bluuebunny/crossref_metadata_2025_split huggingface dataset:
Spectral Childhoods and Educational Consequences of Images of Children
Authors: McClure Marissa 
Published: December 2022

Abstract
In this essay, I contrast spectral images of the eternal, naturalized child with the "image of the child" as educators in Reggio Emilia, Italy, construct it. Their image of the competent child allows them to produce educational relationships that respond to children in continually shifting contexts. They attempt to welcome into classrooms competent children armed with their own contradictory theories, cultures, pleasures, and desires. Based on these practices, I argue for localized, site-specific reconsideration of images of children and pedagogy that renders images of young children as constructions simultaneously mythologized and marginalized by the categorizations of art and education.
Usefulness ofVideo Game Experience for Students Learning and Creating Digital 3-D
Authors: Gill David V. 
Published: December 2022

Abstract
This essay reports on findings from doctoral research that investigated learning outcomes from one public high-school digital art class using three-dimensional (3-D) modeling and animation software to produce original short animations. The study’s findings are organized into two areas: examination of how students use knowledge constructed outside of the classroom in animation production, and how that knowledge is used for the task of learning professional-grade software within collaborative working groups. Findings indicate that a situated learning classroom environment allows students to use knowledge about visual culture gained primarily thorough playing video games. Results from the study demonstrate that everyday participant experiences with video games informed, motivated, and guided creative efforts in 3-D computer animation.
Highlighting Katherine Dunham’s Illinois Connection: Digitized Material from the Special Collections Research Center Southern Illinois University Carbondale
Authors: Broaddus Leah , Cross Jeanne G. , Myers Ann K. D. 
Published: December 2022

Abstract
Katherine Dunham was a world-renowned dancer and choreographer whose works helped to invent and transform African American dance, with influences from the West Indies and wider African Diaspora. Born and raised in Illinois, Ms. Dunham returned to her home state in the 1960s to teach at Southern Illinois University. The portion of her papers held at this institution have recently become more accessible online, and the collection is increasingly popular with distance researchers from around the country and the globe. As a result, three members of the library faculty at Southern Illinois University have begun a pilot project to digitize and transcribe a portion of a series of Ms. Dunham’s article clippings, taking a sample of articles which span primarily from the late thirties to the late fifties which relate to her performances and activities within the state of Illinois. The details of this project are described, along with background information about this important historical figure, and a summary of her related primary source collections at other prestigious institutions around the country is offered as an aid to further research.
Memory systems, processes, and tasks: Taxonomic clarification via factor analysis
Authors: BRUSS PETER J. , MITCHELL DAVID B. 
Published: December 2022

Abstract
The nature of various memory systems was examined using factor analysis. We reanalyzed data from 11 memory tasks previously reported in Mitchell and Bruss (2003). Four well-defined factors emerged, closely resembling episodic and semantic memory and conceptual and perceptual implicit memory, in line with both memory systems and transfer-appropriate processing accounts. To explore taxonomic issues, we ran separate analyses on the implicit tasks. Using a cross-format manipulation (pictures vs. words), we identified 3 prototypical tasks. Word fragment completion and picture fragment identification tasks were "factor pure," tapping perceptual processes uniquely. Category exemplar generation revealed its conceptual nature, yielding both cross-format priming and a picture superiority effect. In contrast, word stem completion and picture naming were more complex, revealing attributes of both processes.
Reversed effects of spatial compatibility in natural scenes
Authors: MÜSSELER JOCHEN , ASCHERSLEBEN GISA , ARNING KATRIN , PROCTOR ROBERT W. 
Published: December 2022

Abstract
Effects of spatial stimulus–response compatibility are often attributed to automatic position-based activation of the response elicited by a stimulus. Three experiments examined this assumption in natural scenes. In Experiments 1 and 2, participants performed simulated driving, and a person appeared periodically on either side of the road. Participants were to turn toward a person calling a taxi and away from a person carelessly entering the street. The spatially incompatible response was faster than the compatible response, but neutral stimuli showed a typical benefit for spatially compatible responses. Placing the people further in the visual periphery eliminated the advantage for the incompatible response and showed an advantage for the compatible response. In Experiment 3, participants made left–right joystick responses to a vicious dog or puppy in a walking scenario. Instructions were to avoid the vicious dog and approach the puppy or vice versa. Results again showed an advantage for the spatially incompatible response. Thus, the typically observed advantage of spatially compatible responses was reversed for dangerous situations in natural scenes.
Walking down memory lane: Where walkers look as they descend stairs provides hints about how they control their walking behavior
Authors: ROSENBAUM DAVID A. 
Published: December 2022

Abstract
Walking down stairs is a challenging perceptual–motor activity, as indicated by the large number of documented falls on stairs each year. The present study suggests that descending stairs is also a challenging memorial activity. A total of 147 people were videotaped as they descended a staircase. When the walkers were in the middle of the stairs, they looked down every third step on average, but as they neared the bottom, they looked down with high probability on or around the fourth step. The trigger for the last look down, by hypothesis, was disappearance of the stairs from the lower visual field. A model is proposed in which mid-stair walking is controlled primarily on the basis of visual guidance, whereas end-stair walking is controlled primarily on the basis of memory.
Word type effects in false recall: Concrete, abstract, and emotion word critical lures
Authors: BAUER LISA M. , OLHEISER ERIK L. , ALTARRIBA JEANETTE , LANDI NICOLE 
Published: December 2022

Abstract
Previous research has demonstrated that definable qualities of verbal stimuli have implications for memory. For example, the distinction between concrete and abstract words has led to the finding that concrete words have an advantage in memory tasks (i.e., the concreteness effect). However, other word types, such as words that label specific human emotions, may also affect memory processes. This study examined the effects of word type on the production of false memories by using a list-learning false memory paradigm. Participants heard lists of words that were highly associated to nonpresented concrete, abstract, or emotion words (i.e., the critical lures) and then engaged in list recall. Emotion word critical lures were falsely recalled at a significantly higher rate (with the effect carried by the positively valenced critical lures) than concrete and abstract critical lures. These findings suggest that the word type variable has implications for our understanding of the mechanisms that underlie recall and false recall.
Influences of gender role socialization and anxiety on spatial cognitive style
Authors: NORI RAFFAELLA , MERCURI NOEMI , GIUSBERTI FIORELLA , BENSI LUCA , GAMBETTI ELISA 
Published: December 2022

Abstract
Research on the relationship between personality and social factors in spatial cognitive style is sparse. The present research was conducted to help fill the gap in this domain. We investigated the influence of specific personality traits (masculine/feminine, spatial and trait anxiety), state anxiety, and sex on spatial cognitive style. One hundred forty-two participants completed a battery of spatial tasks in order to assess their spatial cognitive style and filled in questionnaires about the personality traits under examination. Results showed that state anxiety, spatial anxiety, sex, and masculine/feminine trait of personality are predictors of spatial cognitive style. More specifically, it seems that masculine/feminine trait mediates the relationship between sex and spatial cognitive style. Such findings confirm the importance of personality in determining differences in spatial representation.
Eminence in Music Education Research as Measured in the New Handbook of Research on Music Teaching and Learning
Authors: Randles Clint , Hagen Julie , Gottlieb BettyAnne , Salvador Karen 
Published: December 2022

Abstract
The purpose of the present study was to identify (a) scholars, (b) journals, (c) authored monographs, (d) edited books or proceedings, and (e) dissertations that were the most eminent, as measured by the frequency of citation in the New Handbook of Research on Music Teaching and Learning (New Handbook). Data from 7,426 citations included in the 60 chapters containing reference sections were analyzed and rank ordered. The most frequently cited scholars were Edwin Gordon and Howard Gardner. The most eminent bibliographic sources were the Journal of Research in Music Education, the Bulletin of the Council for Research in Music Education, Music Matters, the Handbook of Research on Music Teaching and Learning, and dissertations by Mitchell Robinson and Kari Veblen. The authors include researchers, curriculum specialists, psychologists, sociologists, and philosophers from both music and general education. Results from this study clearly indicate the wide variety of sources that impact the field of music education research.
The Development of a Guitar Performance Rating Scale using a Facet-Factorial Approach
Authors: Russell Brian E. 
Published: December 2022

Abstract
The purpose of this study was to identify the underlying aural factors of guitar performance by developing a guitar performance rating scale using facet-factorial techniques. The initial phase of the study included gathering items concerning the characteristics of a good or poor guitar performance from guitar performance literature, previously constructed rating scales, and statements from professional guitar players, guitar teachers, and college guitar majors. The item pool of statements was examined for suitability and placed into a priori categories established in previous research. The 99 item statements were paired with a five-point Likert scale and used by 67 volunteer judges to adjudicate 100 recorded samples of a wide range of guitar performance excerpts. The results of the 134 item pool adjudications were factor analyzed using a varimax rotation to identify the underlying factor structure and the items that best supported each factor. The results of the factor analysis yielded a five-factor structure consisting of interpretation, tone, technique, rhythm/tempo, and intonation. These factors accounted for approximately 71% of the total variance. The selection of the 32 items chosen to represent the factors of the Guitar Performance Rating Scale (GPRS) was based on factor loadings. Alpha reliability for the GPRS was estimated at .962 for the 32 item scale.
Perceptual and Acoustical Analyses of Second Graders’ Pitch-Matching Ability in Singing A cappella or with Piano Accompaniment
Authors: Hedden Debra Gordon , Baker Valerie Anne 
Published: December 2022

Abstract
This study was a preliminary investigation of pitch-matching accuracy under two conditions: a cappella and accompanied singing of a standard song. Two classes of second-grade children (N = 26) were taught "America" on a neutral syllable ("loo"), one class learning it a cappella and the other with piano accompaniment. They rehearsed the song during three class sessions and then were recorded singing a cappella and accompanied (taped piano music via headphones). The first nine pitches of the song were utilized for the study. The recordings were analyzed perceptually for pitch accuracy by three judges and acoustically through the Multispeech software program. Results indicated that inaccurate singing occurred 70% of the time when evaluated by the judges and 80% of the time when analyzed acoustically. There was no significant difference in accuracy among the nine pitches of the song. When singing conditions were compared, the perceptual analysis suggested a significant difference in singing accuracy under the a cappella condition; acoustical analysis did not demonstrate this difference.
Playing by Ear: Is Expert Opinion Supported by Research?
Authors: Musco Ann Marie 
Published: December 2022

Abstract
This literature review examines current thoughts, practices, and research on playing by ear, defined here as performance from memory of pre-existing music that was learned aurally without the aid of notation, without the visual stimulus of watching a live instrumental model, and without verbal hints such as being told the solfege. Research has investigated skill development with and without specific training, the correlation of skills with music reading and other variables, and the effects of play-by-ear instruction. There exists more research on learning by rote than learning by ear, and extant research is difficult to interpret because treatment protocols frequently involved a mix of instructional activities. Nonetheless, the literature to date supports the importance and efficacy of aural-based instructional activities, including learning by ear. The literature review concludes with a discussion of teacher concerns, potential resolutions, and suggestions for future research, which might include surveys of current practices, documented strategies for learning and teaching, longitudinal studies, and investigations that more clearly delineate the effects of learning by ear.
Investing Time: Teacher Research Observing the Influence of Music History and Theory Lessons upon Student Engagement and Expressive Performance of an Advanced High School String Quartet
Authors: Hendricks Karin S. 
Published: December 2022

Abstract
This teacher-conducted research observes the influence of music history and theory instruction upon motivation, engagement, and expressive performance of the author’s high school string students. Two diverse teaching approaches were introduced sequentially as students learned two movements of Schubert’s "Death and the Maiden" Quartet (D810). The first movement was taught using performance-based instruction only, while the second movement was taught with a combination of performance-based instruction and music history and theory lessons. Student comments and teacher observations revealed that the incorporation of music history and theory lessons into performance instruction was (a) motivational to students, (b) a catalyst for expressive performance, and (c) an effective use of rehearsal time. Independent adjudicator scores were higher for the second movement than for the first, although several additional explanations are given that may also explain the variation in scores. Pedagogical recommendations are provided for incorporating music history and theory lessons into performance rehearsals.
Detecting Event-Based Prospective Memory Cues Occurring within and outside the Focus of Attention
Authors: Hicks Jason L. , Cook Gabriel I. , Marsh Richard L. 
Published: December 2022

Abstract
Event-based prospective memory cues are environmental stimuli that are associated with a previously established intention to perform an activity. Such cues traditionally have been placed in materials that receive focal attention during an ongoing activity. This article reports a direct comparison of event-based cues that occurred either within the focus of attention or at the periphery of such attention. When the cue occurred outside focal attention, manipulating that cue changed event-based prospective memory. The identical manipulation had no effect on event-based responding if the cue occurred within focal attention. These results suggest that cue characteristics can compensate for attention being directed away from an aspect of an ongoing task that contains event-based prospective memory cues.
A Psychometric Analysis of Chess Expertise
Authors: Van Der Maas Han L. J. , Wagenmakers Eric-Jan 
Published: December 2022

Abstract
This study introduces the Amsterdam Chess Test (ACT). The ACT measures chess playing proficiency through 5 tasks: a choose-a-move task (comprising two parallel tests), a motivation questionnaire, a predict-a-move task, a verbal knowledge questionnaire, and a recall task. The validity of these tasks was established using external criteria based on the Elo chess rating system. Results from a representative sample of active chess players showed that the ACT is a very reliable test for chess expertise and that ACT has high predictive validity. Several hypotheses about the relationships between chess expertise, chess knowledge, motivation, and memory were tested. Incorporating response latencies in test scores is shown to lead to an increase in criterion validity, particularly for easy items.
Bimodal Format Effects in Working Memory
Authors: Goolkasian Paula , Foos Paul W. 
Published: December 2022

Abstract
This work combines presentation formats to test whether bimodal conditions offer advantages or disadvantages relative to single formats in working memory performance. A dual task that included recall of 3 or 6 items while verifying the accuracy of math sentences was used in 2 experiments. When comparisons were made between single- and dual-format conditions, there was an advantage for items presented as spoken words and pictures simultaneously and individually. In Experiment 2, dual-format conditions had incongruent information, and spoken words were found to interfere with recall of long sequences of pictures and printed words. The findings suggest that when dual-format items are the same, there are some performance advantages when spoken words are combined with pictures or printed words. When the dual formats are displaying different items, however, spoken words are a more powerful distractor than pictures or printed words, and verbal and visual short-term stores can demonstrate similar susceptibility to distractor interference.
Dissociation, Cognitive Failures, and Working Memory
Authors: Wright Daniel B. , Osborne Jessica E. 
Published: December 2022

Abstract
The relationships between two personality measures (dissociation and cognitive failures) and different measures of interference from secondary tasks for working memory are investigated. Although the personality and cognitive measures were correlated with one another, canonical and bivariate correlations revealed no systematic relationships between the personality measures and the working memory measures. The upper bounds of the confidence intervals showed that, at most, only 10% of the variance was shared. We discuss the implications for theories of dissociation and cognitive functioning.
Evidential Reasoning in the Prisoner’s Dilemma
Authors: Acevedo Melissa , Krueger Joachim I. 
Published: December 2022

Abstract
Classic game theory considers defection to be the rational choice in the Prisoner’s Dilemma. Although defection maximizes a player’s gain regardless of the opponent’s choice, many players cooperate. We suggest that cooperation can be explained in part by expectations of reciprocal behavior, that is, by the belief that players facing the same situation probably will come to the same decision. In Experiment 1, expectations of reciprocity were experimentally manipulated. As predicted, cooperation increased monotonically with these expectations. In Experiment 2, experimentally manipulated expectations of opponent cooperation were not associated with higher rates of cooperation. These findings are interpreted in light of a general model of payoff maximization, and implications for other models (e.g., social value orientation) are discussed.
Altering Mueller-Lyer Illusion Magnitude Using Figural Additions at the Wing-Shaft Intersections
Authors: Searleman Alan , Porac Clare , Dafoe Colette , Hetzel Brian 
Published: December 2022

Abstract
The Mueller-Lyer (ML) illusion has been used to study the way in which perceived length is affected by processes of information extraction when a visual target of interest (the ML shaft) is surrounded by other nontarget figural elements (inwardor outward-turning wings). It is argued that the perception of length is computed in terms of the center of gravity or centroid of figural elements at the wing-shaft intersection. The outward-turning wings shift the computational centroid away from the shaft end, giving rise to an erroneous overestimation of shaft length, while the inward-turning wings have the opposite effect. In three experiments, we observed that figural changes, which theoretically shifted the center of gravity of figural elements at the wing-shaft intersection, also increased or decreased the magnitude of the ML illusion.
Perceptions of Instrumental Music Teachers regarding the Development of Effective Rehearsal Techniques
Authors: Chaffin Charles R. 
Published: December 2022

Abstract
The purpose of this study was to examine the perceptions of two third-year instrumental music teachers concerning their early career development of successful rehearsal techniques. Participants were observed over the course of three days in their classroom environment and posed questions based upon the rehearsal techniques they incorporated into their instruction. Triangulation was achieved through interviews of both participants regarding the same subject matter, as well as interviews with the instrumental music teachers that work alongside the participants on a daily basis (in-house colleagues). Both participants credited their in-house colleague and reflection-on-action as the two most influential elements found within their teaching setting. Through those influences, the participants cited their development in regard to planning, pacing, repertoire selection, and classroom management. Regarding influential factors pursued outside of their teaching responsibilities, both participants identified their community colleagues as well as the act of recording of their own rehearsals as most beneficial to their development. The results of this study reinforce the need for early teaching experiences in combination with the acquisition of teaching techniques in pre-service music education methods courses. Experiences in pre-service instruction that facilitate reflection-on-action may also benefit early career music educators in their rehearsal technique development.