bluuebunny/crossref_metadata_2025_split huggingface dataset:
The specifics of teaching the techniques of conducting gesture in the "Choral conducting" classroom
Authors: Movchan Larisa Anatol'evna 
Published: March 2024

The profession of conductor is one of the most important musical specialties in the world. The conductor plays the role of the head of the orchestra or choir, is responsible for the accuracy and expressiveness of the sound of the work, and serves as an intermediary between the author and the performer. The nature of the music and the performance interpretation depend on the correct work of the conductor. There is an educational side to the conductor's work. The choirmaster, engaged in teaching, solves a number of educational tasks. The article examines the specifics of teaching conducting gesture techniques in the classroom in the specialty "Choral conducting", highlights the main aspects and problems of conducting a choral group, and compares the work of a choral and symphonic conductor. The technique of managing a vocal group – an academic, folk or church choir - implies the ability to read scores in different keys, arrange them, and correctly distribute the parts depending on the characteristics of the voices. The choir director also works with the literary text of vocal compositions. It is impossible to do without general musical and theoretical knowledge in the field of solfeggio, harmony, and polyphony. The technique of staging the conducting apparatus and the schedule of the timing schemes practically do not differ among the heads of instrumental and vocal groups. This can be explained by the general nature, the psychology of collective music making. However, we must not forget about the specific features of choral conducting. This is the relative smoothness of gestures due to the different allocation of voices than in the orchestra, as well as the non-use of the conductor's baton. The second important difference between a choirmaster and a symphonic conductor is the need to analyze not only the musical, but also the verbal text of the score. The characteristic of the composer's work is added to the characteristic of the poet's work or the features of oral folk art, if the exact author of the text is unknown. In the work of a chorus conductor, vocal performance is of great importance, which is related to the possibilities of the voice. Choral conducting is more intimate than orchestral conducting. The most obvious synthesis of these arts, which almost completely eliminates all differences, can be noted in the management of both vocal and instrumental groups at once: in operas, cantatas, oratorios.
Foveavelia, a new South American genus of Veliinae (Hemiptera: Heteroptera: Veliidae)
Authors: Rodrigues Higor D. D. , Moreira Felipe F. F. 
Published: March 2024

Background
Semiaquatic bugs (Hemiptera: Heteroptera: Gerromorpha) are distributed worldwide and play fundamental roles in limnic ecosystems. They are the most successful group of organisms to occupy the air-water interface, are important models to study ecology and evolution, and can be relevant tools in biomonitoring. Veliidae is the second most speciose family of semiaquatic bugs, but its internal classification, including subfamilies and genera, is artificial and based on symplesiomorphies. One of these non-monophyletic entities is Paravelia Breddin, 1898, the largest genus in the subfamily Veliinae.

Results
In an effort to better classify the Veliinae, we describe Foveavelia to hold five South American species previously placed in Paravelia. The new genus is characterized by the following combination of features: unusual coarse cuticular punctures throughout the thorax and abdomen; a pair of small, frosty, pubescent areas formed by a very dense layer of short setae on the anterior lobe of the pronotum; fore tibial grasping comb present only in males; middle tibia with a row of elongate dark-brown trichobothria-like setae on the distal third, decreasing in size distally; macropterous specimens with the apical macula of the forewings elongate and constricted at mid-length, reaching the wing apex; and the male proctiger with a pair of anterodorsal projections. Besides the description, a key to the species of Foveavelia is provided, accompanied by illustrations and a species distribution map.
Inulin protects against the harmful effects of dietary emulsifiers on mice gut microbiome
Authors: Bekar Cansu , Ozmen Ozlem , Ozkul Ceren , Ayaz Aylin 
Published: March 2024

Background
The prevalence of inflammatory bowel diseases is increasing, especially in developing countries, with adoption of Western-style diet. This study aimed to investigate the effects of two emulsifiers including lecithin and carboxymethyl cellulose (CMC) on the gut microbiota, intestinal inflammation and the potential of inulin as a means to protect against the harmful effects of emulsifiers.

Methods
In this study, male C57Bl/6 mice were divided into five groups (n:6/group) (control, CMC, lecithin, CMC+inulin, and lecithin+inulin). Lecithin and CMC were diluted in drinking water (1% w/v) and inulin was administered daily at 5 g/kg for 12 weeks. Histological examination of the ileum and colon, serum IL-10, IL-6, and fecal lipocalin-2 levels were analyzed. 16S rRNA gene V3-V4 region amplicon sequencing was performed on stool samples.

Results
In the CMC and lecithin groups, shortening of the villus and a decrease in goblet cells were observed in the ileum and colon, whereas inulin reversed this effect. The lipocalin level, which was 9.7 ± 3.29 ng in the CMC group, decreased to 4.1 ± 2.98 ng with the administration of inulin. Bifidobacteria and Akkermansia were lower in the CMC group than the control, while they were higher in the CMC+inulin group. In conclusion, emulsifiers affect intestinal health negatively by disrupting the epithelial integrity and altering the composition of the microbiota. Inulin is protective on their harmful effects. In addition, it was found that CMC was more detrimental to microbiota composition than lecithin.
Making connections in learning to read and to spell
Authors: Bradley Lynette 
Published: May 2007

AbstractA recent intervention study demonstrated a powerful method for helping children with difficulty in sound categorization to learn to read and to spell. The aim of this project is to explain the underlying reasons for its success. The project is divided into three stages, Pretests, Training and Post‐tests, which cover a period of 3 years. The subjects were young beginning readers, who were pre‐tested on the strategies used in the successful teaching method, and then followed in school for 3 years to see how their skill in these strategies affected their progress in reading and spelling. They were divided into four matched groups in the second term of the project for a short training study. Phonological awareness when the child started school proved to be critical for success in early reading, and in spelling 2 years later. Memory for letter strings becomes increasingly important for spelling. Beginning readers who were taught the connection between the two strategies made early gains in reading text.
The framing heuristic influences judgements about younger and older adults' decision to refuse medical treatment
Authors: Rybash John M. , Roodin Paul A. 
Published: May 2007

AbstractThree‐hundred and one young adults evaluated medical dilemmas in which a patient (1) was portrayed as either 40 or 70 years old, (2) decided to either refuse or consent to a risky treatment for a serious medical disorder, and (3) received either positively or negatively framed information about the potential effectiveness of a proposed medical treatment. Participants' evaluations of the patients' decisions reflected the implementation of a framing heuristic and an age heuristic. The framing heuristic influenced participants' judgements of patients who refused the proposed treatment. Specifically, information which was positively framed resulted in risk‐avoiding judgements, while information which was negatively framed resulted in risk‐taking judgements. The age heuristic predisposed participants to recommend that 40 year old patients, more so than 70‐year‐old patients, opt for high‐risk medical treatments that could potentially add a large number of years to their lives.
Knowledge Organization and the Acquisition of Procedural Expertise
Authors: Zeitz Colleen M. , Spoehr Kathryn T. 
Published: May 2007

AbstractThe influence of the organization of a declarative knowledge base on the development and application of proceduralized knowledge was investigated in a complex troubleshooting domain. Domain explanations were generated in either a depth‐first or breadth‐first manner for different groups of subjects who were also given experience learning to troubleshoot in the domain. Although the two explanatory structures led to similar training performance, the two groups differed significantly in their overall level of performance in subsequent troubleshooting problems. Examination of objective measures of troubleshooting performance and think‐aloud protocols indicated that breadth‐first declarative knowledge representation fosters the use of mental models during problem‐solving in training. It also facilitates proceduralization of that knowledge into fast and accurate methods for localizing faults.
Imagery experts: How do expert abacus operators process imagery?
Authors: Hishitani Shinsuke 
Published: May 2007

AbstractThis study examined how expert abacus operators process imagery. Without imagery instructions a digit series was auditorily presented as one whole number (WHL list) or separate digits (SEP list). RT from offset of the probe to onset of the response was measured. The main findings were as follows: experts showed no difference in RT between the two lists, while significant differences occurred in non‐experts; non‐experts' RT increased with probed position, while experts' RT was flat if the series size was within their image capacity; experts' RT increased with probed position when the series size was longer than their image capacity, but its rate of increase was smaller than that of non‐experts; and the smaller the image capacity, the steeper the slope of the RT function. It was concluded that experts spontaneously encode the digit series into an imaged abacus, while non‐experts encode it verbally; that experts directly access the probed position within their image but serially process the verbally coded overflowed part; and that non‐experts search the digit series serially.
Disruption of proofreading by irrelevant speech: Effects of attention, arousal or memory?
Authors: Jones Dylan M. , Miles Christopher , Page Jean 
Published: May 2007

AbstractA series of five experiments examined the effects of irrelevant speech on proofreading and memory. Four of the experiments used a proofreading task and showed that the deleterious effects of irrelevant speech: (1) depend on the speech being meaningful, (2) are only present when the burden on short‐term memory is low and (3) are manifested in a lower detection rate for non‐contextual as opposed to contextual errors. Neither the spatial location of the speech (either in terms of spatial dispersion of sources or spatial movement of a single source) nor the intensity of the speech (in a range bounded by 50 dB(A) and 70 dB(A)) had any effect on proofreading. Late selection models of attention are favoured by the results in preference to models having arousal, short‐term memory or early selection in attention as their basis. A final experiment showed serial recall for visual lists to be impaired by the presence of any speech‐like sound (including reversed speech and speech in an unfamiliar language) which suggests a set of phenomena qualitatively different from those associated with proofreading. Throughout the article the practical consequences of the findings are emphasized.
Reverse versus forward recall of script‐based texts
Authors: Geiselman R. Edward , Callot Robin 
Published: May 2007

AbstractPrevious research has shown that witnesses who are instructed to recall a crime scenario in reverse order as well as in forward order retrieve more total information than witnesses who recall in forward order twice. The present experiment evaluated the hypothesis that forward recall consists of schema‐based retrieval whereas reverse‐order recall consists of more datadriven, non‐schematic retrieval. It was predicted that more actions consistent with a scenario's schema would be recalled in forward order than in reverse order, more actions incidental to the schema would be recalled in reverse order than forward order, and more schema‐based intrusions would be generated in forward order. The results confirmed these predictions. Implications for witness interviewing are discussed.
Preventive and corrective maintenance of access to knowledge
Authors: Bahrick Harry P. , Hall Lynda K. 
Published: May 2007

AbstractAccess to large portions of our knowledge is unstable, so that recall fluctuates depending upon momentary context. Laboratory interventions can stabilize access for a time, either by preventing the loss of precarious access (preventive maintenance) or by re‐establishing lost access (corrective maintenance). This paper describes two methods of measuring the magnitude and duration of such intervention effects. Preventive maintenance effects are measured by the degree and the persistence of asymmetry of up‐ versus down‐fluctuations on successive attempts to recall. The preventive maintenance effect of a single successful recall trial has a half‐life in excess of 1 month. The methods are suitable for comparing the effectiveness of various schedules and types of maintenance interventions for a variety of semantic memory content and for diverse subject populations.
Instructional effects in the use of the mnemonic keyword method for learning German nouns and their grammatical gender
Authors: Desrochers Alain , Wieland Linda Deroy , Coté Madeleine 
Published: May 2007

AbstractThe use of the mnemonic keyword method involves (a) the formation of an orthographic link between the form of a foreign word and that of a physically similar word in one's mother tongue (i.e. the keyword), and (b) the formation of a semantic link between the referent of the foreign word and that of the keyword. In a variation of this study method, English‐speaking learners were asked to study the grammatical gender of German nouns by substituting the concepts of a woman, a man, and an inanimate object for the feminine, masculine, and neuter genders, respectively. This more concrete representation of gender was then to be incorporated to an interactive image along with the referent of the keyword and that of the German noun. The three experiments reported in this paper yielded four main results: (a) instructing learners to recode the gender tag and to include its representation into an interactive mental image along with the referent of the German noun facilitated the recall of genders: (b) the facilitating effect of imagery instructions on the recall of genders was obtained only if the English translation was recalled; (c) the probability of correctly reporting the gender given that the English translation was not recalled was higher than the baseline for guessing if the learners were instructed to encode the gender before the translation, otherwise it was consistently near the baseline: and (d) in contrast with prior studies with French‐speaking subjects, the modified keyword method did not always enhance the recall of the familiar translation equivalents. The discussion bears mainly on the factors that might account for the difficulty of detecting a consistent keyword advantage in the recall of the familiar translation.
Face recognition memory: The effects of exposure duration and encoding instruction
Authors: Reynolds J. Kirkland , Pezdek Kathy 
Published: May 2007

AbstractTwo experiments test the effects of exposure duration and encoding instruction on the relative memory for five facial features. Participants viewed slides of Identi‐kit faces and were later given a recognition test with same or changed versions of each face. Each changed test face involved a change in one facial feature: hair, eyes, chin, nose or mouth. In both experiments the upper‐face features of hair and eyes were better recognized than the lower‐face features of nose, mouth, and chin, as measured by false alarm rates. In Experiment 1, participants in the 20‐second exposure duration condition remembered faces significantly better than participants in the 3‐second exposure duration condition; however, memory for all five facial features improved at a similar rate with the increased duration. In Experiment 2, participants directed to use feature scanning encoding instructions remembered faces significantly better than participants following age judgement instructions; however, the size of the memory advantage for upper facial features was less with feature scanning instructions than with age judgement instructions. The results are discussed in terms of a quantitative difference in processing faces with longer exposure duration, versus a qualitative difference in processing faces with various encoding instructions. These results are related to conditions that affect the accuracy of eyewitness identification.
The integration of knowledge and experimentation strategies in understanding a physical system
Authors: Schauble Leona , Glaser Robert , Raghavan Kalyani , Reiner Miriam 
Published: May 2007

AbstractThis study investigated how people integrate different kinds of knowledge in coming to understand the functions of components of a physical system. Twenty‐three undergraduates worked on a hypothesis‐testing task in which they constructed test circuits to decide the identity of electrical components hidden inside boxes. The students' problem‐solving was driven by qualitative causal models that included ideas about cause and effect, task demands, and functions of circuits and circuit components. There was a hierarchy of four causal models, with higher levels representing increasing understanding and supporting increasingly successful problem solution. These causal models were associated with characteristic experimentation strategies, including strategies for generating evidence, interpreting evidence, and managing memory requirements. Some of these strategies followed directly from the causal model a student held, whereas others appeared to be more general. The level of understanding a student eventually attained about this physical system was a function of both domain knowledge and proficiency in experimentation strategies.
Typeface emphasis and information focus in written language
Authors: McAteer Erica 
Published: May 2007

AbstractThis paper looks at the typographical resource of written emphasis (changing the typeface style on specific words or passages within text)–for signalling information focus. Some investigations into the effects of two conventional typefaces, upper case and italic, for signalling modulatory and contrastive stress upon word content are reported, illustrating the effectiveness of strategies using this resource for economically transmitting intended content from writer to reader. At this time of heightened interest in writing competence, and the potential of electronic writing systems for providing more typographical resources to the author than were available with pen‐and‐paper or typewriting modes, the function of paralinguistic signalling within written language is suggested as a key issue for research.
Verbal hallucinations in normals, I: People who hear ‘voices’
Authors: Barrett Terry R. , Etheridge Jane B. 
Published: May 2007

AbstractTwo studies are reported that describe the phenomena of verbal hallucinations in the general population and test two explanations of those reports. Subjects were 198 male and 387 female college students who completed a verbal hallucination questionnaire plus one or more additional questionnaires. We found that a large minority reported hallucinations and that nearly half reported having them at least once a month. The present data indicated that these reports were not related to four measures of social conformity. Neither were they related to measures of overt, or incipient, symptoms of psychopathology. We have concluded that the majority of these reports are generally veridical accounts of conscious experience in normal individuals.
Retrieval characteristics of autobiographical memories: Event and date information
Authors: Burt Christopher D. B. 
Published: May 2007

AbstractThis study examines the recall of autobiographical event information. The nature of 434 events–what, who was involved, and where and when they occurred, was obtained by examining the diaries of eight diarists. What, where and who event information was used both as cues to prompt recall and the aspect to be recalled. When was only ever recalled. Analysis indicated what was the most efficient retrieval cue, followed by where and who. An event aspect cue uniqueness explanation is suggested for these results. Event recall decreased and absolute dating error increased with retention interval. Other results suggested the latter result was due to dating strategy accuracy differences combined with a systematic adoption of different dating strategies as retention interval increased. Systematic dating errors that varied with retention interval were found, but no evidence to suggest that degree of event knowledge affected signed dating error. However, subjects generally assigned dates within the time frame established by the study, which suggests systematic dating errors are the result of boundary effects.
Elaborative memory strategies of professional actors
Authors: Noice Helga 
Published: May 2007

AbstractAnalysis of expert performance in various domains has revealed not only that experts possess a high degree of knowledge, but that this knowledge is very efficiently organized. But increased understanding of expertise has shed little light on what specific strategy is best suited for a particular task. This study investigated the strategies employed by professional actors in the course of learning theatrical scripts. Seven actors were asked to describe the procedures they use in preparing and learning a role. These protocols were then analysed for commonalities among subjects. The most important finding was that there was unanimous agreement among actors that they do not memorize the lines in a rote‐type fashion. Instead they read the script many times, trying to infer the motivation behind each utterance. All of the actors stressed the importance of identifying the underlying meaning and of explaining why the character said those exact words. Apparently this type of ‘active’ understanding leads to verbatim retention of the text and makes word‐for‐word or line‐for‐line memorizing unnecessary.
Deficits in acquiring language structure: The importance of using prosodic cues
Authors: Weinert Sabine 
Published: May 2007

AbstractThe study investigates and supports the hypothesis that (1) specifically language‐impaired (SLI) children have deficits in processing and using the rhythmic‐prosodic structure of speech; and that (2) these deficits impede the implicit learning of formal regularities of input language. The ability of SLI children to exploit prosodic cues in rule learning was tested in an experimental design using a miniature language. Twenty‐four SLI children (mean age 6;5) learned a small set of sentences generated by a content‐free rule system. The sample sentences were presented either with or without prosodic cues to the underlying formal regularities. The experimental groups were matched by various cognitive and language indicators. To assess whether they had acquired some regularities of the miniature language, a grammaticality judgement task was presented. In addition, their ability to reproduce rule‐structured and rule‐violating strings was tested. The experimental as well as some additional correlational data support the basic theoretical assumptions. The children had deficits in processing and exploiting prosodic cues in rule learning, and these deficits covaried with their rhythmic ability as indicated by a rhythm discrimination task.