The Effects of Temporal Action-Sound Congruence on Evaluations of Conductor Quality

Vision serves a fundamental role in the human experience of musical performance. In conducting, this particular heuristic influences both expressive and coordinative aspects of musical activity. Ensemble conductors present a special case of musical gesture, as their activities are coordinative rather than directly sound-producing. While the influence of vision on evaluations of musical expressivity has been well studied, less attention has been paid to the temporal aspect of conductors’ gestures. Given anecdotal observations of a flexibly congruent relationship between conductor gesture and ensemble response and the ability of entrainment to promote preference, we theorize that alterations to natural action-sound congruence in conductor-to-ensemble settings may influence evaluations of conductor quality. Naturalistic performance video of five conductors was left intact or adjusted to an audio- or video-lead condition by a percentage of each excerpt tempo (intact, ±15%, ±30%) and fully crossed into stimuli orders. Participants were asked to rate the quality of the conductor, the ensemble, and the performance overall using a Likert-type scale bound by “ poor” and “ excellent.” Our results indicate that any offset, whether audio- or video-led, resulted in a lower level of conductor quality than intact, unaltered performance. While our effect size was small (η p2 = .02), participant ratings reinforce the role of action-sound congruence on observers’ perceptions and overall evaluation of conductors’ activities.

Download Full-text

Reciprocal Teaching: A Review of the Research

Review of Educational Research ◽

10.3102/00346543064004479 ◽

1994 ◽

Vol 64 (4) ◽

pp. 479-530 ◽

Cited By ~ 299

Author(s):

Barak Rosenshine ◽

Carla Meister

Keyword(s):

Standardized Tests ◽

Effect Size ◽

Cognitive Strategies ◽

Reciprocal Teaching ◽

Future Research ◽

Journal Articles ◽

Unpublished Studies ◽

Comprehension Tests

Reciprocal teaching is an instructional procedure designed to teach students cognitive strategies that might lead to improved reading comprehension. The learning of cognitive strategies such as summarization, question generation, clarification, and prediction is supported through dialogue between teacher and students as they attempt to gain meaning from text. This article is a review of sixteen studies on reciprocal teaching, which include published studies found in journal articles and unpublished studies indexed in Dissertation Abstracts International. All the studies included in this review were quantitative in methodology. When standardized tests were used to assess comprehension, the median effect size, favoring reciprocal teaching, was .32. When experimenter-developed comprehension tests were used, the median effect size was .88. We also discuss the role of cognitive strategies in enhancing comprehension, the strategies that were most helpful, instructional approaches for teaching cognitive strategies, the quality of the dialogue during reciprocal teaching, and suggestions for future research and practice.

Download Full-text

Sound Recording As a Factor of Evolution of the Piano Performing Style in XX Century

OPERA MUSICOLOGICA ◽

10.26156/om.2021.13.4.004 ◽

2021 ◽

pp. 96-113

Author(s):

Т.П. Чванова

Keyword(s):

Digital Recording ◽

Sound Recording ◽

Piano Performance ◽

Sound Processing ◽

Computer Technologies ◽

Temporal Aspect ◽

Contemporary Performance ◽

High Standards

Роль звукозаписи как источника и катализатора изменений, произошедших в фортепианном исполнительстве в XX веке, мало исследована в отечественном музыкознании. Цель автора — восполнить данный пробел, раскрыв влияние звукозаписи на развитие фортепианного искусства. В центре внимания — репертуарные предпочтения, возможности и подходы исполнителей; анализ производится в рамках предложенной периодизации звукозаписи (ранней, классической, цифровой). В эпоху ранней звукозаписи трансформация исполнительских средств связана с временны´ м аспектом. Период классической звукозаписи характеризуется стремлением к идеальному исполнению в студии звукозаписи, что обусловлено технологическими открытиями в области обработки звука, становлением типа пианиста-интерпретатора и возникновением типа исполнителя-постмодерниста. Идеалы качества эпохи цифровой записи привели к формированию высоких стандартов концертных исполнений, а развитие компьютерных технологий — к появлению новых исполнительских техник. В статье представлены основные стилевые тенденции, возникшие под влиянием звукозаписи, обозначены основные проблемы современного исполнительства. The role of the sound recording as a source and catalyst of changes that took place in the piano performance in the XX century is researched rather little in the native musicology. The aim of the author is to fill this gap by examining the influence of the sound recording on the piano performing style. In the spotlight there are performing techniques, repertoire preferences and interpretative approaches which are analyzed within the framework of the suggested periodization of the sound recording — early, classical, digital. In the days of early sound recording, transformation of performing techniques is connected with the temporal aspect. The period of classical sound recording is characterized by the desire of an ideal performance in the studio of sound recording, owing to technological discoveries in the area of sound processing, and emergence of such types of musicians as pianist-interpreter and postmodern performer. The ideals of quality of the era of digital recording led to formation of high standards in concert performance, and development of computer technologies created new performing techniques. The article presents the main stylistic trends which appeared under the influence of sound recording, and outlines the main problems of the contemporary performance.

Download Full-text

Cognitive Health Counseling 40+

Zeitschrift für Gesundheitspsychologie ◽

10.1026/0943-8149/a000085 ◽

2013 ◽

Vol 21 (1) ◽

pp. 24-33 ◽

Cited By ~ 1

Author(s):

Anne Eschen ◽

Franzisca Zehnder ◽

Mike Martin

Keyword(s):

Outcome Variable ◽

Pilot Phase ◽

Subjective Memory ◽

Cognitive Health ◽

Health Counseling ◽

Agents Of Change ◽

Main Outcome Variable ◽

Further Development

This article introduces Cognitive Health Counseling 40+ (CH.CO40+), an individualized intervention that is conceptually based on the orchestration model of quality-of-life management ( Martin & Kliegel, 2010 ) and aims at improving satisfaction with cognitive health in adults aged 40 years and older. We describe the theoretically deduced characteristics of CH.CO40+, its target group, its multifactorial nature, its individualization, the application of subjective and objective measures, the role of participants as agents of change, and the rationale for choosing participants’ satisfaction with their cognitive health as main outcome variable. A pilot phase with 15 middle-aged and six older adults suggests that CH.CO40+ attracts, and may be particularly suitable for, subjective memory complainers. Implications of the pilot data for the further development of the intervention are discussed.

Download Full-text