The effect of aural discrimination training and vocal training on the vocal performance ability and aural discrimination ability of four- and five-year-old children.

1990 ◽  
Vol 9 (1) ◽  
pp. 111-112
Author(s):  
Felicia Fina ◽  
Joyce Jordan-DeCarbo
Keyword(s):  
Discrimination Training ◽  
Vocal Performance ◽  
Discrimination Ability ◽  
Vocal Training ◽  
Aural Discrimination ◽  
Performance Ability

scholarly journals The relationship between pitch discrimination and Romanian students’ spelling performance

2013 ◽  
Vol 17 (3) ◽  
pp. 233-240
Author(s):  
Dacian Dorin Dolean
Keyword(s):  
Foreign Language ◽  
Positive Impact ◽  
Musical Instrument ◽  
Pitch Discrimination ◽  
Discrimination Ability ◽  
Spelling Performance ◽  
Foreign Language Acquisition ◽  
Spelling Ability ◽  
Performance Ability

Abstract Previous studies have shown that music can have a positive impact on phonological awareness and on foreign language acquisition. The present research investigates specifically the role of pitch discrimination ability in native and foreign language spelling performance. Two groups of elementary school children were selected based on their pitch discrimination abilities (high and low). Their spelling performance in their native and a foreign (fictional) language was assessed. The results indicate that pitch discrimination ability can be linked to spelling ability in both the native and a foreign language. They also suggest that studying a musical instrument might predict enhanced spelling performance ability

Effects of Shape-Discrimination Training on the Selectivity of Inferotemporal Cells in Adult Monkeys

1998 ◽  
Vol 80 (1) ◽  
pp. 324-330 ◽  
Author(s):  
Eucaly Kobatake ◽  
Gang Wang ◽  
Keiji Tanaka
Keyword(s):  
Discrimination Training ◽  
Neural Mechanisms ◽  
Visual Object ◽  
Shape Discrimination ◽  
Discrimination Ability ◽  
Cell Responses ◽  
Extensive Training ◽  
Complex Shapes ◽  
Visual Cortical ◽  
Area Te

Kobatake, Eucaly, Gang Wang, and Keiji Tanaka. Effects of shape-discrimination training on the selectivity of inferotemporal cells in adult monkeys. J. Neurophysiol. 80: 324–330, 1998. Through extensive training, humans can become “visual experts,” able to visually distinguish subtle differences among similar objects with greater ease than those who are untrained. To understand the neural mechanisms behind this acquired discrimination ability, adult monkeys were fully trained to discriminate 28 moderately complex shapes. The training effects on the stimulus selectivity of cells in area TE of the inferotemporal cortex were then examined in anesthetized preparations. Area TE represents a later stage of the ventral visual cortical pathway that is known to mediate visual object discrimination and recognition. The recordings from the trained monkeys and untrained controls showed that the proportion of TE cells responsive to some member of the 28 stimuli was significantly greater in the trained monkeys than that in the control monkeys. Cell responses recorded from the trained monkeys were not sharply tuned to single training stimuli, but rather broadly covered several training stimuli. The distances among the training stimuli in the response space spanned by responses of the recorded TE cells were significantly greater in the trained monkeys than those in the control monkeys. The subset of training stimuli to which individual cells responded differed from cell to cell with only partial overlaps, suggesting that the cells responded to features common to several stimuli. These results are consistent with a model in which visual expertise is acquired through the development of differential responses by inferotemporal cells to the images of relevant objects.

Effects of Temporal Sequencing and Auditory Discrimination on Children's Memory Patterns for Tones, Numbers, and Nonsense Words

2009 ◽  
Vol 57 (2) ◽  
pp. 140-151 ◽  
Author(s):  
Joyce Eastlund Gromko ◽  
Dee Hansen ◽  
Anne Halloran Tortora ◽  
Daniel Higgins ◽  
Eric Boccia
Keyword(s):  
Magnet School ◽  
Symbol System ◽  
Symbol Systems ◽  
Discrimination Ability ◽  
Intraclass Correlations ◽  
Temporal Sequencing ◽  
Aural Discrimination ◽  
Children's Memory ◽  
Performance Profiles ◽  
Basic Level

The purpose of this study was to determine whether children's recall of tones, numbers, and words was supported by a common temporal sequencing mechanism; whether children's patterns of memory for tones, numbers, and nonsense words were the same despite differences in symbol systems; and whether children's recall of tones, numbers, and nonsense words was related to their aural discrimination ability. Participants ( N = 74) were children enrolled in grades 1 through 3, drawn from an urban magnet school. On the basis of U-shaped performance profiles, the authors concluded that a common temporal sequencing mechanism may undergird children's recall of tones and nonsense words; thus, these domains may be linked at some basic level. Based on intraclass correlations that compared children's patterns of memory for tones, numbers, and nonsense words, the authors found that children's memory for information varied by symbol system and according to the characteristics of patterns within each symbol system. Finally, they found that aural discrimination skill contributed to children's recall despite differences in symbol systems.

Extending Vocal Pedagogy: Extended Vocal Techniques in North American Post-Secondary Music Education

2020 ◽  
Author(s):  
Vanessa Romao
Keyword(s):  
Music Education ◽  
Vocal Pedagogy ◽  
Vocal Performance ◽  
Bel Canto ◽  
Post Secondary ◽  
Western Art ◽  
Vocal Training ◽  
Secondary Music ◽  
Secondary Music Education ◽  
Extended Vocal Techniques

In North America, post-secondary music education is heavily focused on (and limited to) the repertoire and techniques of the Western Art Music canon. Vocal training at these institutions is no exception: vocalists are trained in the bel canto technique whose lineage reaches back to seventeenth-century Italy. This conservatory-based curriculum supports a categorical vocal pedagogy, one that seeks to produce a particular type of singer with a very specific kind of sound. Instead of embracing what each individual singer is capable of, this model focuses on what singers should be capable of from the perspective of repertoire and technical mastery in the operatic tradition. In this paper I will argue that this model risks our losing sight of what the singer has to say in favour of what the composer has to say. Recently there has been discussion and research around a more inclusionary model of vocal pedagogy that would incorporate other techniques alongside bel canto. However, these discussions have been focused on inclusion of musical theatre and belt techniques, with very little discourse on the inclusion of extended vocal techniques. By drawing on the scholarly discourse on the limits and extensions of technical training in post-secondary vocal performance, as well as interviews with several women working in the performance and teaching of extended vocal techniques in Canada, I will explore the potential for extended vocal techniques to contribute to a more inclusive model of vocal pedagogy.

Effects of Discrimination Training on Reading Improvement among Adults

1987 ◽  
Vol 65 (3) ◽  
pp. 723-728 ◽  
Author(s):  
Paul Patti ◽  
Gary Kose ◽  
Joan Duncan
Keyword(s):  
Discrimination Training ◽  
Study Skills ◽  
Reading Skills ◽  
Low Achievers ◽  
Reading Improvement ◽  
Poor Reading ◽  
Discrimination Ability ◽  
Training Conditions ◽  
Discrimination Group ◽  
Skills Group

This study examined the effects of discrimination training on improving reading skills for young adults. 90 college students ( M age = 26.2 yr.), who were identified as low achievers with below average reading skills, were randomly assigned to one of three training conditions: the General Discrimination Group, the Reading Discrimination Group, and the Study Skills Group. Following 10 days of training, the subjects were tested on a standard reading achievement test, a problem-solving test, and a measure of cognitive style. Minimal differences between the pre- and posttraining scores for all three training conditions were noted. These findings contrast with developmental research that has indicated the importance of discrimination ability and suggest distinctive problems of adults with poor reading skill.

scholarly journals Analysis on the Strategy of Stage Performance Training in Vocal Music Teaching in Colleges and Universities

2020 ◽  
Vol 4 (10) ◽  
Author(s):  
Lu Gan
Keyword(s):  
Music Teachers ◽  
Vocal Music ◽  
Colleges And Universities ◽  
Vocal Performance ◽  
Music Teaching ◽  
Training Strategy ◽  
Performance Training ◽  
Professional Quality ◽  
Stage Performance ◽  
Performance Ability

For the education of vocal music teaching major in colleges and universities, the cultivation of stage performance ability plays a very important role in the improvement of students' professional quality. Only by obtaining a good foundation of stage performance ability can we mobilize the atmosphere of the scene and arouse the emotional resonance of the audience through vocal performance. When the educational environment changes, a series of changes have taken place in the teaching system and standards of vocal music in colleges and universities. Teachers should fully improve students' stage performance ability and professional quality in vocal music teaching. Next, this paper will analyze the training strategy of stage performance ability in vocal music teaching, hoping to provide valuable reference for the teaching activities of vocal music teachers, and improve the ability and level of vocal music teaching in colleges and universities in China.

scholarly journals The role of psychology in the pedagogical work aimed at the elimination of bleating in the process of teaching singing

2021 ◽  
pp. 54-66
Author(s):  
Ying Zhang
Keyword(s):  
Vocal Performance ◽  
Knowledge And Skills ◽  
Training Techniques ◽  
Vocal Training ◽  
Integrative System ◽  
Psychological Training ◽  
Pedagogical Skills ◽  
Pedagogical Competence ◽  
And Performance ◽  
Task Oriented

The article reveals the contents of pedagogical skills of the future music teachers in the process of vocal training based on the value-based attitude of would-be teachers to technologically oriented vocal and pedagogical activity, their technological knowledge and skills in the field of vocal performance and vocal pedagogics and psychology, abilities to use singing training techniques. Vocal and psychological training of would-be teachers of music is considered as a process of acquisition of vocal-technical and art and performance knowledge and skills, vocal and pedagogical skills, using the singing teaching techniques, in order to use them in the work with students, especially those with voice defects. The research methodology is based on the theoretical analysis of the existing approaches, techniques and methods of forming pedagogical competence of would-be vocal coaches. Based on the analysis, the authors systematize and combine different instruments (pedagogical and psychological) in order to increase the effectiveness of eliminating bleating in the process of vocal training. The vocal-pedagogical psychology is characterized as an integrative system combining task-oriented, step-by-step and algorithm-based pedagogical, psychological and vocal activities of a coach aimed at the improvement of the result of teaching singing with account of voice defects in order to use them in the work with middle-school and out-of-school education students especially in terms of working with bleating.

scholarly journals Сoncert performance production as method of professional training for students-vocalists

2017 ◽  
pp. 136-140
Author(s):  
S. V. Gmyrina
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Music Performance ◽  
Vocal Performance ◽  
Successful Performance ◽  
Vocal Training ◽  
The Arts ◽  
Variety Performance ◽  
State Examination

The present article deals with one of the major problems of training future soloists singers in higher education in Ukraine. The author analyses the art, scientific, educational and journalistic works of native and foreign scientists and artists on problems of pop and variety performance, set objectives of vocal training of students in higher education of Ukraine. The researcher describes the production of the concert performance as a part of professional training of future soloist-vocalist and although defines a role of the vocal stage in the professional development of student’s personality — future pop singer. The article reveals origin of such concepts as “music performance”, “pop performance”, outlines the artistic components of pop vocal performance as synthesis of the arts and furthermore the role of drama in the pop vocal performance. The author of the article analyses the specifics of pop vocal performance, determines specific features of performance and stage character of pop singer. The researcher focuses on specifics of state examination of solo singing in higher education, and explains the factors of successful performance for student vocalist on the state exam, analyses the structure of the final program of the future pop singer and defines the role of performance in the solo concert.

Perceived Voice Disorders in Older Adults and Impact on Social Interactions

2021 ◽  
pp. 1-8
Author(s):  
Connie K. Porcaro ◽  
Clare Singer ◽  
Boris Djokic ◽  
Ali A. Danesh ◽  
Ruth Tappen ◽  
...  
Keyword(s):  
Older Adults ◽  
Social Interactions ◽  
Social Engagement ◽  
Leisure Activities ◽  
Treatment Strategies ◽  
Voice Disorders ◽  
Community Dwelling ◽  
Vocal Performance ◽  
Older Individuals ◽  
Cross Sectional

Purpose Many aging individuals, even those who are healthy, report voice changes that can impact their ability to communicate as they once did. While this is commonly reported, most do not seek evaluation or management for this issue. The purpose of this study was to investigate the prevalence and differences in voice disorders in older adults, along with the effect of fatigue on their social interactions. Method This is a cross-sectional investigation of a community-dwelling sample of individuals aged 60 years or older. Participants completed the Questionnaire on Vocal Performance, the Social Engagement Index subset “Engagement in Social or Leisure Activities,” and the Fatigue Severity Scale. Results Results indicated 32.5% of the 332 participants reported symptoms of voice problems with no difference found between male and female respondents. A slight increase in report of voice problems was noted with each year of age. Participants who self-reported voice problems indicated less interaction in social activities involving communication than those who did not. Finally, as severity of self-reported voice problems increased, an increase was reported by the same individuals for signs of fatigue. Conclusions Voice problems and resulting decreased social interaction are commonly experienced by older individuals. Voice symptoms in older adults have been found to benefit from evidence-based treatment strategies. It is critical to provide education to encourage older individuals to seek appropriate evaluation and management for voice issues through a speech-language pathologist or medical professional.

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