Effects of Tone-Quality Conditions on Perception and Performance of Pitch among Selected Wind Instrumentalists

2000 ◽  
Vol 48 (3) ◽  
pp. 222-236 ◽  
Author(s):  
Michael D. Worthy
Keyword(s):  
High School ◽  
Paired Comparisons ◽  
Performance Task ◽  
Performance Tasks ◽  
Perception Task ◽  
Wind Instrumentalists ◽  
Tone Quality ◽  
Comparison Results ◽  
And Performance ◽  
A Performance

The purpose of this study was to assess the effects of changes in tone quality on the perception of pitch and to determine the extent to which the same tone-quality conditions would affect the performance of pitch. The experiment was conducted in two segments: a perception task that involved judgments of paired comparisons of tones, and a performance task that involved tone matching. High school and university wind instrumentalists participated in perception and performance tasks that were similar to provide a basis for comparison. Results indicated that tone-quality conditions had significant effects on the perception and performance of pitch. Subjects judged “bright” tones “brighter” in tone quality and sharper in pitch than reference tones and performed sharp when matching “bright” stimuli. Subjects judged “dark” tones “darker” in tone quality and flatter in pitch than reference tones and performed flat when matching “dark ” stimuli.

scholarly journals Assertiveness and Performance Tasks

2020 ◽  
Vol 8 (2) ◽  
pp. 143
Author(s):  
Jerald C. Moneva ◽  
Nicole G. Bolos
Keyword(s):  
High School ◽  
High School Students ◽  
Statistical Treatment ◽  
School Students ◽  
Performance Task ◽  
Chi Square ◽  
Performance Tasks ◽  
Chi Square Test ◽  
Independent Variable ◽  
And Performance

Assertiveness is defined as a behavior in which an individual is confident and can express thoughts, feelings, and opinion in direct honest way. Whereas, performance task pertains to an activity which students are asked to perform or demonstrate their understanding. This study aims to assess the association between assertiveness as independent variable, and level of performance task as dependent variable using descriptive correlation design. The respondents are the senior high school students of Jagobiao National High School. Checklist is used as research instrument of the study. The data are analyzed through Chi-square test as statistical treatment. The result of this study shows that Jagobiao National High School students have high correlation between the two variables. To simplify the idea, level of assertiveness can influence the students’ performance in school.

scholarly journals A generalizability Analysis: The reliability of measurements: “Let’s circuit electric”Bir genellenebilirlik kuramı analizi: Değerlendirmede kullanılan ölçme araçlarının güvenirliği “Haydi Elektriği İletelim”

2019 ◽  
Vol 16 (1) ◽  
pp. 370
Author(s):  
Gülşah Başol ◽  
Banu Şevran
Keyword(s):  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Cronbach’S Alpha ◽  
Performance Task ◽  
Performance Tasks ◽  
Structured Grid ◽  
Cronbach's Alpha ◽  
And Performance ◽  
A Performance

The study’s purpose was to compare the results of G&K studies of some measurement instruments, used in the current study and also check their reliability. These are a multiple-choice test, a structured grid, and a performance task applied for measuring students’ performance. It is based on Generalizability Theory (GT). The population was the 6th grade students in Antalya, a city in the Mediterranian area in Turkey. During the 2014-2015 school years, forty students (23 girls and 17 boys) from two 6th grade classes randomly selected from two middle schools. The first author was the instructor and it took a month to teach “Let’s Circuit Electricity” unit in a regular classroom environment. For the study’s purpose, a multiple-choice test, a structured grid, and a performance task, developed by the researchers, were utilized to measure students’ achievement in each. The structured grids and performance tasks were graded by three teachers. According to the findings, KR-20 reliability coefficient of the multiple-choice test was .68; while G coefficient .68 and Phi (Φ) coefficients was .64. The Cronbach’s Alpha coefficients for structured grid and G coefficient were .96 and .91, respectively whereas Phi (Φ) coefficient was as .83. Cronbach’s Alpha coefficient for performance task was found as .89; G coefficient as .89, and Phi (Φ) coefficient as .86. According to the results of decision studies, variation of G and Phi coefficient for all three measurements were in line. We also found that three graders’ results were consistent with each other for the structured grid and performance tasks’ grading results. Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetAraştırmanın amacı; Genellenebilirlik Kuramını kullanarak öğrenci performansının ölçülmesi amacıyla kullanılan çoktan seçmeli test, yapılandırılmış grid ve performans görevinin Genellenebilirlik (G) ve Karar (K) çalışmalarının yapılarak, sonuçların karşılaştırılmasıdır. Araştırma evrenimiz 2014-2015 eğitim-öğretim yılında Antalya’da öğrenim görmekte olan ortaokul altıncı sınıf öğrencilerini kapsamaktadır. Araştırma çalışma grubu ise Antalya’da iki farklı okuldan rastgele seçilen birer altıncı sınıf şubesinde öğrenim gören 23’ü kız 17’si erkek toplam 40 öğrenciden oluşmaktadır. Elektriği İletelim ünitesi üç haftada araştırmanın birinci yazarı tarafından normal sınıf ortamında işlenmiş; veri toplama aracı olarak araştırmacılar tarafından geliştirilen çoktan seçmeli test, yapılandırılmış grid ve bir performans görevi çalışma grubundaki öğrencilere uygulanmıştır. Bunların değerlendirilmesinde üç puanlayıcının görüşüne başvurulmuştur. Sonuçlara göre çoktan seçmeli testin, G katsayısı .68, Phi (Φ) katsayısı ise .64 bulunmuştur. Yapılandırılmış gridin G katsayısı .91, Phi (Φ) katsayısı ise .83 bulunmuştur. Performans görevi sonuçlarına bakıldığında, G katsayısı .89, Phi (Φ) katsayısının ise .86 şeklinde olduğu görülmüştür. Karar çalışmaları sonucuna göre, üç araç için de elde edilen G ve Phi katsayılarının değişiminin paralellik göstermektedir. Ek olarak yapılandırılmış grid ve performans görevinin değerlendirme sonuçlarının üç puanlayıcı için paralellik gösterdiği de bulgularımız arasındadır. 

scholarly journals Performance Tasks as Mediation to Communicating in English and as Enhancing Language Learner Engagement

2020 ◽  
Author(s):  
Saeko Toyoshima
Keyword(s):  
English Language Learners ◽  
English Learners ◽  
Language Learner ◽  
Learning Motivation ◽  
Target Language ◽  
Performance Task ◽  
Learner Engagement ◽  
Performance Tasks ◽  
Research Perspective ◽  
A Performance

<p>This paper discusses whether technology-based performance tasks could become a mediator to communicating in English and enhance language learner engagement. The present study investigated how low-proficiency Japanese English-language learners could change their attitude toward communication in their target language by completing a performance task involving making and presenting a digital portfolio. Such students should need to mediate between themselves linguistically and contextually when completing a performance task for communication. The study adapted two types of questionnaires: open-ended questions about the performance task and four Likert-type questions about L2 learning motivation. Twenty-five students completed the questionnaires. The present study asked the students to answer each questionnaire twice, once at the end of the first semester and once at the end of the second semester. The data from the open-ended questions were analyzed qualitatively from a phenomenological research perspective, while the data collected from the four Likert-type questions were statistically analyzed. The students’ comments on the task showed that they positively engaged in the performance task throughout the two semesters by reflecting on themselves as English learners, with some difficulty mediating themselves in L1 and L2. However, the results of the Likert-type questionnaire suggested that such positive engagement would not necessarily lead to simultaneous English learning motivation. The results indicate that the task might become a “headstream” of directed motivational current (DMC) for the students.</p>

scholarly journals Peer Influence and Performance Task of Senior High School Students

2020 ◽  
Vol 16 (1) ◽  
pp. 76
Author(s):  
Jerald C. Moneva ◽  
Fatima Legaspino
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Success ◽  
Peer Influence ◽  
Peer Group ◽  
Learning Activity ◽  
Low Grade ◽  
School Students ◽  
Performance Task ◽  
Performance Tasks

The Peer group is composed of equal status, where students within a given peer group are of the same age and have the same social status. The performance task is any learning activity or assessment that asks students to perform to demonstrate their knowledge, understanding, and proficiency. Performance tasks as part of the student’s performance in school, probably this might be influenced by peers of the students.  The study used a descriptive design to determine the influence of peer on the performance task of the students. A total of 243 Senior High students of Jagobiao National High School answered the Likert scale questionnaire, an instrument used by the researcher to conduct the study. The study used weighted mean and chi-square to determine whether peer influence has an association with students’ performance tasks. The results show that peers can influence students’ performance tasks. It was shown in the study that students get a low grade from skipping classes together with their peers. The study concluded that there is an association between peer influence and academic performance of the students. Therefore, peer plays a big role in student’s academic engagement and academic success.

scholarly journals Performance Tasks as Mediation to Communicating in English and as Enhancing Language Learner Engagement

2020 ◽  
Author(s):  
Saeko Toyoshima
Keyword(s):  
English Language Learners ◽  
English Learners ◽  
Language Learner ◽  
Learning Motivation ◽  
Target Language ◽  
Performance Task ◽  
Learner Engagement ◽  
Performance Tasks ◽  
Research Perspective ◽  
A Performance

<p>This paper discusses whether technology-based performance tasks could become a mediator to communicating in English and enhance language learner engagement. The present study investigated how low-proficiency Japanese English-language learners could change their attitude toward communication in their target language by completing a performance task involving making and presenting a digital portfolio. Such students should need to mediate between themselves linguistically and contextually when completing a performance task for communication. The study adapted two types of questionnaires: open-ended questions about the performance task and four Likert-type questions about L2 learning motivation. Twenty-five students completed the questionnaires. The present study asked the students to answer each questionnaire twice, once at the end of the first semester and once at the end of the second semester. The data from the open-ended questions were analyzed qualitatively from a phenomenological research perspective, while the data collected from the four Likert-type questions were statistically analyzed. The students’ comments on the task showed that they positively engaged in the performance task throughout the two semesters by reflecting on themselves as English learners, with some difficulty mediating themselves in L1 and L2. However, the results of the Likert-type questionnaire suggested that such positive engagement would not necessarily lead to simultaneous English learning motivation. The results indicate that the task might become a “headstream” of directed motivational current (DMC) for the students.</p>

How Do Health Policies Affect My Health?: A Performance Task for High School

2011 ◽  
Vol 81 (5) ◽  
pp. 288-293
Author(s):  
Marcie R. Wycoff-Horn ◽  
Tracy J. Caravella
Keyword(s):  
High School ◽  
Health Policies ◽  
Performance Task ◽  
A Performance

scholarly journals Performance Tasks as Mediation to Communicating in English and as Enhancing Language Learner Engagement

2020 ◽  
Author(s):  
Saeko Toyoshima
Keyword(s):  
English Language Learners ◽  
English Learners ◽  
Language Learner ◽  
Learning Motivation ◽  
Target Language ◽  
Performance Task ◽  
Learner Engagement ◽  
Performance Tasks ◽  
Research Perspective ◽  
A Performance

<p>This paper discusses whether technology-based performance tasks could become a mediator to communicating in English and enhance language learner engagement. The present study investigated how low-proficiency Japanese English-language learners could change their attitude toward communication in their target language by completing a performance task involving making and presenting a digital portfolio. Such students should need to mediate between themselves linguistically and contextually when completing a performance task for communication. The study adapted two types of questionnaires: open-ended questions about the performance task and four Likert-type questions about L2 learning motivation. Twenty-five students completed the questionnaires. The present study asked the students to answer each questionnaire twice, once at the end of the first semester and once at the end of the second semester. The data from the open-ended questions were analyzed qualitatively from a phenomenological research perspective, while the data collected from the four Likert-type questions were statistically analyzed. The students’ comments on the task showed that they positively engaged in the performance task throughout the two semesters by reflecting on themselves as English learners, with some difficulty mediating themselves in L1 and L2. However, the results of the Likert-type questionnaire suggested that such positive engagement would not necessarily lead to simultaneous English learning motivation. The results indicate that the task might become a “headstream” of directed motivational current (DMC) for the students.</p>

scholarly journals Performance Tasks and Socialization of Students with Broken Family

2020 ◽  
Vol 8 (2) ◽  
pp. 88
Author(s):  
Jerald C. Moneva ◽  
Monique Bantasan ◽  
Ria M. Vertulfo
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Performance Task ◽  
Performance Tasks ◽  
Complete Family ◽  
The People ◽  
Biological Parents ◽  
Cross Tabulation ◽  
Socialization Skills

Broken family leads to children being raised by single parents, stepparents or others not related to the biological parents. The study used a univariate likert scale among senior high school students in Jagobiao National High School. There are questions to gather the data. Firstly, students with broken family reported that they perform differently compared to the students with complete family. They do not have the confidence to stand out in class and even socializing the people around them. The findings of the study is statistically not significant between performance task and socialization of the students with broken family because the Cross tabulation presented that performance task does not affect the students socialization. Majority of the students perform well with a complete family rather than the broken ones. A number of students have fair confidence to socialize with other people. Other students with incomplete family poorly perform their task and their socialization skills rated poor as well. Hence, most of the students with incomplete family satisfactory perform their task and their socialization skill rated as satisfactory also. The study accentuates that the two variables performance task and socialization of the students with broken family does not have a significant correlation.

scholarly journals Performance Tasks as Mediation to Communicating in English and as Enhancing Language Learner Engagement

2020 ◽  
Author(s):  
Saeko Toyoshima
Keyword(s):  
English Language Learners ◽  
English Learners ◽  
Language Learner ◽  
Learning Motivation ◽  
Target Language ◽  
Performance Task ◽  
Learner Engagement ◽  
Performance Tasks ◽  
Research Perspective ◽  
A Performance

<p>This paper discusses whether technology-based performance tasks could become a mediator to communicating in English and enhance language learner engagement. The present study investigated how low-proficiency Japanese English-language learners could change their attitude toward communication in their target language by completing a performance task involving making and presenting a digital portfolio. Such students should need to mediate between themselves linguistically and contextually when completing a performance task for communication. The study adapted two types of questionnaires: open-ended questions about the performance task and four Likert-type questions about L2 learning motivation. Twenty-five students completed the questionnaires. The present study asked the students to answer each questionnaire twice, once at the end of the first semester and once at the end of the second semester. The data from the open-ended questions were analyzed qualitatively from a phenomenological research perspective, while the data collected from the four Likert-type questions were statistically analyzed. The students’ comments on the task showed that they positively engaged in the performance task throughout the two semesters by reflecting on themselves as English learners, with some difficulty mediating themselves in L1 and L2. However, the results of the Likert-type questionnaire suggested that such positive engagement would not necessarily lead to simultaneous English learning motivation. The results indicate that the task might become a “headstream” of directed motivational current (DMC) for the students.</p>

Dual Goals for Speed and Accuracy on the Same Performance Task

2012 ◽  
Vol 11 (3) ◽  
pp. 118-126 ◽  
Author(s):  
Olive Emil Wetter ◽  
Jürgen Wegge ◽  
Klaus Jonas ◽  
Klaus-Helmut Schmidt
Keyword(s):  
Memory Scanning ◽  
Performance Task ◽  
Performance Tasks ◽  
Trade Off ◽  
Test Experiment ◽  
Trade Offs ◽  
New Finding ◽  
Sternberg Paradigm ◽  
Speed Accuracy ◽  
Speed And Accuracy

In most work contexts, several performance goals coexist, and conflicts between them and trade-offs can occur. Our paper is the first to contrast a dual goal for speed and accuracy with a single goal for speed on the same task. The Sternberg paradigm (Experiment 1, n = 57) and the d2 test (Experiment 2, n = 19) were used as performance tasks. Speed measures and errors revealed in both experiments that dual as well as single goals increase performance by enhancing memory scanning. However, the single speed goal triggered a speed-accuracy trade-off, favoring speed over accuracy, whereas this was not the case with the dual goal. In difficult trials, dual goals slowed down scanning processes again so that errors could be prevented. This new finding is particularly relevant for security domains, where both aspects have to be managed simultaneously.

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