scholarly journals Can Musical Ability be Tested Online?

2021 ◽  
Author(s):  
Ana Isabel Correia ◽  
Margherita Vincenzi ◽  
Patrícia Vanzella ◽  
Ana P. Pinheiro ◽  
Cesar Lima ◽  
...  
Keyword(s):  
Construct Validity ◽  
Cognitive Ability ◽  
Mind Wandering ◽  
Self Report ◽  
Testing Session ◽  
General Cognitive Ability ◽  
Musical Ability ◽  
Internal Reliability ◽  
Music Training ◽  
Final Sample

We sought to determine whether an objective test of musical ability could be administered online successfully. A sample of 754 participants was tested with an online version of the Musical Ear Test (MET), which had Melody and Rhythm subtests. Both subtests had 52 trials, each of which required participants to determine whether standard and comparison auditory sequences were identical. The testing session also included the Goldsmiths Musical Sophistication Index (Gold-MSI), a test of general cognitive ability, and self-report questionnaires that measured basic demographics (age, education, gender), mind wandering, and personality. Approximately 20% of the participants were excluded for incomplete responding or failing to finish the testing session. For the final sample (N = 608), findings were similar to those from in-person testing in many respects: (1) the internal reliability of the MET was maintained, (2) construct validity was confirmed by strong associations with Gold-MSI scores, (3) correlations with other measures (e.g., openness-to-experience, cognitive ability, mind wandering) were as predicted, (4) for individuals with no music training, mean levels of performance were similar, and (5) musical sophistication was a better predictor of performance on the Melody compared to the Rhythm subtest. In sum, online administration of the MET proved to be a reliable and valid way to measure musical ability.

Associating emotions with Wagner’s music: A developmental perspective

2016 ◽  
Vol 45 (5) ◽  
pp. 752-760 ◽  
Author(s):  
Paulo E. Andrade ◽  
Patrícia Vanzella ◽  
Olga V. C. A. Andrade ◽  
E. Glenn Schellenberg
Keyword(s):  
Academic Achievement ◽  
Young Children ◽  
University Students ◽  
Cognitive Ability ◽  
Dimensional Space ◽  
Two Dimensional ◽  
General Cognitive Ability ◽  
Music Training ◽  
Age Related ◽  
Musical Excerpts

Brazilian listeners ( N = 303) were asked to identify emotions conveyed in 1-min instrumental excerpts from Wagner’s operas. Participants included musically untrained 7- to 10-year-olds and university students in music (musicians) or science (nonmusicians). After hearing each of eight different excerpts, listeners made a forced-choice judgment about which of eight emotions best matched the excerpt. The excerpts and emotions were chosen so that two were in each of four quadrants in two-dimensional space as defined by arousal and valence. Listeners of all ages performed at above-chance levels, which means that complex, unfamiliar musical materials from a different century and culture are nevertheless meaningful for young children. In fact, children performed similarly to adult nonmusicians. There was age-related improvement among children, however, and adult musicians performed best of all. As in previous research that used simpler musical excerpts, effects due to age and music training were due primarily to improvements in selecting the appropriate valence. That is, even 10-year-olds with no music training were as likely as adult musicians to match a high- or low-arousal excerpt with a high- or low-arousal emotion, respectively. Performance was independent of general cognitive ability as measured by academic achievement but correlated positively with basic pitch-perception skills.

scholarly journals Validation and Psychometric Evaluation of the COVID-19 Risk Perception Scale (CoRP): a New Brief Scale to Measure Individuals’ Risk Perception

2021 ◽  
Author(s):  
Vincenza Capone ◽  
Anna Rosa Donizzetti ◽  
Miriam Sang-Ah Park
Keyword(s):  
Risk Perception ◽  
Construct Validity ◽  
Age Groups ◽  
Psychometric Evaluation ◽  
Self Report ◽  
Internal Reliability ◽  
Confirmatory Factor Analyses ◽  
Perceptions Of Risk ◽  
Valid Instrument ◽  
The Impact

AbstractThe aim of the work was to develop and validate the COVID-19 Risk Perception Scale (CoRP), a brief self-report questionnaire for individuals’ perceptions of risk in the COVID-19 pandemic. Two studies were conducted in order to evaluate the new scale’s psychometric properties. Study 1 included 269 Italian participants (77.3% female) to initially test the scale’s structure and construct validity. Study 2 involved 1061 (76.2% female) Italians aged 18 to 80 years old and examined the structure of the scale, construct validity, and age invariance. Exploratory and Confirmatory factor analyses confirmed the one-factor solution, and the structure of the scale was found to be invariant across age groups. The scale also demonstrated a high internal reliability. The CoRP correlated positively with the fear of COVID-19 scale, and low with the Impact of Event and distressing phenomena as measured by GHQ. The present work thus affirms that the CoRP is a valid instrument for measuring individuals’ risk perception of COVID-19.

Assessing Self-Efficacy in Presentation and Moderation Skills

2019 ◽  
Vol 35 (4) ◽  
pp. 564-576 ◽  
Author(s):  
Tobias Ringeisen ◽  
Sonja Rohrmann ◽  
Anika Bürgermeister ◽  
Ana N. Tibubos
Keyword(s):  
Construct Validity ◽  
Self Efficacy ◽  
Self Report ◽  
Factor Analyses ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Constructed Self ◽  
University Course ◽  
Correlated Factors ◽  
Report Measure

Abstract. By means of two studies, a self-report measure to assess self-efficacy in presentation and moderation skills, the SEPM scales, was validated. In study 1, factorial and construct validity were examined. A sample of 744 university students (41% females; more than 50% between 20 and 25 years) completed newly constructed self-efficacy items. Confirmatory factor analyses (CFAs) substantiated two positively correlated factors, presentation (SEPM-P) and moderation self-efficacy (SEPM-M). Each factor consists of eight items. The correlation patterns between the two SEPM subscales and related constructs such as extraversion, the preference for cooperative learning, and conflict management indicated adequate construct validity. In study 2, criterion validity was determined by means of latent change modeling. One hundred sixty students ( Mage = 24.40, SD = 4.04; 61% females) took part in a university course to foster key competences and completed the SEPM scales at the beginning and the end of the semester. Presentation and moderation self-efficacy increased significantly over time of which the latter was positively associated with the performance in a practical moderation exam. Across both studies, reliability of the scales was high, ranging from McDonald’s ω .80 to .88.

Sex Differences in Childhood Associations between DNA Markers and General Cognitive Ability

2007 ◽  
Vol 28 (3) ◽  
pp. 161-164 ◽  
Author(s):  
Rosalind Arden ◽  
Nicole Harlaar ◽  
Robert Plomin
Keyword(s):  
Sex Differences ◽  
Single Nucleotide Polymorphisms ◽  
Cognitive Ability ◽  
Dna Markers ◽  
Community Sample ◽  
Nucleotide Polymorphisms ◽  
General Cognitive Ability ◽  
Single Nucleotide ◽  
The Difference

Abstract. An association between intelligence at age 7 and a set of five single-nucleotide polymorphisms (SNPs) has been identified and replicated. We used this composite SNP set to investigate whether the associations differ between boys and girls for general cognitive ability at ages 2, 3, 4, 7, 9, and 10 years. In a longitudinal community sample of British twins aged 2-10 (n > 4,000 individuals), we found that the SNP set is more strongly associated with intelligence in males than in females at ages 7, 9, and 10 and the difference is significant at 10. If this finding replicates in other studies, these results will constitute the first evidence of the same autosomal genes acting differently on intelligence in the two sexes.

Self-report of Social Modulation of Emotional Expression: The Domain Emotion Expression Profile

2018 ◽  
Author(s):  
Jonathan Hill ◽  
Sarah Jones ◽  
Lisa Williams ◽  
Jayne Morriss
Keyword(s):  
Construct Validity ◽  
Expression Profile ◽  
Emotional Expression ◽  
Anger Expression ◽  
Social Contexts ◽  
Self Report ◽  
Family Interactions ◽  
Social Situations ◽  
Personality Functioning ◽  
The Status

Cross-situational emotionality is a well-established dimension of personality, however the ability to modulate emotional expression by social domain is also a key aspect of personality functioning. We describe a self-report measure, the Domain Emotional Expression Profile (DEEP), designed to assess 5 emotions and behaviours in relation to 5 social domains, and report 2 studies. Study 1 (N = 166 students) assessed construct validity based on predictions from attachment theory regarding distress expression, and explored other emotions and domains. Study 2 (N = 279 students) tested hypotheses based on findings from Study 1 and explored the status of friendship interactions. In Study 1, mean distress-expression comfort-seeking scores in family and partner interactions were substantially higher than in work and in a social (e.g. party) situation consistent with the attachment based prediction (p < .001). In exploratory analyses mean anger expression scores were similarly higher in family and partner relationships than in work and social situations. However distress expression was higher in partner than family interactions (p = .008) which was not the case for anger expression. Study 2 replicated these findings from Study 1, and indicated an intermediate position for friendships between family and partner, and work and social interactions. We report support for the construct validity of the DEEP and replicated evidence regarding the partitioning of anger expression across domains, together with new indications of friendship processes. This method of profiling emotional expression and behaviours across social contexts offers a way of characterising individual differences, including those associated with psychopathology.

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