bluuebunny/crossref_metadata_2025_split huggingface dataset:
Influence of Number of Different Pitches and Melodic Redundancy on Preference Responses
Authors: McMullen Patrick T. 
Published: June 2006

The problem of this study was to determine if melodic complexity, defined as number of different pitches or melodic redundancy, influences preference responses of school-age subjects. The test melodies presented to the subjects consisted of nine original, randomly-generated, 48-pitch melodies in which all musical elements (except number of different pitches and redundancy) had been held constant or randomized. Subjects indicated their responses to these melodies on a seven-point response scale. The results indicate that the two melodic complexity factors of number of different pitches and melodic redundancy do influence preference responses of school-age subjects to a statistically significant degree when highly controlled melodies are employed. No interaction effect between these two complexity variables appears to be present. Melodies generated from five or seven different pitch alphabets are preferred to a statistically significant degree over those generated from twelve different pitch alphabets; and melodies containing low or intermediate levels of redundancy (as designated in this study) generally are preferred to a statistically significant degree over highly redundant melodies.
Environment—A Factor in Conceptual Listening Skills of Elementary School Children
Authors: McDonald Dorothy 
Published: June 2006

An attempt was made to determine the role of environment in elementary school children's identification of selected musical concepts through aural experience with orchestral literature. A listening test was developed for this purpose, as well as a pilot study that was conducted with two fourth grade populations from constrasting socioeconomic backgrounds. Results from the investigation showed that the middle-class fourth grade children scored significantly higher on the listening test than did the lower-class children. Among the variables tested, multiple regression analyses revealed a significant relationship between mental age and musical concept identification for the middle-class children. The test itself, while proving acceptable in terms of reliability for the middle-class children, did not prove so for the lower-class children because no significant relationships among any of the variables were found. The results of this study reaffirm the necessity to continue the development of appropriate materials and methods to teach music to lower-class children.
Effect of Intensity Training on Preservice Teachers' Instruction Accuracy and Delivery Effectiveness
Authors: Cassidy Jane W. 
Published: June 2006

Preservice elementary education majors completed five teaching presentations that included (a) teaching children's songs and music concepts to peers and (b) a preschool field-teaching lesson. Experimental subjects ( n = 26) received four training sessions in teacher intensity, which alternated with the five teaching presentations. Control subjects ( n = 26) received no instruction in intensity. All videotaped sessions were observed, and teacher behavior was recorded as high intensity or low intensity. Low intensity was further categorized as poor information and/or ineffective delivery. Analysis of the teaching of three rote songs indicated a significant interaction between teaching task and treatment on accuracy and efficiency of instruction. During preschool field teaching, both groups significantly improved in the delivery aspect of teaching, and control subjects significantly increased the percentage of intervals of high-intensity teaching. Further analysis indicated that experimental subjects incorporated more interactive music activities into presentations than did control subjects.
Attacks and Releases as Factors in Instrument Identification
Authors: Elliott Charles A. 
Published: June 2006

Identification of musical instruments according to their individual timbres was the focus of this study. It was theorized that the attack and release of a tone could be a factor in identifying specific instruments. For testing purposes, a two-part master tape recording was prepared-part A containing 18 randomized instrumental tones with attacks and releases spliced out, part B containing 18 unaltered, randomized tones sounded by the same instruments as in part A. A total of 57 graduate music students served as subjects. Results showed that in part A (attacks and releases removed), only three instruments-Bb clarinet, oboe, and trumpet-were correctly identified a significant number of times; in part B (unaltered tones), all instruments except the cello were correctly identified a significant number of times. For all participants, the mean score was significantly higher on part B than on part A. Thus, it was concluded that attacks and releases may well be influential factors in differentiating between and identifying specific instrumental tones.
Short-Term Retention of Pitch Sequence
Authors: Williams David Brian 
Published: June 2006

This research focused on short-term memory (STM) and the extent to which pitch sequence length and pitch position within a sequence affect the amount of pitch information losi between offset of the stimulus and the time of perceptual report. Loss of pitch information in STM was shown as a result of increased time before recall, the position of a pitch within a sequence (recency > primacy > center), and the increased length of a sequence. It was also demonstrated that loss of pitch information due to an increased number of pitch items stored in STM was dependent upon the amount of time before report. Moreover, time was shown to be a selective function depending upon the pitch position in a melodic sequence. Implications were indicated for research design in several areas. These included music perception, pedagogical and measurement techniques in eartraining instruction, and programed instruction design in melodic dictation and sight-singing.
The Effects of Music Literature in Developing Aesthetic Sensitivity to Music
Authors: Anderson Lawrence 
Published: June 2006

The primary purpose of this investigation was to determine the effects of stage band versus concert band music literature on the development of musicality and aesthetic sensitivity. Accordingly, pre-instruction and post-instruction tests were administered to approximately 600 band students in six Contra Costa County, California, high schools during the 1971–1972 academic year. There was no significant difference in musicality between the band organizations as evidenced by test scores on the Gaston Test of Musicality. There was, however, a pervasive superiority in favor of the concert bands on the California Test of Aesthetic Judgments in Music. An important observation drawn from the data is that individuals exposed exclusively or partially to concert band literature attained the primary goal of music education—the development of aesthetic sensitivity to music. In this area, they did better than the stage band students.
Field Dependence/Independence in College Nonmusic Majors and Their Ability to Discern Form in Music
Authors: Ellis Mark C. , McCoy Clair W. 
Published: June 2006

To examine the effects of cognitive-style field dependence/field independence on the ability to discern form in music, two tests, the Group Embedded Figures Test (GEFT) and an author-designed Musical Form Test (MFT) were given to 119 students enrolled in a college introductory music course. An ANOVA indicated field-independent (FI) subjects scored significantly higher ( p < .001) than did field-dependent (FD) subjects on the MFT. Chi-square analyses of responses on the MFT revealed significant differences between FI and FD students for all forms except fugue. FI students were significantly more accurate than FD students in identifying theme and variations, ground bass, minuet and trio, rondo, and sonata-allegro. The authors suggested that students who are more successful at finding embedded figures in a visual context are also more successful at perceiving themes embedded in a complex musical context. To compare the relative contributions of cognitive style, general college aptitude, and previous music experience to scores on the MFT, a multiple regression analysis was performed with the MFT scores as the criterion variable, and GEFT scores, composite scores from the American College Testing Assessment, and level of previous music experience as independent variables. Results indicated that with the effects of other variables held constant, only the GEFT measure was a significant predictor of performance on the MFT ( p <.0002).
Effect of Vocalization on the Sense of Pitch of Beginning Band Class Students
Authors: Elliott Charles A. 
Published: June 2006

Studies have shown that wind instrumentalists tend to score lower on tests of aural acuity than do string players and pianists. Several explanations have been advanced to explain this deficiency among wind players. Research studies show that the students participating in both an instrumental and a vocal ensemble tend to score highest on tests of aural acuity. The purpose of this study was to ascertain the effect of daily vocalization practice on the sense of pitch of students in selected beginning band classes. The experimental sample consisted of six selected beginning band classes of heterogeneous grouping. The six groups were equal in size, academic achievement, and extracurricular musical activities. A pretest of pitch discrimination and tonal memory revealed the groups were similar with respect to these abilities also. There were three control groups and three experimental groups. Instructors for the control groups were allowed to conduct their band classes as usual throughout the school year. Experimental-group instructors conducted their classes in the usual manner except to teach their students to vocalize previously designated pitches and exercises selected from the class text. A posttest given to all groups at the end of the school year revealed that: (1) Regular participation in band class resulted in improved pitch discrimination and tonal memory abilities. (2) Regular practice in vocalization during the band class had a significant effect on the sense of pitch of students in the experimental groups, who scored significantly higher on the posttest than the students in the control groups. (3) Brass and woodwind players were affected equally by the vocalization procedure. (4) Private piano study was a factor in the posttest results, especially on the test where subjects had to match musical sounds with notation. (5) Regular participation in an extracurricular vocal ensemble had little effect on posttest results.
A Self-Instructional Program for Musical Concept Development in Preschool Children
Authors: Romanek Mary L. 
Published: June 2006

The purpose of this study was to devise and evaluate a self-instructional program for the development of three musical concepts—pitch, duration, and loudness—in preschool children. Programed materials that included cassette tapes and illustrated books were developed. The response modes required of the children included drawing circles and lines, playing various musical instruments, and turning a page when a castanet was heard. Sixty-two preschool children participated in the study. The results indicated that: (1) the subjects in the experimental groups were able to learn the concepts of pitch, duration, and loudness as measured by a preschool musical concepts test; (2) preschool children easily acquired the concept of loudness, but pitch and duration seemed more difficult for them to perceive; and (3) the subjects' reactions to the program, especially their desire to return each day, indicated that self-instructional materials can be developed that will hold the attention of preschool children.
Frequently Cited Studies as Indicators of Music Education Research Interests, 1963-1989
Authors: Sample Duane 
Published: June 2006

The purpose of this study was to examine the reference pages of three research journals, the Journal of Research in Music Education (JRME), the Bulletin of the Council for Research in Music Education (BCRME), and Contributions to Music Education (CME), from their inceptions through 1989 to determine which research studies were cited most frequently and could be recognized as important and influential I used a reverse chronological approach to reveal 27 articles with 10 or more citations. Most of the articles were published in the 1970s, and there was a correlation of .29 between number of citations and years in print. A majority of these studies are experimental, and more than a third of them deal with tempo and intonation. This perspective on the research base in music education, as reflected in selected journals, can assist researchers in determining those research areas that have received considerable attention and in identifying topics that have had less intensive investigation.
Effects of Tempo, Musical Experience, and Listening Modes on Tempo Modulation Perception
Authors: Sheldon Deborah A. 
Published: June 2006

In this study, I investigated the effects of tempo direction, listening mode, and level of subjects' musical experience on speed and accuracy in tempo change detection abilities. Tempo-change and direction-change examples gradually decelerated, accelerated, or remained steady. Listening mode included listening only, listening and watching a conductor, and listening and moving. The two levels of musical experience were defined as music majors ( n = 80) and nonmajors ( n = 80). Subjects listened to music examples and manipulated a Continuous Response Digital Interface (CRDI) to demonstrate perception of tempo alteration. Analysis of data included subject response latency and accuracy. Experience was found to be a determinant in quantifiably different temporal response. Music majors more accurately detected tempo changes than did nonmajors. Subjects were generally better at detecting tempo acceleration over tempo deceleration. Subjects demonstrated a slightly lower degree of response accuracy when listening and watching a conductor compared to the conditions of listening alone and listening and moving. Most demonstrated shorter initial response latencies during tempo acceleration. The combined variables of experience, tempo-change direction, and listening condition had an interactive effect on response latency.
Children's Strategies for Solving Compositional Problems with Peers
Authors: Wiggins Jacqueline H. 
Published: June 2006

This article reports some of the findings of a qualitative study of musical learning processes. The data were drawn from analysis of videotapes and audiotapes that shadowed the classroom experiences of two target students in a fifth-grade general music class over a period of 5 months. A portion of the curriculum in the study class involved small-group composition projects. Findings reported here characterize the group composition process in terms of the nature of the strategies the children used as they worked together with peers to solve those compositional problems. Children who were successful in completing class assignments used strategies that seemed to follow a pattern of moving from whole (initial planning) to part (development of motivic ideas) and back to whole (reassembling and practicing). The children's decisions seemed to stem from a holistic viewpoint, reflecting a preconceived vision of the final product from the outset. In contrast, there were very few instances of random exploration.
The Design, Development, and Evaluation of a Systematic Method for English Diction in Choral Performance
Authors: Fisher Robert E. 
Published: June 2006

This study is concerned with the design, development, implementation, and evaluation of a standardized method for teaching English diction for choral music performance. Review and analysis of various approaches to choral diction reveal that such methods generally are inconsistent and based primarily on tradition and personal preference. A review of research in the language, speech, hearing, and acoustical sciences facilitates a more systematic foundation for product planning and design. The product, the Articulatory Diction Development Method (ADDM), focuses on developing kinesthetic awareness and on controlling the speech articulators through various sung exercises. This type of approach is essential since the practices that transfer from speech into song generally are habitual and unconscious. After 12 weeks of preliminary and prototype testing and refining, the ADDM was implemented for 6 weeks in three high school choirs. Pretraining and posttraining recordings provided data for evaluating the method's effectiveness. Evaluation was based on choral tone preference responses and text intelligibility scores from a group of 47 judges. The method was significantly effective in improving choral tone and textual intelligibility in all three choral ensembles.
The Patrick Conway Military Band School, 1922–1929
Authors: Fonder Mark 
Published: June 2006

Patrick Conway (1865–1929) was one of America's foremost bandleaders. His professional band was as famous as John Philip Sousas band, playing throughout the country for state fairs, expositions, and concert series. Conway's band also recorded for the Victor and Edison labels and, during the late 1920s, was a regular attraction on the General Motors Family Hour radio show. While the Conway Band enjoyed tremendous success during the 1910s and 1920s, other bands declined in popularity, possibly victims of competition from other forms of amusement like the automobile and phonograph. The incipient establishment of school bands created a great demand for trained band teachers and musicians, yet little formal education for band musicians existed. Realizing this state of affairs, Conway opened one of the first schools for the training of the band musician: the Conway Military Band School. This article traces the influences and environment that led Conway to establish this institution. Also included is a description of the school and its development during the seven years of its existence.
Effects of Small-Group Peer Interaction on Self-Evaluation of Music Performance
Authors: Bergee Martin J. , Cecconi-Roberts Lecia 
Published: June 2006

Research has shown that undergraduate students' self-evaluation of performance correlates poorly with instructor and peer evaluation. This article reports two exploratory investigations into the development of a treatment condition for improving performance self-evaluation. The condition consisted of small groups of peers informally discussing performances and sharing feedback with one another. The first investigation resulted in a statistically significant difference between experimental and control groups in ability to self-evaluate, although the effect size was small. With a second investigation, we pursued a modified version of the treatment emphasizing changes over time in ability to self-evaluate. In the second investigation, we also examined different effects of this modified treatment condition on students whose initial attempt to self-evaluate was either accurate or inaccurate. The second investigation did not result in significant differences between treatment and control groups; however, a significant interaction between time (self-evaluation across five small-group peer-interaction sessions) and initial ability to self-evaluate accurately was noted. A prompt improvement was found with performers whose initial ability to self-evaluate accurately was poor, although the effect tended to fade over time. Consistent with prior research, self-evaluation did not correlate highly with instructor evaluation. Also consistent with prior research, peer evaluation was higher than instructor evaluation. Correlations between instructor evaluation and peer evaluation declined over the five sessions. Self-evaluation scores increased over time, moving away from instructor evaluation scores and toward the higher peer-evaluation scores.
Effects of pre‐trial publicity and jury deliberation on juror bias and source memory errors
Authors: Ruva Christine , McEvoy Cathy , Bryant Judith Becker 
Published: June 2006

AbstractWe examined the effects of exposure to pre‐trial publicity (PTP) and jury deliberation on juror memory and decision making. Mock jurors either read news articles containing negative PTP or articles unrelated to the trial. They later viewed a videotaped murder trial, after which they either made collaborative group decisions about guilt or individual decisions. Finally, all participants independently attributed specific information as having been presented during the trial or in the news articles. Exposure to PTP significantly affected guilty verdicts, sentence length, perceptions of defendant credibility, and misattributions of PTP as having been presented as trial evidence. Jury deliberation had significant effects on jury verdicts, perceptions of defendant credibility, source memory for trial items, and confidence in source memory judgements, but did not affect sentences or critical source memory errors. Copyright © 2006 John Wiley & Sons, Ltd.
High Sensitive Fluorophotometric Determination of Nucleic Acids with Pyronine G Sensitized by N,N‐Dimethylformamide
Authors: Wei Qin , Zhang Hui , Duan Caihong , Li Yan , Du Bin 
Published: June 2006

AbstractIn Tris‐HCl buffer (pH 8.0), the fluorescence of Pyronine G emitted at 552 nm was quenched by nucleic acids when excited at 525 nm. Adding N,N‐dimethylformamide (DMF) as a sensitive media can enhance the sensitivity greatly. Based on the fluorescence reactions sensitive fluorimetric methods for nucleic acids at nanogram levels were proposed. Under the optimum conditions, the calibration curves were linear in the range of 0.0032 ∼ 2.5 μg mL‐1 for ct DNA and 0.0024 ∼ 2.5 μg mL‐1 for hs DNA. The limits of determination were 3.2 ng mL‐1 and 2.4 ng mL‐1 respectively. This method has good selectivity and high sensitivity. It has been applied to the determination of DNA in the synthetic samples and real samples with satisfactory results.
Determination of a Cationic Surfactant with Naphthalene Black 12B by the Resonance Light Scattering Technique
Authors: Feng Suling , Wang Jin , Fan Jing 
Published: June 2006

AbstractA new determination method for a cationic surfactant, zephiramine (Zeph), was developed with resonance light scattering (RLS) technique, based on the interaction of naphthalene black 12B with Zeph. The resonance light scattering (RLS) and UV characteristics of interaction between naphthalene black 12B and Zeph were studied. The RLS intensity of naphthalene black 12B at 363 nm was greatly enhanced in the presence of Zeph at pH 6.0. The enhanced RLS is proportional to the concentration of Zeph in the range of 3.20×10‐7∼1.44×10‐5 mol L‐1. The limit of detection was 8.8×10‐8 mol L‐1. The proposed method was applied to the determination of Zeph in synthetic and spiked water samples with the recovery of 96.2‐104% and RSD of 1.1‐2.5%.
Radioisotope X‐Ray Fluorescence Analysis of Alncient Pottery from Tel Kouzama Site in Damascus, Syria
Authors: Bakraji Elias Hanna , Romeié Mouhammad , Issa Haissam 
Published: June 2006

AbstractThe radioisotope X‐ray fluorescence method has been utilized in the analysis of thirty nine archaeological pottery fragment samples from Tel Kouzama site, Damascus city, Syria. The samples were irradiated by a 109Cd radioisotope source (∼9 108 Bq) for 1000 s. 17 chemical elements were determined. These elemental concentrations have been processed using two multivariate statistical methods, cluster and factor analysis in order to determine similarities and correlation between the various samples. Factor analysis confirms that samples were correctly classified by cluster analysis. These two methods suggest that samples can be considered to be manufactured using four different sources of raw material.