Effects of Verbal Corrections on Student Attitude and Performance

1998 ◽  
Vol 46 (4) ◽  
pp. 482-495 ◽  
Author(s):  
Robert A. Duke ◽  
Jacqueline C. Henninger
Keyword(s):  
Student Performance ◽  
Negative Feedback ◽  
Music Performance ◽  
Sixth Grade ◽  
Sesame Street ◽  
Performance Goal ◽  
Experimental Conditions ◽  
And Performance ◽  
Time Required ◽  
Corrective Information

The present study was designed to compare the effects of negative feedback statements and specific directives in music performance instruction. Twenty-five college undergraduates and 25 fifth- and sixth-grade students were taught by rote to play on soprano recorder an accompaniment part to the theme to Sesame Street. All subjects were taught in individual lessons by the same teacher. In approximately half the lessons at each age level, the teacher communicated corrective information through negative feedback statements. In the remaining lessons, the teacher communicated corrective information through specific directives. Results indicate that subjects' attitudes and performance achievement were unaffected by the experimental conditions. All subjects expressed positive attitudes about the experience, and the time required to reach the final performance goal and the quality of student performance were not different between the group receiving negative feedback and the group receiving directives.

A Comparison of Teacher and Student Perspectives of Tasks and Feedback

1997 ◽  
Vol 16 (4) ◽  
pp. 388-400 ◽  
Author(s):  
Bonnie L. Tjeerdsma
Keyword(s):  
Student Performance ◽  
Task Difficulty ◽  
Sixth Grade ◽  
Sources Of Information ◽  
Stimulated Recall ◽  
Expected Performance ◽  
Sixth Grade Students ◽  
And Performance ◽  
Performance Perceptions ◽  
Stimulated Recall Interviews

The purpose of this study was to directly compare teacher and student expectations for task difficulty and performance, perceptions of actual task difficulty, perceptions of student performance and effort, and perceptions of teacher feedback. Stimulated recall interviews following a 14-lesson volleyball unit were conducted with 8 sixth-grade students and their physical education teacher. The results revealed little congruency between student and teacher perspectives of task difficulty or perceptions of student performance and effort. The students and the teacher agreed the most on expected performance level and the least on perceptions of effort. Such differences in perspectives may be partially explained by the sources of information used by the teacher and students to form their expectations and perceptions. There was somewhat higher agreement between the teacher and students on the purpose of and affective reactions to skill-related feedback.

Preparation of a Public Piano Performance: The Relation between Practice and Performance

1998 ◽  
Vol 2 (1) ◽  
pp. 67-94 ◽  
Author(s):  
Andreas C. Lehmann ◽  
K. Anders Ericsson
Keyword(s):  
Music Performance ◽  
Task Demands ◽  
Subjective Ratings ◽  
Public Performance ◽  
Piano Performance ◽  
Preparation Time ◽  
Experimental Conditions ◽  
Preparation Period ◽  
And Performance ◽  
Practice Time

This study investigated an expert pianist's nine-month preparation for a public music performance (recital) through the collection of practice diaries and MIDI recordings of the eight scheduled pieces. Recordings were made under the experimentally varied conditions of solitary performance and public performance. The practice diaries revealed that the expert (an advanced student performer) allocated practice time consistently across the entire preparation period and tended to use mornings to practice the pieces perceived as being more difficult. Total preparation time for each of the pieces could be predicted on the basis of the pianist's subjective ratings of complexity and independent ratings of complexity given by other experts. An analysis of the performance data showed that, near the time of the recital, variability in performance tempo was large between pieces but very small for multiple renditions of the same piece, even under the different experimental conditions. Thus, to attain a highly reproducible public performance, the expert allocated practice time in response to task demands and engaged in specific preparations that would safeguard the performance against unexpected problems.

Rancang Bangun Alat Olahan Minyak Kelapa

2016 ◽  
Vol 10 (1) ◽  
pp. 70-77
Author(s):  
Jantri Sirait ◽  
Sulharman Sulharman
Keyword(s):  
Electric Motor ◽  
Performance Test ◽  
Production Capacity ◽  
Coconut Oil ◽  
Heating Time ◽  
Design Tool ◽  
Coconut Milk ◽  
Heating Process ◽  
And Performance ◽  
Time Required

Has done design tool is a tool of refined coconut oil coconut grater, squeezer coconut milk and coconut oil heating, with the aim to streamline the time of making coconut oil and coconut oil increase production capacity. The research method consists of several stages, among others; image creation tool, procurement of materials research, cutting the material - the material framework of tools and performance test tools. The parameters observed during the performance test tools is time grated coconut, coconut milk bleeder capacity, the capacity of the boiler and the heating time of coconut oil. The design tool consists of three parts, namely a tool shaved coconut, coconut milk wringer and coconut milk heating devices. Materials used for the framework of such tools include iron UNP 6 meters long, 7.5 cm wide, 4 mm thick, while the motor uses an electric motor 0.25 HP 1430 rpm and to dampen the rotation electric motor rotation used gearbox with a ratio of round 1 : 60. the results of the design ie the time required for coconut menyerut average of 297 seconds, coconut milk wringer capacity of 5 kg of processes and using gauze pads to filter coconut pulp, as well as the heating process takes ± 2 hours with a capacity of 80 kg , The benefits of coconut oil refined tools are stripping time or split brief coconut average - average 7 seconds and coconut shell can be used as craft materials, processes extortion coconut milk quickly so the production capacity increased and the stirring process coconut oil mechanically.ABSTRAKTelah dilakukan rancang bangun alat olahan minyak kelapa yaitu alat pemarut kelapa, pemeras santan kelapa dan pemanas minyak kelapa, dengan tujuan untuk mengefisiensikan waktu pembuatan minyak kelapa serta meningkatkan kapasitas produksi minyak kelapa. Metode penelitian terdiri dari beberapa tahapan antara lain; pembuatan gambar alat, pengadaan bahan-bahan penelitian, pemotongan bahan - bahan rangka alat dan uji unjuk kerja alat. Parameter yang diamati pada saat uji unjuk kerja alat adalah waktu parut kelapa, kapasitas pemeras santan kelapa, kapasitas tungku pemanas serta waktu pemanasan minyak kelapa. Rancangan alat terdiri dari tiga bagian yaitu alat penyerut kelapa, alat pemeras santan kelapa dan alat pemanas santan kelapa. Bahan yang dipergunakan untuk rangka alat tersebut  yaitu besi UNP panjang 6 meter, lebar 7,5 cm, tebal 4 mm, sedangkan untuk motor penggerak menggunakan motor listrik 0,25 HP 1430 rpm dan untuk meredam putaran putaran motor listrik dipergunakan gearbox  dengan perbandingan putaran 1 : 60. Hasil dari rancangan tersebut yaitu waktu yang dibutuhkan untuk menyerut kelapa rata-rata 297 detik, kapasitas alat pemeras santan kelapa 5 kg sekali proses dan menggunakan kain kassa untuk menyaring ampas kelapa, serta Proses pemanasan membutuhkan waktu ± 2 jam dengan kapasitas 80 kg. Adapun keunggulan alat olahan minyak kelapa ini adalah waktu pengupasan atau belah kelapa singkat rata – rata 7 detik dan tempurung kelapa dapat digunakan sebagai bahan kerajinan, proses pemerasan santan kelapa cepat sehingga kapasitas produksi meningkat dan proses pengadukan minyak kelapa secara mekanis. Kata kunci : penyerut, pemeras, pemanas,minyak kelapa,olahan minyak kelapa.

STEREOTYPE THREAT AND STEREOTYPE LIFT: THE CASE OF 10 YEAR OLD GIRLS AND BOYS

2016 ◽  
Vol 12 (4) ◽  
pp. 21-32
Author(s):  
Anna Kwiatkowska ◽  
Małgorzata Mróz
Keyword(s):  
Stereotype Threat ◽  
Cognitive Performance ◽  
Significant Interaction ◽  
Self Esteem ◽  
The Self ◽  
Experimental Conditions ◽  
Significant Interaction Effect ◽  
Significant Drop ◽  
Stereotype Lift ◽  
And Performance

The aim of this study was to examine the effects of stereotypical and counter-stereotypicalinformation on the self-esteem and cognitive performance of 10-year-old children. Our sampleconsisted of 37 girls and 37 boys. Children were presented with 10 “mathematical” puzzles in threeexperimental conditions: stereotypical (boys are better), counter-stereotypical (girls are better), andthe control condition (no particular information). Self-esteem was measured using a non-verbaltask. The results showed a significant interaction effect of “condition x sex” on self-esteem andperformance. Girls revealed no significant differences between control and experimental conditions,while boys showed a significant drop in self-esteem and performance in the counter-stereotypicalcondition as compared to the control condition and a significant lift in self-esteem and performancein the stereotypical condition as compared to the control condition.

scholarly journals The Influence of Video Format on Engagement and Performance in Online Learning

2021 ◽  
Vol 11 (2) ◽  
pp. 128
Author(s):  
Sergej Lackmann ◽  
Pierre-Majorique Léger ◽  
Patrick Charland ◽  
Caroline Aubé ◽  
Jean Talbot
Keyword(s):  
Student Performance ◽  
Cognitive Engagement ◽  
Emotional Engagement ◽  
Emotional States ◽  
Lecture Capture ◽  
Improved Performance ◽  
And Performance ◽  
Subject Experiment ◽  
The Impact ◽  
Video Format

Millions of students follow online classes which are delivered in video format. Several studies examine the impact of these video formats on engagement and learning using explicit measures and outline the need to also investigate the implicit cognitive and emotional states of online learners. Our study compared two video formats in terms of engagement (over time) and learning in a between-subject experiment. Engagement was operationalized using explicit and implicit neurophysiological measures. Twenty-six (26) subjects participated in the study and were randomly assigned to one of two conditions based on the video shown: infographic video or lecture capture. The infographic video showed animated graphics, images, and text. The lecture capture showed a professor, providing a lecture, filmed in a classroom setting. Results suggest that lecture capture triggers greater emotional engagement over a shorter period, whereas the infographic video maintains higher emotional and cognitive engagement over longer periods of time. Regarding student learning, the infographic video contributes to significantly improved performance in matters of difficult questions. Additionally, our results suggest a significant relationship between engagement and student performance. In general, the higher the engagement, the better the student performance, although, in the case of cognitive engagement, the link is quadratic (inverted U shaped).

Musical Informance

2021 ◽  
Author(s):  
Dave Headlam
Keyword(s):  
Music Theory ◽  
Information Age ◽  
Music Performance ◽  
The Internet ◽  
Leonard Bernstein ◽  
Recorded Music ◽  
Analytical Information ◽  
History Of ◽  
Presentation Formats ◽  
And Performance

The information age has pushed music performance into the era of music informance, in which information and performance are combined in an integrated way. The types of presentation formats and analytical information found in public music theory are ideal for music informance, and present-day explorations of informance on the Internet have a history of noted musical informants including Leonard Bernstein and Glenn Gould. In order to continue to be relevant and to thrive in our connected world, live and recorded music scenarios need to develop ever more innovative ways to enhance music performance with information effectively presented in music informance.

Stereotype threat, anxiety, instructor gender, and underperformance in women

2017 ◽  
Vol 18 (3) ◽  
pp. 213-229 ◽  
Author(s):  
Susan Kapitanoff ◽  
Carol Pandey
Keyword(s):  
Academic Performance ◽  
Stereotype Threat ◽  
Student Performance ◽  
Mathematics Anxiety ◽  
Role Model ◽  
Retention Rate ◽  
Specific Class ◽  
Female Role ◽  
Female Role Model ◽  
And Performance

Whatever their major, students are often required to take at least one course in statistics. After graduation, statistics is a key skill in numerous workplace settings. However, for many, it is a particularly difficult course. One factor that may play a role is the lingering misconception that women are not as good as men in mathematics subjects such as statistics. Belief in this gender stereotype can lead women to avoid taking this class and ultimately could contribute to their underrepresentation in many professions. Instructor gender may also be a factor that affects student performance. This study examined whether a female role model would reduce the detrimental effects of a gender/mathematics stereotype threat in women and improve their academic performance and retention rate. Several types of anxiety were measured to determine what aspects of anxiety might be most relevant to stereotype threat. For men, anxiety and performance were not related to the gender of their instructor or endorsement of the gender/mathematics stereotype. For women, mathematics anxiety and anxiety-about-the-specific-class were related to their endorsement of the stereotype. Having a female instructor initially led to higher rates of underperformance on the first examination among women as compared to men. Continued interaction with a female role model, however, reduced this deficit for women by the end of the semester. Understanding this process may help educators better prepare women for success in both academia and the professional world.

Caffeine counteracts the ergogenic action of muscle creatine loading

1996 ◽  
Vol 80 (2) ◽  
pp. 452-457 ◽  
Author(s):  
K. Vandenberghe ◽  
N. Gillis ◽  
M. Van Leemputte ◽  
P. Van Hecke ◽  
F. Vanstapel ◽  
...  
Keyword(s):  
Intermittent Exercise ◽  
Creatine Supplementation ◽  
Knee Extensors ◽  
Caffeine Intake ◽  
Resonance Spectroscopy ◽  
Experimental Conditions ◽  
Before And After ◽  
And Performance ◽  
Exercise Fatigue ◽  
Voluntary Contractions

This study aimed to compare the effects of oral creatine (Cr) supplementation with creatine supplementation in combination with caffeine (Cr+C) on muscle phosphocreatine (PCr) level and performance in healthy male volunteers (n = 9). Before and after 6 days of placebo, Cr (0.5 g x kg-1 x day-1), or Cr (0.5 g x kg-1 x day-1) + C (5 mg x kg-1 x day-1) supplementation, 31P-nuclear magnetic resonance spectroscopy of the gastrocnemius muscle and a maximal intermittent exercise fatigue test of the knee extensors on an isokinetic dynamometer were performed. The exercise consisted of three consecutive maximal isometric contractions and three interval series of 90, 80, and 50 maximal voluntary contractions performed with a rest interval of 2 min between the series. Muscle ATP concentration remained constant over the three experimental conditions. Cr and Cr+C increased (P < 0.05) muscle PCr concentration by 4-6%. Dynamic torque production, however, was increased by 10-23% (P < 0.05) by Cr but was not changed by Cr+C. Torque improvement during Cr was most prominent immediately after the 2-min rest between the exercise bouts. The data show that Cr supplementation elevates muscle PCr concentration and markedly improves performance during intense intermittent exercise. This ergogenic effect, however, is completely eliminated by caffeine intake.

scholarly journals From Drug Literature Evaluation to Evidence-Based Medicine: Transforming the Focus of a First Year Pharmacy Curriculum

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Shannon Reidt ◽  
Keri Hager ◽  
James Beattie ◽  
Amy Pittenger ◽  
Maureen Smith ◽  
...  
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Evidence Based Medicine ◽  
Integrated Design ◽  
First Year ◽  
Evidence Based ◽  
And Performance ◽  
Pharmacy Curriculum ◽  
Based Medicine

This case study describes a longitudinal curricular sequence implemented to teach evidence-based medicine (EBM) skills. The longitudinal sequence is innovative in its approach, design, and assessment of EBM. This approach moves away from the conventional strategy of teaching drug information and drug literature evaluation as stand-alone courses and instead embraces the EBM Framework and its use in the context of authentic problem solving. The EBM Framework—Ask, Acquire, Appraise, and Apply—was used as the basis for defining seven EBM skills. These skills were targeted in the evidence-based, integrated design of 17 learning episodes delivered with eight faculty members through six courses in the first year. Student perceptions of relevance of EBM and performance on assessments and learning activities throughout the sequence suggest that integrating EBM across the first year of the curriculum is an effective strategy for teaching EBM skills. Three themes emerged from analysis of the data and experience, including the need for: a strong teaching team, a whole task approach with a focus on solving authentic problems, and care in interpreting the progression of assessments and patterns of student performance. Through instructor observations and peer review, the longitudinal sequence has been refined and has had an impact on the rest of the curriculum.   Type: Case Study

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