Effects of Two Listening Strategies for Melodic Dictation

2017 ◽  
Vol 65 (3) ◽  
pp. 347-359
Author(s):  
Nathan O. Buonviri
Keyword(s):  
High School ◽  
Test Scores ◽  
Repeated Measures ◽  
Music Majors ◽  
Aural Skills ◽  
Multiple Strategies ◽  
Significant Difference ◽  
Melodic Dictation ◽  
Within Subjects ◽  
Listening Strategies

The purpose of this research was to examine effects of two listening strategies on melodic dictation scores. Fifty-four undergraduate music majors completed short tonal melodic dictations in a within-subjects design with three conditions: (a) no specified strategy in the instructions, (b) required listening before writing, and (c) required writing while listening. The purpose of the first condition was to determine subjects’ preference for listening before writing or writing while listening prior to requiring each. Two repeated measures t tests revealed no significant difference in test scores between the second and third conditions and no significant difference in test scores between subjects’ demonstrated preferred strategy and nonpreferred strategy. Results corroborate prior research suggesting that both may be viable strategies for melodic dictation, each offering unique benefits to aural memory and musical comprehension. Implications for high school and college aural skills instructors include the need to offer students options for dictation strategies and help them choose when and how to use them. Students who have tried multiple strategies in practice and considered their relative benefits might be better prepared to make wise decisions during dictation.

Effects of Two Approaches to Rhythmic Dictation

2020 ◽  
Vol 68 (4) ◽  
pp. 469-481
Author(s):  
Nathan O. Buonviri
Keyword(s):  
Repeated Measures ◽  
Aural Skills ◽  
Common Task ◽  
Significant Difference ◽  
Component Skills ◽  
Melodic Dictation ◽  
Within Subjects ◽  
Potential Benefits ◽  
Baseline Preference ◽  
Listening Strategies

The purpose of this study was to investigate the effects of two listening strategies on rhythmic dictation scores. In a within-subjects design, 54 undergraduate music majors completed two-measure rhythmic dictations under each of three conditions: (a) no prescribed approach, (b) required listening before writing, and (c) required writing while listening. The first condition gauged participants’ baseline preference for the approach of the second or third condition. Repeated-measures t tests revealed a significant difference in test scores between the second and third conditions but no significant difference as a function of participants’ preferred strategy. Results suggest that some amount of simultaneous sketching may be helpful to students as they take dictation of rhythms, a common task in aural skills development both in and of itself and as a first phase of melodic dictation. Aural skills instructors should consider the potential benefits of sketching as an anchoring activity during dictation and discuss strategies explicitly with students. Helping high school and college students see how and why various strategies for dictation may be appropriate for particular task parameters can help them integrate component skills of listening, comprehension, and notation most effectively.

Effects of Silence, Sound, and Singing on Melodic Dictation Accuracy

2018 ◽  
Vol 66 (4) ◽  
pp. 365-374 ◽  
Author(s):  
Nathan O. Buonviri
Keyword(s):  
Test Scores ◽  
Significant Positive Correlation ◽  
The Other ◽  
Music Majors ◽  
Singing Accuracy ◽  
Testing Strategies ◽  
Significant Difference ◽  
Melodic Dictation ◽  
Technological Tools ◽  
Within Subjects

This study continues a line of inquiry testing strategies commonly used in melodic dictation. Undergraduate music majors ( N = 44) completed short tonal dictations in a within-subjects design to determine effects of silence, audible sounds, and singing on test scores. Participants scored significantly lower when required to sing the melody prior to notating it compared with either of the other conditions. In the singing condition, only 18% of participants sang all target melodies completely correctly, and a significant positive correlation was found between singing accuracy and dictation scores in that condition. In light of previous studies, these results suggest that singing may be a distraction during dictation and that if it is employed for memory reinforcement, it must be executed accurately. The lack of a significant difference in scores between the silent and audible sounds conditions, coupled with the finding that 82% of participants made audible sounds when allowed, suggests that silence should be maintained during dictation when necessary but that students should be allowed to make sounds when feasible. Technological tools could aid instructors in physically isolating students so they do not distract each other during dictation.

Sight-Singing Scores of High School Choristers with Extensive Training in Movable Solfège Syllables and Curwen Hand Signs

2008 ◽  
Vol 56 (3) ◽  
pp. 255-266 ◽  
Author(s):  
Alan C. McClung
Keyword(s):  
High School ◽  
Knowledge Base ◽  
Repeated Measures ◽  
The Other ◽  
Sight Singing ◽  
Repeated Measures Anova ◽  
Pedagogical Strategy ◽  
Extensive Training ◽  
Significant Difference ◽  
The Mean

Randomly chosen high school choristers with extensive training in solfège syllables and Curwen hand signs ( N = 38) are asked to sight-sing two melodies, one while using Curwen hand signs and the other without. Out of a perfect score of 16, the mean score with hand signs was 10.37 ( SD = 4.23), and without hand signs, 10.84 ( SD = 3.96). A repeated-measures ANOVA revealed no statistically significant difference, F(1, 37) = .573, p = .454. These findings support the results of five earlier studies; however, because earlier studies were limited to students who were minimally trained in movable solfège syllables and Curwen hand signs, this study expands the knowledge base. Relationships between performance scores and instrumental experience, class grade, sight-singing experience, and hand sign experience were also examined. A pedagogical strategy for linking Curwen hand signs with students' preferred modes of learning (especially the kinesthetic mode) is recommended.

Comparison of music stimuli to support mindfulness meditation

2019 ◽  
pp. 030573561987849 ◽  
Author(s):  
Abbey L Dvorak ◽  
Eugenia Hernandez-Ruiz
Keyword(s):  
Repeated Measures ◽  
Mindfulness Meditation ◽  
Analysis Of Covariance ◽  
Auditory Stimuli ◽  
Harmonic Progression ◽  
Repeated Measures Design ◽  
Significant Difference ◽  
Within Subjects ◽  
Mindful Attention Awareness Scale ◽  
Post Hoc

The purpose of this study was to compare the effectiveness of and preference for different auditory stimuli in supporting mindfulness meditation. Undergraduate non-musicians ( N = 57) listened to four different auditory stimuli guiding them in a mindfulness meditation: script only (i.e., Script), steady beat (i.e., Beat), beat and harmonic progression (i.e., Harmony), and beat, harmony, and melody (i.e., Melody). This study used a within-subjects repeated-measures design with the four conditions counterbalanced and randomized across participants. Participants rated responses using the Mindful Attention Awareness Scale (MAAS), completed the Absorption in Music Scale (AIMS), and ranked auditory stimuli according to preference and usefulness for mindfulness meditation. A repeated-measures analysis of covariance (ANCOVA) on the MAAS scores, using the AIMS as a covariate, indicated no statistically significant difference between auditory stimuli. However, with the AIMS removed, the analysis revealed significant differences between stimuli, indicating that levels of absorption in music may moderate participants’ responses to auditory stimuli for mindfulness meditation. Friedman analyses of variance (ANOVAs) and post hoc analyses indicated that participant rankings of usefulness and preference were significantly different among conditions, with the Melody and Harmony conditions ranked highest.

Effects of Active Versus Static Standing on Short-Duration Computer Task Performance, Postural Risks, Perceived Pain, Comfort and Fatigue

2017 ◽  
Vol 61 (1) ◽  
pp. 440-444
Author(s):  
Gourab Kar ◽  
Sanjay Guria ◽  
Kathryn S. Peditto ◽  
Jacqueline R. Callan ◽  
Andrea E. Fronsman ◽  
...  
Keyword(s):  
Task Performance ◽  
Short Duration ◽  
Repeated Measures ◽  
Entire Body ◽  
Significant Difference ◽  
Perceived Pain ◽  
Within Subjects ◽  
Computer Based ◽  
Rapid Entire Body Assessment ◽  
Computer Tasks

This study evaluated the effects of active versus static standing on short-duration computer task performance, postural risks and perceived pain, comfort and fatigue. A repeated measures, within-subjects study was conducted in which 16 participants performed 40 trials of a computer-based homing task in two active standing versus a static standing condition. Computer task performance was operationalized using mousing and typing speed as the measures; postural risk was evaluated using the Rapid Entire Body Assessment (REBA). Perceived scores for pain, comfort and fatigue were reported through a survey administered at baseline and after each standing task condition. Results suggest that for short-duration computer tasks, there was no significant difference in typing speed between active and static standing. However, mousing speed was significantly higher in static standing compared to a specific active standing condition. Overall levels of perceived pain, comfort and fatigue did not differ significantly between active and static standing.

An evaluation of the Missouri public high school personal finance course graduation requirement : is there a transfer of knowledge?

2012 ◽  
Author(s):  
◽  
James Simmerman
Keyword(s):  
High School ◽  
Treatment Group ◽  
Financial Literacy ◽  
Test Scores ◽  
Personal Finance ◽  
Control Group ◽  
Public High School ◽  
Graduation Requirement ◽  
Significant Difference ◽  
Post Test

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This researcher performed an evaluation of the Missouri public high school personal finance graduation requirement. Sophomore, junior, and senior students at a Missouri public high school were given a pre-test and post-test consisting of 31 questions related to financial literacy topics. The students consisted of treatment group that was completing a personal finance class and a control group of students taking other business classes. The testing instrument used was the Jumpstart Coalition Survey of Personal Financial Literacy and the 31 questions were broken into four sub-scores within the realm of financial literacy (income, money management, credit and spending, and savings and investing). The study showed that the treatment group had a statistically significant difference between the pre-test and post-test in the areas of money management, credit and spending as well as the overall score with the post-test scores being higher than the pre-test scores. There was also a statistically significant difference in the knowledge gained between the treatment group and the control group in the area of credit and spending as well as the overall score. There were no statistically significant differences in knowledge gained found in the demographic areas of gender, socioeconomic status (measured by how students paid for lunch), or grade level. These findings help support the idea that the current personal finance class is working across all demographics in most areas of financial literacy and could be implemented as a model for other school districts. Future research in this area should consider various items such as expanding the sample base, performing a longitudinal study, and considering the effects of age on one's ability to comprehend financial knowledge.

Sleep Efficiency and Overreaching in Swimmers

2003 ◽  
Vol 12 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Sean P. Wall ◽  
Carl G. Mattacola ◽  
C. Buz Swanik ◽  
Susan Levenstein
Keyword(s):  
High School ◽  
Repeated Measures ◽  
Outcome Measure ◽  
Sleep Efficiency ◽  
Main Outcome Measure ◽  
Type Design ◽  
Significant Difference ◽  
The Difference

Context:Overreaching can be beneficial, but there is a risk of overtraining.Objective:To investigate the difference in sleep efficiency between overreached and nonover-reached swimmers.Design:Repeated-measures, between-subjects. Swimmers were determined to be overreaching if 2 or more of their consecutive weekly swim times increased by 5% or more from baseline.Participants:9 competitive high school and university sprinter swimmers.Intervention:24-h wrist actigraph.Main Outcome Measure:Sleep efficiency as measured by the actigraph.Results:There was a significant difference in sleep efficiency on night 1 between the overreached and nonoverreached swimmers (P = .008), as well as in their times after averaging over all 5 trials and adjusting for baseline (P = .016). By the fourth swim trial, the overreached swimmers had significantly slower swim times than those of the nonoverreached swimmers (P = .001).Conclusions:Sleep efficiency shows potential as an objective, noninvasive predictor and monitor of overreaching in swimmers.

scholarly journals The Effect of Eight-Week Core Training Applied to High School Girls on Balance

2020 ◽  
Vol 9 (1) ◽  
pp. 251
Author(s):  
Tufan Mustu ◽  
H. Tolga Esen
Keyword(s):  
High School ◽  
Repeated Measures ◽  
Female Students ◽  
School Level ◽  
Control Group ◽  
High School Level ◽  
Significant Difference ◽  
Post Test ◽  
Core Training ◽  
Experimental Group

The aim of this study is to search core exercise’s affect which is done regulary with female students for 8 weeks on students’ balance programs. 20 volunteer female participants who were students of Osman Nuri Yalman High school (ten of them were experimental group and ten of them were control group) were included in the study. In the survey, experimental method with pretest-posttest desing was used. Core exercise was applied on experimental group three days a week during 8 weeks on the other hand no exercise was done with control group. SPSS (Ver.20) packet program was used while analyzing data statistically. Before the analysis, normality distribution was determined by being used skewness-kurtosis and hitogram and significance level was controlled according to the greenhouse-geisser and two-way repeated measures of anova values. According to the results of the survey, significant difference was found between two groups’ pre-test–post-test balance values (F(2.69, 48.36) = 42.25, p < .05). The post-test balance values of the group in 8 directions increased significantly. When the pos-test balance values between the two groups were compared, the post- test balance values of the experimantal group participants were significantly higher than the control group participants (F(1.18) = 6.20, p < .05). Consequently; it can be said that core training applied to the high school level female students three days a week for 8 weeks can have a positive effect on balance performance.

The Relationship of Grade Placement to Programming Aptitude and Fortran Programming Achievement

1971 ◽  
Vol 2 (1) ◽  
pp. 44-48
Author(s):  
John W. Alspaugh
Keyword(s):  
High School ◽  
Test Scores ◽  
The Other ◽  
Instruction Time ◽  
High School Juniors ◽  
School Subjects ◽  
Significant Difference ◽  
Grade Placement ◽  
Relationship Of ◽  
The Relationship

This investigation to assess the influence of grade placement upon programming aptitude and FORTRAN programming achievement employed 2 groups of subjects equated on their high school Ohio Psychological Test scores. 1 group consisted of high school juniors and seniors, and the other group contained college juniors and seniors. A t-test revealed a significant difference in the IBM Programmer Aptitude Test scores for the 2 groups. By giving the high school subjects twice as much instruction time as the college students the anticipated difference in programming achievement was considerably reduced.

Effects of Verbal and Visual Feedback on Anticipation Timing

2013 ◽  
Vol 41 (7) ◽  
pp. 1133-1140
Author(s):  
Sadettin Kirazci
Keyword(s):  
High School ◽  
High School Students ◽  
Visual Feedback ◽  
Repeated Measures ◽  
Absolute Error ◽  
School Students ◽  
Variable Error ◽  
Timing Task ◽  
Significant Difference

My purpose in this study was to examine the effect of verbal and visual feedback on an anticipation-timing task during a series of acquisition and retention trials. Participants were 48 high school students who were randomly assigned to visual-visual, visual-verbal, verbal-visual, and verbal-verbal conditions. I used a Bassin Anticipation Timer to measure coincidence-anticipation timing. Absolute error and variable error were calculated for 4 blocks of 10 trials in the acquisition phases, and 2 blocks of 10 trials in the retention phase to analyze the students' performances by repeated measures using ANOVA. The results indicated that there was no statistically significant difference among the groups in their performance of the task. Thus, it appears that, for facilitating anticipation timing, whether the feedback is visual or verbal may make no difference to learning or acquiring this skill.

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