Meta-Analytic Evidence of the Criterion Validity of Gordon’s Music Aptitude Tests in Published Music Education Research

2019 ◽  
Vol 67 (2) ◽  
pp. 193-213 ◽  
Author(s):  
Josef Hanson
Keyword(s):  
Music Education ◽  
Music Aptitude ◽  
Journal Articles ◽  
Aptitude Tests ◽  
Affective Outcomes ◽  
Musical Engagement ◽  
Music Audiation ◽  
Study Heterogeneity ◽  
Data Points ◽  
Education Journal

This meta-analytic study examined the validity of Gordon’s music aptitude tests as predictors of other musical variables. The four tests analyzed were the Music Aptitude Profile (1965), Primary Measures of Music Audiation (1979), Intermediate Measures of Music Audiation (1982), and Advanced Measures of Music Audiation (1989). Separate analyses were performed for tonal, rhythm, and composite constructs of music aptitude. From 47 music education journal articles that met requirements for inclusion, 215 independent data points representing 6,086 participants were collapsed into an overriding set of five criterion categories: (a) aural perception, (b) achievement, (c) creativity, (d) affective outcomes, and (e) musical engagement. Moderators potentially affecting validity included audiation type, sampling method, grade level, criterion test type, and year of publication. Results revealed estimated true criterion-related validities of .45 (tonal), .46 (rhythm), and .53 (composite). Gordon’s music aptitude tests were consistently but not always strongly associated with many desirable musical outcomes. Analysis of correlations by subtest and criterion category produced mixed results, and high levels of between-study heterogeneity could not be explained through meta-regression moderator analysis.

Associations between two measures of music aptitude: Are the IMMA and the AMMA significantly correlated in a sample of 9- to 13-year-old children?

2016 ◽  
Vol 21 (4) ◽  
pp. 465-478 ◽  
Author(s):  
Franziska Degé ◽  
Hanne Patscheke ◽  
Gudrun Schwarzer
Keyword(s):  
Socioeconomic Status ◽  
Cognitive Abilities ◽  
Structural Model ◽  
Music Aptitude ◽  
Control Variables ◽  
Music Training ◽  
Aptitude Tests ◽  
Musical Aptitude ◽  
Music Audiation ◽  
Two Measures

The aim of this study was to correlate musical aptitude scores derived from two tests based on the same structural model for musical aptitude in a sample of 9- to 13-year-old children. We controlled for the influences of socioeconomic status (SES; measured by parents’ education), the amount of music lessons, and general cognitive abilities (i.e., IQ). The sample comprised 89 (46 girls) 9- to 13-year-old children. We applied two different tests by Edwin Gordon: Intermediate Measures of Music Audiation (IMMA) and Advanced Measures of Music Audiation (AMMA) to measure musical aptitude. As control variables, IQ, socioeconomic status, and amount of music training were assessed. A hierarchical multiple regression analysis revealed that the total score of the IMMA together with the control variables could not predict the total score of the AMMA. Furthermore, regression models for each of the subtests were also not significant. With respect to the control variables, we revealed an association between the IMMA and socioeconomic status as well as amount of music training. We conclude that even tests that are based on the same structural model of musical aptitude were not associated significantly. This might indicate problems of validity. Additionally, it seems to be difficult to assess musical aptitude independently of influences from music training and SES. Ultimately, this may support the notion that we still need valid musical aptitude tests for this particular age group.

scholarly journals Improving the discoverability, accessibility, and citability of omics datasets: a case report

2016 ◽  
Vol 24 (2) ◽  
pp. 388-393 ◽  
Author(s):  
Yolanda F Darlington ◽  
Alexey Naumov ◽  
Apollo McOwiti ◽  
Wasula H Kankanamge ◽  
Lauren B Becnel ◽  
...  
Keyword(s):  
Digital Object Identifier ◽  
Web Pages ◽  
Generation Model ◽  
Journal Articles ◽  
Digital Object ◽  
Gap Filling ◽  
Multiple Points ◽  
Metadata Enrichment ◽  
Data Points ◽  
Automated Processes

Although omics datasets represent valuable assets for hypothesis generation, model testing, and data validation, the infrastructure supporting their reuse lacks organization and consistency. Using nuclear receptor signaling transcriptomic datasets as proof of principle, we developed a model to improve the discoverability, accessibility, and citability of published omics datasets. Primary datasets were retrieved from archives, processed to extract data points, then subjected to metadata enrichment and gap filling. The resulting secondary datasets were exposed on responsive web pages to support mining of gene lists, discovery of related datasets, and single-click citation integration with popular reference managers. Automated processes were established to embed digital object identifier-driven links to the secondary datasets in associated journal articles, small molecule and gene-centric databases, and a dataset search engine. Our model creates multiple points of access to reprocessed and reannotated derivative datasets across the digital biomedical research ecosystem, promoting their visibility and usability across disparate research communities.

scholarly journals Explicit and implicit aptitude effects on second language speech learning: Scrutinizing segmental and suprasegmental sensitivity and performance via behavioural and neurophysiological measures

2018 ◽  
Vol 22 (5) ◽  
pp. 1123-1140 ◽  
Author(s):  
KAZUYA SAITO ◽  
HUI SUN ◽  
ADAM TIERNEY
Keyword(s):  
Second Language ◽  
Learning Experience ◽  
Music Aptitude ◽  
Neural Encoding ◽  
Aptitude Tests ◽  
Chinese Learners ◽  
Spectral Peaks ◽  
And Performance ◽  
The Uk ◽  
L2 Pronunciation

The current study examines the role of cognitive and perceptual individual differences (i.e., aptitude) in second language (L2) pronunciation learning, when L2 learners’ varied experience background is controlled for. A total of 48 Chinese learners of English in the UK were assessed for their sensitivity to segmental and suprasegmental aspects of speech on explicit and implicit modes via behavioural (language/music aptitude tests) and neurophysiological (electroencephalography) measures. Subsequently, the participants’ aptitude profiles were compared to the segmental and suprasegmental dimensions of their L2 pronunciation proficiency analyzed through rater judgements and acoustic measurements. According to the results, the participants’ segmental attainment was associated not only with explicit aptitude (phonemic coding), but also with implicit aptitude (enhanced neural encoding of spectral peaks). Whereas the participants’ suprasegmental attainment was linked to explicit aptitude (rhythmic imagery) to some degree, it was primarily influenced by the quality and quantity of their most recent L2 learning experience.

Researching the musical lifecourse in music therapy, community music and music education: Unique roles, convergences and blurring of philosophies and practices

2021 ◽  
Vol 14 (1) ◽  
pp. 21-40 ◽  
Author(s):  
Valerie Peters ◽  
Deborah Seabrook ◽  
Lee Higgins
Keyword(s):  
Music Education ◽  
Music Therapy ◽  
Research Methods ◽  
Well Being ◽  
Community Music ◽  
Multiple Perspectives ◽  
Musical Engagement ◽  
Different Populations ◽  
Methodological Approaches ◽  
Health And Well Being

This article presents a diversity of approaches and a heterogeneity of research methods used, where the aim is to contribute to understandings of how musical engagement across the lifecourse may foster health and well being. Multiple perspectives and methodological approaches located in the disciplines of music therapy, community music and music education will be described, including identifying affordances and constraints associated with documenting lifelong and lifewide musical pathways. The research presented examines how lifelong musical engagement in different contexts might contribute to health and well being for different populations. The authors describe and situate their disciplines, present different methodological approaches that might contribute to lifecourse research in music and provide examples of particular projects.

Parenting Musically

2019 ◽  
Author(s):  
Lisa Huisman Koops
Keyword(s):  
Music Education ◽  
Community Members ◽  
Musical Development ◽  
Media Messages ◽  
Musical Interactions ◽  
Musical Engagement ◽  
Intuitive Parenting ◽  
Education Psychology

Parents use music in family life to accomplish practical tasks, make relational connections, and guide their children’s musical development. Parenting Musically portrays the musicking of eight diverse Cleveland-area families in home, school, and community settings. Family musical interactions are analyzed using the concepts of musical parenting (actions to support a child’s musical development) and parenting musically (using music to accomplish extramusical parenting goals), arguing the importance of recognizing and valuing both modes. An additional construct, practical~relational musicking, lends nuance to the analysis of family musical engagement. Practical musicking refers to musicking for a practical purpose, such as learning a scale or passing the time in a car; relational musicking is musicking that deepens relationships with self, siblings, parents, or community members, such as a grandmother singing to her grandchildren via FaceTime as a way to feel connected. Families who embraced both practical and relational musicking expressed satisfaction in long-term musical involvement. Weaving together themes of conscious and intuitive parenting, the rewards and struggles of musical practice, the role of mutuality in community musicking, and parents’ responses to media messages surrounding music and parenting, the discussion incorporates research in music education, psychology, family studies, and sociology. This book serves to highlight the multifaceted nature of families’ engagement in music; the author urges music education practitioners and administrators to consider this diversity of engagement when approaching curricular decisions.

Talent as Giftedness

2002 ◽  
Author(s):  
Joanne Haroutounian
Keyword(s):  
Wolfgang Amadeus Mozart ◽  
Mathematical Reasoning ◽  
Natural Sciences ◽  
Early Age ◽  
Music Aptitude ◽  
Aptitude Tests ◽  
Plastic Arts ◽  
Younger Age ◽  
Gain Media

Wolfgang Amadeus Mozart began composing at the age of four. He toured as a prodigy for three years before the age of ten, astounding audiences with his ability to perform on the harpsichord, voice, organ, and violin. He would compose on sight in different styles and on different instruments. He could “most accurately name from a distance any notes that may be sounded for him either singly or in chords, on the clavier or on every imaginable instrument, including bells, glasses, and clocks.” When his father was recovering from an illness, eight-year-old Wolfgang was not allowed to play the piano. He filled his time by composing his first symphony (K.16) for all instruments of the orchestra. When we hear the word “gifted” in connection with music, the musical prodigy immediately comes to mind. The arguments of recognizing talent through performance, creative endeavors, or music aptitude tests seem incidental in comparison to the possibilities and accomplishments of the musical prodigy. There is no question that these young musicians show incredible levels of musical talent, often exhibiting musical capabilities equal to those of a highly trained adult. Mozart remains the preeminent example of the prodigy, described by his father and teacher as a “God-given miracle,” knowing “in his eighth year what one would expect from a man of forty. Indeed, only he who sees him can believe it.” A prodigy is a child who displays extraordinary talent at an early age. Prodigies occur most often in the field of music, exceeding the total of all other fields combined. Musical prodigies show outstanding abilities at a younger age than other prodigies, with some as young as three or four years old. The field of chess is a distant second place in number, with prodigious achievement often seen at five or six years of age. Relatively few prodigies are identified in the natural sciences, philosophy, dance, or plastic arts. Even the field of mathematics, whose young calculating wonders gain media recognition, have few true prodigies capable of original mathematical reasoning prior to their teen years. The literature offers differing opinions concerning age and prodigious talent.

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