponders' ability to perform activities of daily living, and examination of the relative difficulty level of omitted items indicates that, in epidemiological surveys, scoring nonresponse as error is more likely to be correct.

The Effect of Pitch and Rhythm Difficulty on Vocal Sight-Reading Performance

2011 ◽  
Vol 59 (1) ◽  
pp. 72-84 ◽  
Author(s):  
Michele L. Henry
Keyword(s):  
High School ◽  
Reading Performance ◽  
Future Research ◽  
Sight Reading ◽  
Relative Difficulty ◽  
Pitch Accuracy ◽  
Rhythm Reading ◽  
Complex Skill ◽  
The Relationship ◽  
Musical Elements

Singing music at sight is a complex skill, requiring the singer to perform pitch and rhythm simultaneously. Previous research has identified difficulty levels for pitch and rhythm skills individually but not in combination. In this study, the author sought to determine the relationship between pitch and rhythm tasks occurring concurrently. High school singers ( N = 252) sang melodies with varying combinations of pitch and rhythm difficulty. Results indicate that pitch and rhythm skills retained their relative difficulty levels, regardless of the presence of other factors. Rhythmic success was significantly related to pitch success. Rhythm accuracy without pitch success occurred least frequently. Pitch accuracy without rhythm success occurred most frequently. Singers appeared to give priority to pitch over rhythm, performing pitch correctly at the expense of rhythmic accuracy. Singers with instrument/piano experience and singers with piano experience only scored significantly higher than did those with no instrument/piano training ( p < .05). Those with instrument and/or piano experience were more proficient at performing pitch and rhythm together than those without such experience. Implications for teachers include the necessity of emphasizing rhythmic continuity. Future research should explore the pitch and rhythm reading capabilities for instrumentalists, and singers’ ability to sight-read additional musical elements.

A Comparison of Prompts to Aid Rhythmic Sight-Reading of String Students

1989 ◽  
Vol 17 (2) ◽  
pp. 123-131 ◽  
Author(s):  
Rita S. Salzberg ◽  
Cecilia Chu Wang
Keyword(s):  
Sight Reading ◽  
String Students

The performance quality rating scale (PQRS): reliability, convergent validity, and internal responsiveness for two scoring systems

2014 ◽  
Vol 37 (3) ◽  
pp. 231-238 ◽  
Author(s):  
Rose Martini ◽  
Jorge Rios ◽  
Helene Polatajko ◽  
Timothy Wolf ◽  
Sara McEwen
Keyword(s):  
Convergent Validity ◽  
Rating Scale ◽  
Scoring Systems ◽  
Performance Quality ◽  
Quality Rating

scholarly journals Percentage of Unknown Vocabulary Words in Text as a Function of the Relative Difficulty of the text: Implications for Instruction

1994 ◽  
Vol 26 (4) ◽  
pp. 413-437 ◽  
Author(s):  
Ronald P. Carver
Keyword(s):  
Reading Ability ◽  
Reading Level ◽  
Difficulty Level ◽  
Trade Books ◽  
Relative Difficulty ◽  
The Difference ◽  
Unknown Words ◽  
The Relationship ◽  
Classroom Time ◽  
Similar Task

The relationship between the relative difficulty of passages and the number of unknown words in passages was investigated. In Study I, 219 students in Grades 3, 4, 5, and 6 were given 100-word passages sampled from textbooks and library books (trade books) and then asked to underline each word that they did not know. In Study II, 60 graduate students were given a similar task involving 120 passages at the following levels of difficulty: junior high, senior high, college, and graduate school. Relative difficulty (or relative easiness) was determined from the difference between a measure of the reading ability of the student in grade equivalent (GE) units and a measure of the difficulty level of the material in GE units. The results from both Study I and Study II can be summarized as follows: (a) when the material is relatively easy then close to 0% will be unknown basic words, (b) when the material is relatively hard, then 2% or more will be unknown basic words, and (c) when the difficulty of the material is matched closely to the ability of the reader, then around 1% will be unknown basic words. These findings do not support the theory that free reading results in large vocabulary growth because free reading is likely to involve relatively easy material that contains few, if any, unknown words. Indeed, these findings call into question the practice of devoting large amounts of classroom time to free reading if the purpose is to increase vocabulary or reading level.

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