bluuebunny/crossref_metadata_2025_split huggingface dataset:
Nonrobustness of the information test in detecting heterogeneity
Authors: Jones Michael P. 
Published: June 2006

AbstractIn data sets that consist of a large number of clusters, a frequent goal of the analysis is to detect whether heterogeneity exists between clusters. A standard approach is to model the heterogeneity in the framework of a mixture model and to derive a score test to detect heterogeneity. The likelihood function, from which the score test derives, depends heavily on the assumed density of the response variable. This paper examines the robustness of the heterogeneity test to misspecification of this density function when there is homogeneity and shows that the test size can be far different from the nominal level.
Rank‐based test procedures for interaction in the two‐way layout with one observation per cell
Authors: Hartlaub Bradley A. , Dean Angela M. , Wolfe Douglas A. 
Published: June 2006

AbstractNew aligned‐rank test procedures for the composite null hypothesis of no interaction effects (without placing restrictions on the two main effects) against appropriate composite general alternatives are developed for the standard two‐way layout with a single observation per cell. Relative power performances of the two new aligned‐rank procedures and existing tests due to Tukey (1949) and to de Kroon & van der Laan (1981) are examined via Monte Carlo simulation. Extensive power studies conducted on the 5 × 6 and 5 × 9 two‐way layouts with one observation per cell show superior performance of the new procedures for a variety of interaction effects. Simulated critical values for the new procedures are provided in settings where the number of levels for each of the factors is between 3 and 9, inclusive.
Tests of serial independence based on Kendall's process
Authors: Genest Christian , Quessy Jean‐FranÇlois , RÉamillard Bruno 
Published: June 2006

AbstractThe authors propose new rank statistics for testing the white noise hypothesis in a time series. These statistics are Cramér‐von Mises and Kolmogorov‐Smirnov functionals of an empirical distribution function whose mean is related to a serial version of Kendall's tau through a linear transform. The authors determine the asymptotic behaviour of the underlying serial process and the large‐sample distribution of the proposed statistics under the null hypothesis of white noise. They also present simulation results showing the power of their tests.
An Observation Procedure to Differentiate Teaching Experience and Expertise in Music Education
Authors: Standley Jayne M. , Madsen Clifford K. 
Published: June 2006

One hundred fifty music teachers and students were asked to simultaneously observe, analyze, and write extemporaneously about 20 videotaped excerpts of live music situations. Subjects were divided on the basis of their expertise and experience into five groups of 30 people each: freshmen, juniors, novices, experienced teachers, and experts. Responses were analyzed with differential points being given for accurate factual and inferential statements. Individual scores ranged from 17 to 205 points. Group means were widely differentiated and increased systematically as experience and expertise increased, and all differences between groups were significant except between the freshmen and juniors. A two-way ANOVA revealed that the difference in scores between experienced and expert teachers was not due solely to years of experience.
Performance of Perceived Beat in Relation to Age and Music Training
Authors: Duke Robert A. , Geringer John M. , Madsen Clifford K. 
Published: June 2006

The perception of beat across a range of stimulus speeds was examined using monotonic I stimuli. Two hundred forty subjects representing four age-groups (graduate, undergraduate, high school, junior high school) and two levels of music participation (music major/enrollment in band versus no participation in organized music activities) served as subjects. Thirteen sets of consecutive periodic 349.23 Hz (F4) tones were presented at various speeds in randomized orders. The rates of the 15-second examples were 40, 60, 70, 75, 80, 85, 90, 100, 120, 140, 160, 200, and 240 tones per minute. Subjects' tasks were to listen to each example and to tap the perceived beat or pulse. Results indicate that college music majors and other listeners responded differentially. Music majors tended to identify beat tempi between 70 and 120 beats per minute (bpm) regardless of the speed of stimulus tones presented, suggesting that faster rates of presentation (≥ 140 bpm) were perceived as subdivisions of slower beat tempi, and that slower rates of presentation (≤ 60 bpm) were perceived as pulses spanning two or more faster beats. Although a similar tendency was apparent in the responses of the remaining subjects, a majority tapped beats identical to the stimulus tones across all rates of presentation. That is, nonmusic subjects seemed to perceive the stimulus tones as beats, regardless of the rate of presentation, whereas the trained musicians tended to perceive beat tempi within a defined range across all stimulus speeds.
Comprehensive Musicianship in the Contemporary Music Project's Southern Region Institutes for Music in Contemporary Education
Authors: Bess David Michael 
Published: June 2006

This study offers a historical perspective of the implementation of Comprehensive Musicianship from 1966 through 1968 in the five colleges and universities that formed the Southern Region of the Contemporary Music Projects Institutes for Music in Contemporary Education (IMCE) program: East Carolina University, Greenville, North Carolina; Florida State University, Tallahassee; George Peabody College for Teachers, Nashville, Tennessee; University of Georgia, Athens; and University of Kentucky, Lexington. Diverse realizations of Comprehensive Musicianship were fostered among the Southern Region IMCE institutions, ranging from East Carolina University's integrated theory-history courses for freshmen, sophomores, and juniors to the University of Georgia's small-scale experiment on the use of composition as part of sophomore theory instruction. Although the IMCE program influenced music faculty members in the Southern Region schools to confront important issues about college training in musicianship, the long-term effects of the program were minimal in the five schools.
Automated Aural-Visual Music Theory Instruction for Elementary Education Majors
Authors: Roach Donald W. 
Published: June 2006

A self-instructional linear program of 388 frames was constructed to teach music theory skills and knowledge to elementary education majors. Sixty-two elementary education majors, divided equally between the control group and experimental group, participated in the evaluation of the program. Both groups were administered the Aural-Visual Music Theory Test, developed by the experimenter, as pretest and posttest. The control group received no music instruction during the course of the experiment; the self-instructional program was the only music instruction received by the experimental group. Statistically significant gains by the experimental group from pretest to posttest showed that the self-instructional program was highly effective with elementary education majors. The unique aural-visual format provided immediate application of theory to the sound of music. The study suggests that much can be learned outside of class, permitting greater efficiency and individualization as well as conservation of in-class time for greater stress upon methods for the classroom teacher.
Poor Pitch Singing: Response of Monotone Singers to a Program of Remedial Training
Authors: Roberts Emlyn , Davies Ann D. M. 
Published: June 2006

An experiment was carried out to see whether the musical performance of monotones could be improved by a program of remedial training. A group of 90 children aged 6+ to 8+ years was chosen, all of whom had been rated by their school singing teachers as monotones or droners. The children were randomly assigned to a remedial training group, a traditional training group or a control group. All children in the experiment were assessed on a nine-test pre- and posttest battery of musical recognition and production with single note, interval, melody, and rhythm scales, and a test of free song. Responses were tape-recorded and scored blind by a panel of music teachers who knew neither which group the child was in, nor whether the responses derived from the pre- or posttraining session. A group of 30 normal singing children of the same age was also given the test battery to judge the discriminating powers of the various individual subtests. The remedial training group was given two 30-minute sessions per week for eight weeks and had practice in singing a note within their speaking range. The traditional training group was intended to control for the possibility that extra attention and tuition might by itself improve the child's vocal performance. This group studied contemporary and traditional songs with piano, guitar, and percussion accompaniment for the same length of time. All groups showed significant improvement from pre- to posttest assessment except on the test of single note recognition. The monotone and normal singing groups did not differ on this measure. The remedial group showed greater improvement of single note and interval production than did the other two groups. Their vocal range was extended significantly, but within the eight weeks there was no differential improvement of this group on the test of free song.
Musical Development in Preschool Disadvantaged Children
Authors: Young William T. 
Published: June 2006

The present study was designed to investigate the effect of a structured program of musical training on the musical abilities of preschool children from disadvantaged backgrounds. All the children in one advantaged school and one disadvantaged school were given musical instruction. A second pair of preschools (one advantaged and one disadvantaged) were used as control groups. All children were pre- and posttested with an especially designed primary music ability test. Data from these tests were analyzed by means of an A x B two-factor design using 32 individuals in each of the four cells for a total N of 128. Results showed no statistical difference between abilities of the two advantaged groups of children and the disadvantaged group that had received instruction. The overall conclusion was that the type of instruction offered in this project was effective for all, regardless of environmental background.
Effect of Music and Biofeedback on Alpha Brainwave Rhythms and Attentiveness
Authors: Wagner Michael J. 
Published: June 2006

This study investigated the effect of two music stimuli and silence on alpha rhythm production in the temporal lobes of 30 musicians and 30 nonmusicians. The experiment consisted of a no-feedback and an alpha-feedback presentation. Analysis of time spent in alpha showed significantly more alpha rhythm content in electroencephalograms of musicians than in electroencephalograms of nonmusicians. Comparisons of results evidenced no significant differences among aural conditions used nor between the no-feedback and alpha-feedback presentation. Analysis of verbal reports of attentiveness indicated that subjects ascribed a significantly lower attentiveness rating to silence conditions than to either music condition. Correlational analysis between time spent in alpha and verbal reports of attentiveness showed that an extremely low correlation existed between the two dependent measures.
Melodic Memory Tests: A Comparison of Normal Children and Mental Defectives
Authors: Zenatti Arlette 
Published: June 2006

A melodic memory test divided into two series, one tonal and the other atonal, was given to 480 children of normal intelligence and 396 mental defectives. The normal group ranged in age between 5 years, 6 months, and 16 years, 6 months. The defectives (IQs between 50 and 85) had an age range of 8 years, 4 months, to 16 years, 6 months. The results demonstrated that the acuity of perceptive discrimination in the defectives was clearly inferior to that of the normal children of the same chronological age and approximated that of normal children of the same mental age. Tonal acculturation was shown by a significantly easier discrimination in the tonal series, in relation to the mental age of the subjects.
The Influence of Loudness on the Discrimination of Musical Sound Factors
Authors: Haack Paul A. 
Published: June 2006

This study investigated the effects of differing loudness levels on discrimination of pitch, rhythm, duration, loudness, timbre, and tonal memory. Subjects were 101 university undergraduates, and comparisons were made for music versus nonmusic majors, males versus females, and those with exposure versus nonexposure to loud sounds. Analysis of variance procedures revealed the significant influence of varying loudness levels on rhythm, duration, loudness, and timbre discriminations. Music and nonmusic majors responded similarly, though several interactions were noted. No major differences appeared concerning the sex variable nor the exposure to loudness grouping; however, the nonexposure subjects fared more favorably in a preponderance of mean data comparisons (15 of 21)— a trend most marked among the nonmusic majors. Implications were that less intense presentation levels should be employed to enhance timbre discriminations, louder presentation levels to enhance perception and discrimination of loudness or dynamic variation. Also noted was the need to view cautiously those test norms and results acquired without rigorous control of loudness presentation levels.
Music Instruction in Early Nineteenth-Century American Monitorial Schools
Authors: Fouts Gordon E. 
Published: June 2006

The monitorial school, developed in England in the late eighteenth century by Joseph Lancaster and Andrew Bell, was adopted in the early nineteenth-century in American schools. Educators hoped that this system, which was designed to extend the teacher's efforts by means of student assistant teachers, would provide training for children at minimal expense—up to three hundred pupils per teacher. The first three volumes of the American Journal of Education (1826–1828) were devoted almost entirely to discussions of the monitorial system and to schools that used it. Ezra Barrett's Sabbath School Psalmody was planned and published in 1828 to assist teachers in presenting music rudiments by means of this system. The most significant characteristic of the system was that the assistant teachers, or monitors, learned given lessons and then instructed other members of the class by means of prepared questions and answers. The monitors and their groups repeatedly recited the questions and answers until the information was assimilated. Henry Kemble Oliver, a teacher, church musician, and hymn-tune composer who taught in monitorial schools during the 1820s, related his observations of the monitorial system before the first annual meeting of the American Institute of Instruction in 1830. He first spoke well of the system, principally because a large number of pupils could be accommodated by a single teacher, saving time and money. However, Oliver also pointed out the superficiality of the instruction and other adverse effects that outweighed the advantages. The influence of monitorial schools declined in America during the first half of the nineteenth century with the development of public schools.
An Analysis of Sequential Patterns of Instruction in Piano Lessons
Authors: Speer Donald R. 
Published: June 2006

The purpose of this study was to investigate verbal behaviors of independent piano teachers in private lessons. Forty-seven lessons from 25 teachers were recorded on audiotape, scripted, and analyzed for time spent in teacher presentation, student participation, and teacher reinforcement. Frequencies were obtained for complete/correct, complete/incorrect, and incomplete teaching patterns observed. Results indicated significant differences due to student age in presentation of musical information, teacher talk, teacher coaching, and student participation. Students perceived as “average” by teachers received significantly more directive comments than “better” students. Significant interactions were observed for verbal reinforcement by student and teacher experience. Teachers with more than 18.5 years of experience were more disapproving to students with more than 3.5 years of playing experience. Less-experienced teachers were more specific with approvals than their more-experienced colleagues. Frequencies of complete/correct patterns of teaching were significantly lower than other patterns observed.
Family composition and menarcheal age: Anti‐inbreeding strategies
Authors: Matchock Robert L. , Susman Elizabeth J. 
Published: June 2006

AbstractFamily composition (e.g., the absence of a father) is associated with pubertal timing in women, although the socioendocrinology of the human primate is poorly understood. To better understand social influences on sexual maturation, retrospective data were collected on menarcheal age and family composition from a sample of approximately 1,938 participants from a college population. Absence of a biological father, the presence of half‐ and step‐brothers, and living in an urban environment were associated with earlier menarche. The presence of sisters in the household while growing up, especially older sisters, was associated with delayed menarche. Menarcheal age was not affected by number of brothers in the household, nor was there an effect of birth order. Body weight and race were also associated with menarche. The present findings advance the literature as they are suggestive of putative human pheromones that modulate sexual maturation to promote gene survival and prevent inbreeding, as occurs in rodents and nonhuman primates. Am. J. Hum. Biol. 18:481–491, 2006. © 2006 Wiley‐Liss, Inc.
Genetic structure of Algerian populations
Authors: Lefevre‐Witier Philippe , Aireche Hadi , Benabadji Mohamed , Darlu Pierre , Melvin Kristin , Sevin Andre , Crawford Michael H. 
Published: June 2006

AbstractBlood samples were collected in Algeria from 4,444 army recruits and tested for 10 genetic polymorphic systems. These samples were collected from territorial Wilayas (administrative units of Algeria) from which the young soldiers had originated. Based on similar geography and economic and political history, these Wilayas were clustered into 10 regions. These regions, not part of the governmental administrative units, were characterized by allelic frequencies, and analyzed using R‐matrix principal components, Wright's FST, spatial autocorrelation, and Mantel tests. Hierarchical relationships between the culturally defined regions were examined using two different analytical methods of phylogenetic tree constructions: neighbor‐joining, and unweighted pair group average arithmetic (UPGMA). These results indicated the predominance of genetic homogeneity due to the gene flow between regions, but with some migration emanating from sub‐Saharan Africa and Mediterranean Europe. Wright's FST value of 0.0063, based on 16 alleles, suggested a relatively small genetic microdifferentiation of the regions. In Algeria, gene flow apparently swamped most of the effects of stochastic processes and disrupted the relationship between geography and genetics, as characterized by the isolation‐by‐distance model. Some genetic differences and similarities were observed between regions or clusters of regions. The resulting genetic structure of the Algerian populations is best explained by a combination of gene flow, ecology, and history. Am. J. Hum. Biol. 18:492–501, 2006. © 2006 Wiley‐Liss, Inc.
Asian and non‐Asian origins of Mon‐Khmer‐ and Mundari‐speaking Austro‐Asiatic populations of India
Authors: Kumar Vikrant , Langsiteh Banrida T. , Biswas Silpak , Babu J. Pradeep , Rao T. Nageswara , Thangaraj K. , Reddy A.G. , Singh L. , Reddy B. Mohan 
Published: June 2006

AbstractIn the present study, we analyzed 1,686 samples from 31 tribal populations of India for the mitochondrial DNA 9‐base‐pair deletion/insertion polymorphism, and characterized them based on the relevant mitochondrial DNA coding‐region single nucleotide polymorphisms and hypervariable region I motifs, to test the genetic origins of the ethnically and linguistically heterogeneous Austro‐Asiatic tribes of India. A comparative analysis of our results with the existing data suggests multiple origins of Austro‐Asiatic tribes in India, and particularly the Asian and non‐Asian origins of the Mon‐Khmer and the Mundari populations. We also identified a novel subclade of haplogroup B in the Mon‐Khmer Khasi tribes that distinguishes them from the Nicobarese, indicating two different waves of migration of the Mon‐Khmer tribes in India. Am. J. Hum. Biol. 18:461–469, 2006. © 2006 Wiley‐Liss, Inc.
p.Q223R leptin receptor polymorphism associated with obesity in Brazilian multiethnic subjects
Authors: Duarte Stenio Fernando Pimentel , Francischetti Emílio Antonio , Genelhu‐Abreu Virgínia , Barroso Sergio Girão , Braga José Uéleres , Cabello Pedro Hernan , Pimentel Márcia Mattos Gonçalves 
Published: June 2006

AbstractSeveral genes play a major role in obese phenotypes, and studies suggest that genetic variations among individuals, as well as their lifestyles, may bring about different body compositions. Among these genes, LEP, which codifies leptin, and the LEPR gene encoding its receptor were extensively studied for variants that could explain the obese phenotype. The LEPR p.Q223R gene polymorphism was analyzed in a sample of obese and nonobese individuals from Brazil to evaluate the role of this polymorphism in the obese phenotype in the population. Two hundred obese patients (60 males, 140 females, body mass index (BMI) >30 kg/m2) were screened, together with 150 lean or normal healthy individuals (63 males, 87 females, BMI <24 kg/m2). Genomic DNA was extracted and amplified by polymerase chain reaction (PCR). PCR products were digested with the restriction of endonuclease MspI, and separated by electrophoresis through an 8% polyacrilamide gel stained with silver nitrate. There was a significant difference in LEPR p.Q223R polymorphism frequency when comparing obese and lean subjects, with an odds ratio of 1.92 and a 95% confidence interval of 1.15–3.22 (P = 0.013). There is a strong association of the LEPR p.Q223R gene polymorphism with obesity in Brazil. Am. J. Hum. Biol. 18:448–453, 2006. © 2006 Wiley‐Liss, Inc.