bluuebunny/crossref_metadata_2025_split huggingface dataset:
Demographic Change in Appalachia: A Tentative Analysis
Authors: Ludke Robert L. , Obermiller Phillip J. , Rademacher Eric W. 
Published: December 2022

Abstract
Due to the limited data collected in the 2010 Census, this article analyzes the demographic trends in Appalachia since the 2000 Census based on a set of select variables drawn from the American Community Survey (ACS). To provide context, a brief review of total population trends in Appalachia between 1910 and 1970 is presented, followed by an overview of key demographic changes in the region from 1970 through 2010 for a variety of population characteristics. Next, the limitations created by the substitution of the ACS for the census long form in 2010 are discussed, illustrating the need for tentativeness in the conclusions drawn from the data. A discussion of methodology follows, describing the geography of the research and reviewing the risks and benefits of comparing census to ACS data. Changes in the region between 2000 and 2010 for selected demographic variables are then presented, providing a sense of significant changes both over time and in geographical areas. The findings should not lead to definitive conclusions about demographic changes in Appalachia between 2000 and 2010, but should raise awareness of and sensitivity to particular demographic phenomena and potential changes that may be occurring in the region for future monitoring and analysis.
Hank Williams Lives in Uptown: Appalachians and the Struggle Against Displacement in Chicago
Authors: Guy Roger 
Published: December 2022

Abstract
Uptown, on Chicago’s north side, was home to thousands of Appalachian migrants in the 1960s. Known fondly as Hillbilly Heaven for the numerous honky-tonk bars, and concentration of southern whites, Uptown was eyed for urban renewal by an elite group of business owners and civic leaders who referred to it as the Hillbilly Ghetto. This group strongly supported a plan for a college that would raze many of the buildings occupied by Appalachian migrants. Kentuckian, Charles "Chuck" Geary mounted strident opposition to the plan for the college by organizing neighborhood residents under the name Voice of the People. He was aided by architect and planner Rodney and Sydney Wright, who were part of a new movement of advocacy planners whose goal was to involve the poor in urban planning. This confluence of people and events resulted in an alternative plan for the college called Hank Williams Village—a multi-purpose housing and commercial development patterned after a southern town. Chuck Geary proposed the name because it captured the notion of Hillbilly Heaven and dominance of white Appalachians in Uptown. The Village plan failed to win the support of the local renewal board and was never built. However, it remains as a significant example of Appalachian migrants resisting displacement from urban renewal.
An Urban Appalachian Neighborhood’s Response to Diabetes
Authors: Ludke Robert L. , Valenzuela Jessica M. , Arduser Lora , Bruck Demaree K. , Shelton Phyllis S. , McCowan Shawna M. , Jones Donna 
Published: December 2022

Abstract
The Appalachian community in the Lower Price Hill (LPH) neighborhood of Cincinnati, Ohio, used community-based participatory principles and methods to develop, implement, and evaluate an on-going initiative to address the high prevalence of diabetes among its residents. Led by the Urban Appalachian Council in partnership with a number of academic and community organizations, the initiative conducted town-hall meetings of LPH residents to identify diabetes-related areas that needed to be addressed and to select an initial pilot intervention. The result was a Community Health Advocate (CHA) program which trained neighborhood residents to canvass households to conduct diabetes risk assessments and provide education on diabetes prevention, schedule follow-up diabetes screenings at a wellness site established by the community, and conduct follow-up telephone calls to ensure wellness site participation. The extensive case-finding effort by the CHAs led to the identification of a substantial number of previously undiagnosed residents as high risk for diabetes. This effort also resulted in the confirmation of the community’s perceptions of other diabetes-related need areas which are being addressed through subsequent interventions. The success and acceptance of the program demonstrates that an Appalachian community can use existing resources to enhance its own capacity to address its health issues.
The role of metacognitive knowledge in recollection rejection
Authors: LAMPINEN JAMES MICHAEL , ARNAL JACK D. 
Published: December 2022

Abstract
Recollection rejection is a memory editing mechanism in which related lures are rejected because of the recollection of the lure’s instantiating target (e.g., "I know it wasn’t pretty because it was beautiful"). According to one view, recollection rejection requires an assumption on the part of the participant that both a word and its related lure could not have been studied. We examined this view by manipulating the instructions that were given to participants (Experiment 1) and the nature of the study list (Experiment 2). Estimates of recollection rejection derived from the phantom receive operating characteristic model found evidence for the role of metacognitive assumptions, but only when metacognitive knowledge was manipulated by varying the nature of the study list.
Teacher and Student Perceptions of Music Teaching and Learning at the Goderich Celtic College, Goderich, Ontario, Canada
Authors: Waldron Janice 
Published: December 2022

Abstract
The purpose of this ethnographic study was to explore how Celtic traditional music was taught and learned by North American adults at the Goderich Celtic College (GCC), an annual weeklong event held in the town of Goderich, Ontario, Canada. The GCC provides instruction to adult learners in Celtic instrumental traditions from Ireland, Scotland, Wales, England, and the Canadian provinces of Newfoundland, Nova Scotia, Manitoba, Quebec, Prince Edward Island, and Ontario. Other activities occurring outside of the regular school day, including concerts and informal music sessions, are a significant part of the College week. Participants were asked to describe their comfort levels with both visual and aural/oral music learning, and this was because Celtic music is traditionally learned through aural/oral transmission and not through written notation. Many of the teacher participants at the GCC were traditional folk musicians who have learned in an aural/oral, non-literate tradition in informal social settings, and when "teaching," they employ various aural/oral approaches because those are the strategies with which they are the most familiar. Student study participants were North American adults, formally schooled, musically literate, and generally uncomfortable with aural/oral music learning when introduced to Celtic music as adults. Thus, when first learning Celtic music, they were both unfamiliar with and had difficulty learning the music in the manner in which it was traditionally transmitted, that is, through aural/oral learning in context. Therefore, in order to learn Celtic music in what was perceived to be the most natural and authentic way (aural/oral), participants developed self-teaching strategies designed to accommodate and/or supplement their aural/oral learning. Information gleaned from this study has implications for formal music education practice.
Differential Effects of Instructor Feedback vs. Self-Observation Analysis on Music Education Majors’ Increase of Specific Reinforcement in Choral Rehearsals
Authors: Napoles Jessica , Bowers Judy 
Published: December 2022

Abstract
The purpose of this study was to examine the effects of two different types of feedback (instructor feedback and self-analysis of videotapes) on music education majors’ increase of specific reinforcement. Music education students (N = 26) from two large state universities enrolled in a choral techniques class served as participants for this study. All participants were pre-tested then randomly assigned to one of the two groups. Participants in the instructor feedback group received detailed scripts (filled out by the instructor) of all sequential patterns exhibited during their microteaching session, including the number of specific reinforcements, while participants in the self-analysis group were asked to watch their own videotapes and complete the same form with the detailed script. Results indicate that participants significantly increased their use of specific reinforcement throughout the treatment period. The greatest number of specific reinforcements evidenced was in session 3 (M = 1.92) and the lowest number was in session 2 (M = .57). In addition, there were no significant differences between the two groups (p &gt; .05). Instructor feedback was not any more effective than self-analysis in increasing music education majors’ use of specific reinforcement. This is consistent with previous research suggesting that self-analysis may be a viable alternative to instructor feedback in teacher training settings (Yarbrough, Wapnick, & Kelly, 1979).
False Memories of Having Said the Unsaid: On the Importance of a Prior Intention to Speak
Authors: Parks Theodore E. , Strohman Lisa K. 
Published: December 2022

Abstract
Previous research found that adults who participated in a mock debate often later reported having made a point that they had not. In an extension of that study, the present research not only replicated that finding but also investigated the possibility that such errors were the result of the subjects having been induced into intending to make the unmade point. Specifically, the present results show that the occurrence of the inducing stimulus probably did produce such intentions and that the stimulus was also important to the production of subsequent memory errors. Finally, it is argued that the latter errors are most parsimoniously understood as being caused by distorted memories of the intentions demonstrated by the former result.
Inattentional Blindness for a Noxious Multimodal Stimulus
Authors: Wayand Joseph F. , Levin Daniel T. , Varakin D. Alexander 
Published: December 2022

Abstract
Previous research has shown that people can miss salient stimuli outside the focus of their attention. This phenomenon, called inattentional blindness, typically is observed when people are given a task requiring them to focus their attention on one aspect of a complex visual scene. While participants are doing this task, an unexpected stimulus appears, and participants’ awareness of it is tested shortly thereafter. In the present experiments, noxious bimodal stimuli were used as a test case to measure the strength of inattentional blindness. We tested whether participants would notice a person enter a scene and scratch her fingernails down a chalkboard (thus making a sound called a "gride"). A large proportion of participants failed to detect this event even when the noxious audio associated with it was strengthened and isolated in time from surrounding noises.
Practice Effects, Workload, and Reaction Time in Deception
Authors: Vendemia Jennifer M. C. , Buzan Robert F. , Green Eric P. 
Published: December 2022

Abstract
Cognitive theorists argue that deception may involve attentional capture, working memory load, or perceived incongruity with memory, whereas psychophysiologists argue for stimulus salience, arousal, and emotion. This article presents a comprehensive model of deception and assesses the effect of practice on deceptive responding. A three-session longitudinal study examined the effect of practice on reaction time (RT) in relation to deception and response congruity. Participants evaluated self-referent sentences and responded truthfully or deceptively. Findings indicate that deceptive responding generates longer RTs than does truthful responding and that this relationship remains constant with practice. We use these findings to support a cognitive model of deception.
Event-Related Potentials Indicate That Reality Monitoring Differs from External Source Monitoring
Authors: Leynes P. Andrew , Cairns Alyssa , Crawford Jarret T. 
Published: December 2022

Abstract
This experiment investigated differences in event-related potentials (ERPs) observed in 2 types of source monitoring decisions. Participants discriminated between self-generated, heard, and new words (reality monitoring) in one condition; in another they discriminated between words heard in a male or female voice and new items (external source monitoring). The data support the source monitoring framework, which argues that reality monitoring discriminations differ from external source monitoring discriminations. Analysis revealed better overall source accuracy during reality monitoring than during external source monitoring. In the external source monitoring task, an early old-new ERP difference was observed at parietal electrodes followed by frontal old-new effect that persisted longer, replicating previous ERP results. However, early ERP amplitude differences between sources were observed at parietal electrode sites during reality monitoring, suggesting that self-generated items activate more differentiated information during remembering. Furthermore, there were no frontal old-new ERP differences during reality monitoring, suggesting that different decision processes are used in these types of source monitoring decisions.
Musicians’ Descriptions of Their Expressive Musical Practice
Authors: Rosenthal Roseanne , Durairaj Manju , Magann Joyce 
Published: December 2022

Abstract
This study analyzes the language used by 18 musicians (Professionals, Music Education and High School students) to explain what they were thinking and doing while practicing the expressive aspects of a musical composition. Transcripts (word count = 25,881) of verbal descriptions were organized into Segments (units roughly equivalent to a sentence) (n = 1,100) and classified with respect to their Content and Function. In addition, each instance of a metaphoric or conventional musical word or word-phrase (n = 3,406) was extracted and coded. Findings demonstrate that advanced musicians’ language focused primarily on the structural and expressive aspects of music, tended to be more goal-oriented and less evaluative, and contained more metaphoric vocabulary than the language of younger, less experienced subjects. All subjects used metaphors of motion. Despite commonalities, musicians varied widely in their focus of attention and approach to practice.
Exhausted from Educational Reform
Authors: Brand Manny 
Published: December 2022

Abstract
In this modern world of information technology, globalization, and economic competition, music teachers’ work and lives are affected by the maddening whirl of change characterized by development of everything touted as new—new curriculum, new instruction, new technology, new assurance and monitoring of education quality, and new shifts toward school-based management. Music teachers are part of this enormous web of competing and often conflicting goals labeled as educational reform. The impact of government-imposed educational reform can lead to music teachers belief that their views are generally forgotten and their professional wisdom is not respected. Above all, significant educational reform hinges on the creation and attainment of a shared vision and a trust, collaboration, and consultation between policy makers and teachers. Music teachers do have the energy, enthusiasm, and desire for change, but such change only comes when music teachers are included in policy discussions and involved in the planning for educational reform. This essay argues that far too often, music teachers are made to feel left out of the very change they are expected to guide and implement.
The Meaning of Music Education to Middle School General Music Students
Authors: Davis Virginia W. 
Published: December 2022

Abstract
The purpose of this study was to investigate the meaningfulness of music education to middle school students in general music classrooms. A survey instrument was created by gathering middle school students responses to an open-ended question regarding the general music (non-performance) class in which they were enrolled. After pilot testing, the Music Meaning Survey (MMS) was administered to general music students in grades 6 through 8 (N = 762) from nine middle schools across 8 states. The results of the MMS were factor analyzed using principal components analysis and a varimax rotation. According to the MMS, subjects did ascribe meaning to music education. The meaning students derived from music education could be assimilated into four categories: Vocational (career-oriented outcomes). Academic (music theory and history), Belongingness (social interactions between students), and Agency (self-esteem, motivation, and emotional development). The primary conclusion that can be drawn from this study is that for middle school general music students, music class can be a meaningful and multifaceted experience.
Incentives and Barriers for Completing Music Teacher Education Doctoral Programs
Authors: Teachout David J. 
Published: December 2022

Abstract
The purpose of this study was to examine positive influences and barriers associated with entering and completing a music teacher education doctoral program. Subjects (N = 73), recent doctoral graduates in music education (RDG), were asked to rate 48 positive influence items and 54 barrier items. The highest ranked positive influence item was opportunity to teach at the college level in a tenure-track position. The highest ranked barrier item was needing time to research and write the dissertation. Using the top 24 positive influence items and the top 24 barrier items, two factor analysis procedures were calculated to determine whether positive influence and barrier items could be reduced to a smaller number of discrete factors. Three positive influence factors (Reputation of and Connection with Faculty/University, Desire to Affect Future Music Teachers and the Profession, and Career Advancement) and four barrier factors (Family/Time Considerations, Financial Challenges, Problems with Professors or Program, and Distance) were identified. Results were also compared with those from prior research in which practicing music educators (PME), identified as being outstanding candidates for doctoral studies, were asked to rate the same sets of positive influence items and barrier items. Finally, conclusions were drawn based on comparisons between the RDG and PME results.
A Comparison of Instructional Strategies Used by Experienced Band and Orchestra Teachers When Teaching a First-Year Class an Unfamiliar Music Excerpt
Authors: MacLeod Rebecca 
Published: December 2022

Abstract
The purpose of the study was to compare the instructional strategies used by experienced band and orchestra teachers when teaching a first-year class an unfamiliar music excerpt. Twelve teacher behaviors were identified and operationally defined: echoing technique, question and answer, verbal instruction, co-verbal instruction, modeling with instrument, modeling with instrument during student performance, modeling without instrument, modeling without instrument during student performance, conducting, student performance, pedagogical touch, and classroom management. Significant differences were found for nine out of the twelve behaviors. In general, band teachers used verbal instruction, conducting, question and answer techniques, and student performance with greater frequency than orchestra teachers, while orchestra teachers used echoing technique, co-verbal instruction, modeling, modeling with instrument during student performance, and pedagogical touch with greater frequency. No significant difference was observed between the two groups for classroom management, modeling without an instrument, and modeling without an instrument during student performance.
Teaching Music: The First Year
Authors: Barnes Gail V. 
Published: December 2022

Abstract
The purpose of this study was to contribute to the novice music teacher case literature by studying the prevalent themes in the experiences of five first-year teachers. The teachers submitted periodic journal entries and were also interviewed at the beginning of their second semester of teaching. I analyzed transcripts using HyperResearch and submitted them to the participants for both descriptive and interpretive validity checks. Many themes emerged, but those with the highest frequency counts were: Students (behavior), Students (musical). Administrative, Students (personal), Self-evaluation (discipline), and Self evaluation (personal). The five teachers had varying experiences, and all continued in those situations for the following year. Teacher educators must prepare novice teachers for the varying realities of their early experiences, and school administrators must offer effective support during this critical time.
Musical Training Enhances Information Processing Speed
Authors: Bugos Jennifer , Mostafa Wendy 
Published: December 2022

Abstract
The purpose of this research is to examine the effects of music instruction on information processing speed. We examined music’s role on information processing speed in musicians (N = 14) and non-musicians (N = 16) using standardized neuropsychological measures, the Paced Auditory Serial Addition Task (PASAT) and the Trail Making Test (TMT). Results of a One Way ANOVA indicate significantly (p &lt; .05) enhanced performance by musicians compared to non-musicians on the PASAT and TMT (Part A and B). These results suggest that musical training has the capacity to enhance processing speed of auditory and visual content. Implications for music educators stemming from these findings include the need for inclusion of rhythmic sight-reading exercises and improvisational activities to reinforce processing speed.
Effects of Score Study on Novices’ Conducting and Rehearsing: A Preliminary Investigation
Authors: Silvey Brian A. 
Published: December 2022

Abstract
This study investigated the effects of score study on novice conductors’ nonverbal and verbal conducting behaviors. Presented with a brief musical excerpt of which they had no prior knowledge, eleven undergraduate conducting students conducted and rehearsed a live brass quartet. After an initial conducting session, six participants in the experimental group received two individual 30-minute score study tutorials, while the five participants in the control group received no assistance. All participants returned one week after the first conducting session to conduct and rehearse the quartet for a second time. Brass quartet members and three experienced conductors, all whom were blind to the experimental condition, evaluated participants’ conducting. Significant differences were found between the score study and control conditions. The brass quartet members’ ratings for eye contact and score familiarity were higher for the participants who studied the score. There were no significant differences between conditions in the ratings given by experienced conductors. In reviews of participants’ responses about their experience and comments provided by the evaluators, three characteristics emerged that distinguished those who engaged in score study from those who had not: (a) more meaningful, instrument-specific eye contact; (b) greater confidence, and (c) more effective gestures.