Seeing Red: Effects of Practice Interventions on Woodwind Students’ Accuracy in Performing Articulation

2021 ◽  
pp. 875512332110494
Author(s):  
Laura A. Stambaugh ◽  
Carolyn J. Bryan
Keyword(s):  
Working Memory ◽  
Music Reading ◽  
Experimental Practice ◽  
Secondary Purpose ◽  
Retention Testing ◽  
Accurate Performance ◽  
Band Programs

Music reading is a central part of most band programs, yet research about music reading has rarely included articulation markings. The purpose of this study was to explore the effect of four experimental practice conditions to a control condition on woodwind players’ performance of slur, accent, and staccato markings. A secondary purpose was to examine the role of working memory in performing articulation. The practice conditions used visual and kinesthetic approaches: colored notation, tracing over articulation marks, and speaking syllables. University woodwind players ( N = 26) practiced short etudes on 1 day, and they returned approximately 24 hours later for retention testing. Participants’ working memory was strongly related to playing articulation on the first day of practice. Woodwind players prioritized playing slurs over accents and staccatos, and there was some support for tracing with color to support accurate performance of articulation.

The role of working memory in blocked and interleaved grammar practice: Proceduralization of L2 syntax

2020 ◽  
pp. 136216882091398 ◽  
Author(s):  
Yuichi Suzuki ◽  
Satoko Yokosawa ◽  
David Aline
Keyword(s):  
Working Memory ◽  
English Learners ◽  
Relative Clause ◽  
Training Session ◽  
Practice Schedules ◽  
Practice Group ◽  
Accurate Performance ◽  
Picture Description ◽  
Multiple Skills

Prior research showed that interleaved practice (studying multiple skills at once) is more effective than blocked practice (studying only one skill at a time). This study aims to replicate the benefits of interleaved practice on the proceduralization of second language (L2) syntax and further examines the role of working memory (WM) in different practice schedules. Sixty English learners studied five types of relative-clause constructions under either blocked- or interleaved-practice conditions. The blocked-practice group engaged in systematic form-focused speaking practice with exemplars blocked by syntactic category, while the interleaved-practice group received mixed exemplars from the different categories. The proceduralization of grammatical knowledge was measured by analysing the accuracy and speed indices from a picture description test, which was administered immediately and one week after the training session. Learners’ WM capacity was measured using a listening-span task. Results showed that interleaved practice led to more accurate performance on both immediate and delayed posttests than blocked practice. The advantage of interleaved practice was less pronounced for the speed dimension of performance. Furthermore, interleaved practice facilitated skill development regardless of learners’ WM capacity, whereas in the blocked-practice condition, learners with higher WM capacity benefited more than those with lower WM capacity in speeding up of relative clause use, which presumably reflects the proceduralization–automatization stage.

Working Memory and Number Sense as Predictors of Mathematical (Dis-)Ability

2015 ◽  
Vol 223 (2) ◽  
pp. 102-109 ◽  
Author(s):  
Evelyn H. Kroesbergen ◽  
Marloes van Dijk
Keyword(s):  
Working Memory ◽  
Learning Disabilities ◽  
Spatial Working Memory ◽  
Number Sense ◽  
Mathematical Learning ◽  
Visual Spatial ◽  
Mathematical Learning Disabilities ◽  
Visual Spatial Working Memory ◽  
And Mathematics

Recent research has pointed to two possible causes of mathematical (dis-)ability: working memory and number sense, although only few studies have compared the relations between working memory and mathematics and between number sense and mathematics. In this study, both constructs were studied in relation to mathematics in general, and to mathematical learning disabilities (MLD) in particular. The sample consisted of 154 children aged between 6 and 10 years, including 26 children with MLD. Children performing low on either number sense or visual-spatial working memory scored lower on math tests than children without such a weakness. Children with a double weakness scored the lowest. These results confirm the important role of both visual-spatial working memory and number sense in mathematical development.

Working Memory Capacity and a Notorious Brain Teaser

2006 ◽  
Vol 53 (2) ◽  
pp. 123-131 ◽  
Author(s):  
Wim De Neys ◽  
Niki Verschueren
Keyword(s):  
Working Memory ◽  
Secondary Task ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Task Load ◽  
Normative Reasoning ◽  
Monty Hall Dilemma ◽  
Monty Hall ◽  
Memory Resources

Abstract. The Monty Hall Dilemma (MHD) is an intriguing example of the discrepancy between people’s intuitions and normative reasoning. This study examines whether the notorious difficulty of the MHD is associated with limitations in working memory resources. Experiment 1 and 2 examined the link between MHD reasoning and working memory capacity. Experiment 3 tested the role of working memory experimentally by burdening the executive resources with a secondary task. Results showed that participants who solved the MHD correctly had a significantly higher working memory capacity than erroneous responders. Correct responding also decreased under secondary task load. Findings indicate that working memory capacity plays a key role in overcoming salient intuitions and selecting the correct switching response during MHD reasoning.

The role of working memory in metacognition

2009 ◽  
Author(s):  
Mariana V. C. Coutinho ◽  
Joshua S. Redford ◽  
Justin J. Couchman ◽  
J. David Smith
Keyword(s):  
Working Memory
Sign in / Sign up

Export Citation Format

Share Document