scholarly journals “Octatonic” Voice Leading and Diatonic Function in the Allegro molto from Elgar’s String Quartet in E minor, op. 83

2020 ◽  
Vol 26 (1) ◽  
Author(s):  
Oliver Chandler
Keyword(s):  
String Quartet ◽  
Frame Of Reference ◽  
Voice Leading ◽  
Development Section ◽  
Form Part

In this article, I focus on a short, two-bar passage from the end of the development section of the finale of Edward Elgar’s String Quartet op. 83, which explores smooth voice-leading relationships between octatonic polar seventh chords. I look to ascertain whether this short passage can be heard to form part of a larger, coherent tonal gesture or if it effects a change of syntax that swaps the movement’s predominantly diatonic frame of reference for an octatonic one and thus establishes a moment of disjuncture within the form. My answer to this question is informed by analysis both of the passage in question and of earlier (albeit less piquant and transparent) instances of octatonic voice leading in the exposition.

scholarly journals Sonata-Formal Functions and Transformational Processes in the First Movement of Rochberg’s String Quartet No. 6

2009 ◽  
Vol 15 (1) ◽  
Author(s):  
Mustafa Bor
Keyword(s):  
String Quartet ◽  
Sonata Form ◽  
Transformational Theory ◽  
The Third ◽  
Development Section ◽  
Musical Structures ◽  
Event Series ◽  
Set Up

To the extent that it represents the actual temporal event-series of a composition, transformational theory can reveal some interesting correlations between the formal functions of sections and the transformations that characterize them. For example, the changes in characteristic transformations in the first movement of George Rochberg’s sixth string quartet articulate specific functions familiar in sonata form. The differing types of transformations (transposition versus inversion) in the first two sections set up a contrast analogous to that of the first and second themes. The third section functions as a development section, blending both types of transformations found in the exposition. Reprises of these types, and their contrast, define the function of the last two sections as a recapitulation, in which the second-theme group is metaphorically transposed. Rochberg has been criticized for mimicking conventional musical structures, but this analysis demonstrates how he successfully reinvents a tonal form with non-tonal transformations.

scholarly journals Voice Leading Among Pitch-Class Sets: Revisiting Allen Forte’s Genera

2020 ◽  
Vol IV (2) ◽  
pp. 66-79
Author(s):  
Paulo Salles
Keyword(s):  
String Quartet ◽  
Voice Leading ◽  
Pitch Class ◽  
Similarity Relations ◽  
Pitch Class Sets

The theory of PC-set class genera by Allen Forte was an important contribution to the understanding of similarity relations among PC sets within the tempered system. The growing interaction between the universes of PC-sets and transformational theories has been explored the space between sets of the same or distinct cardinality, by means of voice-leading procedures. This paper intends to demonstrate Forte’s method along with proposals by other authors like Morris, Parks, Straus, Cohn, and Coelho de Souza. Some analysis demonstrates such operations in passages picked from Heitor Villa-Lobos’s works, like the Seventh String Quartet and the First Symphony.

scholarly journals With or without the B-A-C-H Motive? Bartók’s Hesitation in Writing his First String Quartet

2020 ◽  
Vol 60 (1-4) ◽  
pp. 15-22
Author(s):  
László Somfai
Keyword(s):  
String Quartet ◽  
Johann Sebastian Bach ◽  
Bela Bartok ◽  
Sonata Form ◽  
Zoltan Kodaly ◽  
Development Section ◽  
Starting Point

Considering the appearance of the musical cryptogram “B-A-C-H” (B-flat– A–C–B -natural) in well-known works up to the time of his First String Quartet (1908/1909), Béla Bartók knew Liszt’s Fantasy and Fugue on the Theme B-A-C-H, presumably also Schumann’s Sechs Fugen über den Namen Bach, and Reger’s Fantasia and Fugue on B-A-C-H for organ. Such compositions quoted the celebrated motive, typically as a starting point, with the relevant (aforementioned) pitches because the musical cryptogram in this way allowed immediate recognition of the reference to the name of the Leipzig composer. However, Bartók’s planned “B-A-C-H” quotation in the development section of the sonata-form second movement of his First Quartet was not a typical homage to Johann Sebastian Bach but rather a vision: a distorted reference to the symbolic “B-A-C-H” motive. Undoubtedly Bartók liked this episode. There is reason to believe that his friend Zoltán Kodály advised him to leave out the inorganic and distorted “B-A-C-H” allusion.

scholarly journals Canons as Hypermetrical Transitions in Mozart

2017 ◽  
Vol 23 (4) ◽  
Author(s):  
Ellen Bakulina
Keyword(s):  
String Quartet ◽  
Voice Leading ◽  
Chamber Works ◽  
Relative Validity ◽  
Metrical Pattern ◽  
Schenkerian Theory ◽  
Musical Cues

This article explores gradual hypermetrical shifts, or hypermetrical transitions, in imitative contexts. The concept of hypermetrical transition, introduced by David Temperley, presupposes metrical conflict in the course of the transition. My principal goal is to place imitative metrical conflicts in the context of Schenkerian theory and to propose that each imitative part may suggest its own middleground structure, based on this part’s individual metrical pattern. The relative validity of the two resulting voice-leading graphs, based on harmonic and other musical cues, is then viewed as a tool for “measuring” the smoothness of the shift. The article includes analyses of several imitative passages from Mozart’s chamber works and culminates in a discussion of a lengthy canon from the String Quartet K. 499, movement 1, an exemplary case of a smooth hypermetrical transition.

Replication of Bacteriophage 186 DNA

1972 ◽  
Vol 30 ◽  
pp. 194-195
Author(s):  
Dhruba K. Chattoraj ◽  
Ross B. Inman
Keyword(s):  
Electron Microscopy ◽  
Dna Replication ◽  
Frame Of Reference ◽  
Dna Molecules ◽  
E Coli ◽  
Phage Dna ◽  
Partial Denaturation

Electron microscopy of replicating intermediates has been quite useful in understanding the mechanism of DNA replication in DNA molecules of bacteriophage, mitochondria and plasmids. The use of partial denaturation mapping has made the tool more powerful by providing a frame of reference by which the position of the replicating forks in bacteriophage DNA can be determined on the circular replicating molecules. This provided an easy means to find the origin and direction of replication in λ and P2 phage DNA molecules. DNA of temperate E. coli phage 186 was found to have an unique denaturation map and encouraged us to look into its mode of replication.

Die Spezifität von Begabungsüberzeugungen als Determinante des verbalen und mathematischen Begabungsselbstkonzepts

2002 ◽  
Vol 16 (2) ◽  
pp. 87-97 ◽  
Author(s):  
Jens Möller ◽  
Britta Pohlmann ◽  
Lilian Streblow ◽  
Julia Kaufmann
Keyword(s):  
Reference Model ◽  
Frame Of Reference ◽  
External Frame

Zusammenfassung: Das I/E-Modell (“Internal/External Frame of Reference Model”) von Marsh (1986) postuliert, dass Schülerinnen und Schüler dimensionale Vergleiche der eigenen Leistungen in einem Fach mit den Leistungen in einem anderen Fach anstellen. Diese Vergleiche führen dazu, dass z. B. Schüler mit guten Leistungen in Mathematik ihre verbalen Fähigkeiten niedriger einschätzen. Gegenstand dieser Untersuchung mit N = 1114 Probanden ist die Frage, ob die Überzeugungen von Personen zum Zusammenhang von mathematischer und verbaler Begabung die Effekte dimensionaler Vergleiche moderieren. Analysen zeigten die Bedeutung der Begabungsüberzeugungen der Schülerinnen und Schüler: Negative Zusammenhänge zwischen den Fachleistungen in einem Fach und dem akademischen Selbstkonzept in einem anderen Fach ergaben sich insbesondere für Personen, die annehmen, dass Begabung domänenspezifisch ist, man also entweder mathematisch oder sprachlich begabt ist. Für Schüler mit eher wenig spezifischer Begabungsüberzeugung ergaben sich geringere Effekte dimensionaler Vergleiche.

Values and intergroup perceptions of East Germans and West Germans in 1998 1This research was supported by a grant from the German Research Society (We 1106/3-1).

1999 ◽  
Vol 58 (4) ◽  
pp. 263-272
Author(s):  
Jörg Doll ◽  
Michael Dick
Keyword(s):  
Research Society ◽  
Frame Of Reference ◽  
Control Group ◽  
Perceived Similarity ◽  
The West ◽  
Need For Uniqueness ◽  
German Research ◽  
East German ◽  
Experimental Group ◽  
East West

The studies reported here focus on similarities and dissimilarities between the terminal value hierarchies ( Rokeach, 1973 ) ascribed to different groups ( Schwartz & Struch, 1990 ). In Study 1, n = 65 East Germans and n = 110 West Germans mutually assess the respective ingroup and outgroup. In this intra-German comparison the West Germans, with a mean intraindividual correlation of rho = 0.609, perceive a significantly greater East-West similarity between the group-related value hierarchies than the East Germans, with a mean rho = 0.400. Study 2 gives East German subjects either a Swiss (n = 58) or Polish (n = 59) frame of reference in the comparison between the categories German and East German. Whereas the Swiss frame of reference should arouse a need for uniqueness, the Polish frame of reference should arouse a need for similarity. In accordance with expectations, the Swiss frame of reference significantly reduces the correlative similarity between German and East German from a mean rho = 0.703 in a control group (n = 59) to a mean rho = 0.518 in the experimental group. Contrary to expectations, the Polish frame of reference does not lead to an increase in perceived similarity (mean rho = 0.712).

Wie generell ist das Modell?

2004 ◽  
Vol 18 (3/4) ◽  
pp. 221-230 ◽  
Author(s):  
Susanne R. Schilling ◽  
Jörn R. Sparfeldt ◽  
Detlef H. Rost
Keyword(s):  
Frame Of Reference ◽  
External Frame

Zusammenfassung: Im Rahmen der Genese schulischer Selbstkonzepte postuliert das “Internal/External Frame of Reference”-Modell (I/E-M, Marsh, 1986 ) zwei (gegenläufige) Vergleichsprozesse: Neben sozialen Vergleichen spielen auch dimensionale Vergleiche (Leistungen in verschiedenen Fächern werden einander gegenübergestellt) eine Rolle. Diese sollen zu Kontrasteffekten führen, d. h. zu negativen Pfaden der Leistung in einem Fach (z. B. Mathematik) auf das Selbstkonzept in einem anderen Fach (z. B. Deutsch). Empirische Untersuchungen konzentrierten sich bislang hauptsächlich auf Mathematik und (Mutter-)Sprache. An N = 1632 Gymnasiasten haben wir das I/E-M strukturgleichungsbasiert für zwei sprachliche (Deutsch, Englisch), zwei naturwissenschaftliche (Physik, Mathematik) und zwei nicht eindeutig einer Domäne zugehörige Fächer (Geschichte, Biologie) überprüft. Neben Kontrasteffekten traten auch Assimilationseffekte (positive Pfade der Leistung in einem Fach auf das Selbstkonzept in einem anderen Fach) auf. Zukünftig müsste präzisiert werden, welche Faktoren das Ergebnis dimensionaler Vergleiche (Assimilation oder Kontrast) moderieren.

Life after Heart Transplantation

2002 ◽  
Vol 7 (4) ◽  
pp. 285-294 ◽  
Author(s):  
Lucia Savadori ◽  
Lorella Lotto ◽  
Rino Rumiati
Keyword(s):  
Heart Transplantation ◽  
Frame Of Reference ◽  
Physician Communication ◽  
Risk Averse ◽  
Medical Team ◽  
Perceived Knowledge ◽  
Surgical Technology ◽  
Postoperative Therapy ◽  
Life Expectation ◽  
Risk Judgments

Progress in surgical technology and in postoperative therapy has remarkably increased life expectation after heart transplantation. Nevertheless, patients still show a resistance to resume a normal life after transplantation, for example, to return to work. In this study we assume that after surgery patients become risk averse because they achieve a positive frame of reference. Because of this propensity toward risk aversion, they withhold from engaging in behavior that their physical condition would allow them in principle. Coherent with this assumption we found that compared to the medical team patients overestimate the degree of risk for routine activities. The study also showed that the representation of risk by the patients could be captured by a dreadfulness factor and a voluntariness factor. Patients' risk judgments were strongly and specifically predicted by the perceived degree of dreadfulness of the activity and, to a lesser extent, by the perceived knowledge of the consequences. Implications for patient-physician communication were explored.

Three Paradoxical Effects on Academic Self-Concept Across Countries, Schools, and Students

2019 ◽  
Vol 24 (3) ◽  
pp. 231-242 ◽  
Author(s):  
Herbert W. Marsh ◽  
Philip D. Parker ◽  
Reinhard Pekrun
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Cross Cultural ◽  
Frame Of Reference ◽  
School Level ◽  
Self Concept ◽  
Positive Effects ◽  
International Student Assessment ◽  
Country Level ◽  
Starting School

Abstract. We simultaneously resolve three paradoxes in academic self-concept research with a single unifying meta-theoretical model based on frame-of-reference effects across 68 countries, 18,292 schools, and 485,490 15-year-old students. Paradoxically, but consistent with predictions, effects on math self-concepts were negative for: • being from countries where country-average achievement was high; explaining the paradoxical cross-cultural self-concept effect; • attending schools where school-average achievement was high; demonstrating big-fish-little-pond-effects (BFLPE) that generalized over 68 countries, Organisation for Economic Co-operation and Development (OECD)/non-OECD countries, high/low achieving schools, and high/low achieving students; • year-in-school relative to age; unifying different research literatures for associated negative effects for starting school at a younger age and acceleration/skipping grades, and positive effects for starting school at an older age (“academic red shirting”) and, paradoxically, even for repeating a grade. Contextual effects matter, resulting in significant and meaningful effects on self-beliefs, not only at the student (year in school) and local school level (BFLPE), but remarkably even at the macro-contextual country-level. Finally, we juxtapose cross-cultural generalizability based on Programme for International Student Assessment (PISA) data used here with generalizability based on meta-analyses, arguing that although the two approaches are similar in many ways, the generalizability shown here is stronger in terms of support for the universality of the frame-of-reference effects.

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