The effect of mental practice on melodic jazz improvisation achievement.

2018 ◽  
Vol 28 (1) ◽  
pp. 40-49
Author(s):  
Peter Miksza ◽  
Kevin Watson ◽  
Iantheia Calhoun
Keyword(s):  
Mental Practice ◽  
Jazz Improvisation

Specifying the Flexible Mental Representation Used in Jazz Improvisation

2004 ◽  
Author(s):  
Helga Noice ◽  
Roger Chaffin ◽  
Tony Noice ◽  
John M. Jeffrey ◽  
James Pelletier
Keyword(s):  
Mental Representation ◽  
Jazz Improvisation

Babbitt’s Beguiling Surfaces, Improvised Inside; Part III: Opportunities

2019 ◽  
Vol 5 (3) ◽  
Author(s):  
Joshua Banks Mailman
Keyword(s):  
Music Composition ◽  
Jazz Improvisation ◽  
The Third ◽  
Partial Orderings ◽  
Compositional Structures ◽  
Surface Patterns ◽  
Inside Part ◽  
Musical Activities

Babbitt’s relatively early composition Semi-Simple Variations (1956) presents intriguing surface patterns that are not determined by its pre-compositional plan, but rather result from subsequent “improvised” decisions that are strategic. This video (the third of a three-part video essay) considers Babbitt’s own conversational pronouncements (in radio interviews) together with some particulars of his life-long musical activities, that together suggest uncanny affiliations to jazz improvisation. As a result of Babbitt’s creative reconceptualizing of planning and spontaneity in music, his pre-compositional structures (partial orderings) fit in an unexpected way into (or reformulate) the ecosystem relating music composition to the physical means of its performance.

Effects of Mental Practice on Tank Gunnery Performance

1990 ◽  
Author(s):  
John E. Morrison ◽  
Susan A. Walker
Keyword(s):  
Mental Practice

Mental practice for treating upper extremity deficits in individuals with hemiparesis after stroke

2009 ◽  
Author(s):  
Ruth E Barclay-Goddard ◽  
Ted J Stevenson ◽  
William Poluha ◽  
Leyda Thalman
Keyword(s):  
Upper Extremity ◽  
Mental Practice

scholarly journals Skill and strategic control

Synthese ◽  
2021 ◽  
Author(s):  
Ellen Fridland
Keyword(s):  
Decision Making ◽  
Empirical Evidence ◽  
Mental Imagery ◽  
Sports Psychology ◽  
Mental Practice ◽  
Strategic Control ◽  
Cognitive Representations ◽  
Personal Level ◽  
The Right ◽  
Better Than

AbstractThis paper provides an account of the strategic control involved in skilled action. When I discuss strategic control, I have in mind the practical goals, plans, and strategies that skilled agents use in order to specify, structure, and organize their skilled actions, which they have learned through practice. The idea is that skilled agents are better than novices not only at implementing the intentions that they have but also at forming the right intentions. More specifically, skilled agents are able formulate and modify, adjust and adapt their practical intentions in ways that are appropriate, effective, and flexible given their overall goals. Further, to specify the kind of action plans that are involved in strategic control, I’ll rely on empirical evidence concerning mental practice and mental imagery from sports psychology as well as evidence highlighting the systematic differences in the cognitive representations of skills between experts and non-experts. I’ll claim that, together, this evidence suggests that the intentions that structure skilled actions are practical and not theoretical, that is, that they are perceptual and motor and not abstract, amodal, or linguistic. Importantly, despite their grounded nature, these plans are still personal-level, deliberate, rational states. That is, the practical intentions used to specify and structure skilled actions are best conceived of as higher-order, motor-modal structures, which can be manipulated and used by the agent for the purpose of reasoning, deliberation, decision-making and, of course, the actual online structuring and organizing of action.

scholarly journals Integrating Mental Practice into a COVID-19 Appropriate Virtual Reality Cataract Surgery Course for Ophthalmology Residents

2020 ◽  
Vol 12 (02) ◽  
pp. e298-e300
Author(s):  
John C. Lin ◽  
Alfred A. Paul ◽  
Ingrid U. Scott ◽  
Paul B. Greenberg
Keyword(s):  
Medical Education ◽  
Virtual Reality ◽  
Cataract Surgery ◽  
Disease Control ◽  
Graduate Medical Education ◽  
Core Competencies ◽  
Mental Practice ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Control And Prevention

AbstractTo present a revised, publicly available virtual reality cataract surgery course for ophthalmology residents that integrates a novel mental practice program into the curriculum, fulfills the six core competencies of the Accreditation Council for Graduate Medical Education, and adheres to the Centers for Disease Control and Prevention educational recommendations for the coronavirus disease 2019 pandemic.

A PRISMA Review of Research on Music Practice

2021 ◽  
pp. 102986492110055
Author(s):  
Ee Ran How ◽  
Leonard Tan ◽  
Peter Miksza
Keyword(s):  
Self Regulation ◽  
Deliberate Practice ◽  
Geographical Location ◽  
Final Analysis ◽  
The United States ◽  
Research Literature ◽  
Mental Practice ◽  
Future Research ◽  
Complex Activity ◽  
Music Practice

We employed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) method to systematically review research on music practice from 1928 until June 2020 and identified a total of 3,102 records using our inclusion criteria, of which a total of 296 were eventually selected for the final analysis. We tabulated percentages and frequencies of (a) publications in ten-year periods, (b) type of publications, (c) sampling by geographical location, (d) methodologies used, (e) the top tenth percentile of the most highly cited research, and (f) topics covered. Our analyses reveal that particularly strong growth occurred in the literature between 2000 and 2020. In the literature we retrieved, the most commonly sampled research participants were those in the United States, followed by the United Kingdom and Australia. Quantitative research designs were most prevalent, accounting for two-thirds of all studies reviewed (66.2%), with questionnaires and recordings being the most common methods of data collection. Non-empirical papers (17.5%) as well as studies incorporating qualitative (13.5%) and mixed-methods designs (3.1%) were much less prevalent. Ericsson et al.’s (1993) seminal study of deliberate practice, Driskell et al.’s (1994) review of the research literature on mental practice, and Sloboda et al.’s (1996) study of young musicians were by far the most often cited. Overall, the most common topics addressed were deliberate practice, practice strategies, mental practice, the benefits of practice, metacognition, self-regulation, and self-efficacy, suggesting that music practice is a rich, multifaceted, and complex activity. In light of the findings, recommendations for practice and implications for future research are provided.

The effect of mental practice on music memorization

2021 ◽  
pp. 030573562199523
Author(s):  
Claudia Iorio ◽  
Elvira Brattico ◽  
Frederik Munk Larsen ◽  
Peter Vuust ◽  
Leonardo Bonetti
Keyword(s):  
Memory Performance ◽  
Mental Practice ◽  
Physical Workload ◽  
Instrumental Performance ◽  
Musical Piece ◽  
Performance Tasks ◽  
Music Practice ◽  
And Performance ◽  
Music Memorization

Mental practice (MP) in music refers to the ability to rehearse music in the mind without any muscular movements or acoustic feedback. While previous studies have shown effects of the combination of MP and physical practice (PP) on instrumental performance, here we aimed to assess MP and PP effects on memory abilities. During a 1-week music practice protocol, classical guitarists were asked to practise a new musical piece using either a combination of MP and PP or PP alone. We asked participants to perform the piece and notate it at 3 different times: Day 1 and Day 7 of the 1-week practice protocol and 10 days after its completion (follow-up session). Results showed that the combination of MP and PP improves both notation and performance tasks compared with PP alone. Furthermore, we observed a clearer difference in memory performance in the follow-up session as compared with that in Day 7. Our results show that musicians can use both MP and PP to improve long-term retention and to reduce physical workload and playing-related overuse injuries. Therefore, we encourage music educators to teach MP in the classrooms rather than letting students discover it in a serendipitous way.

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