Tonal Cognition in Pattern Discrimination: Evidence from Three Populations

2000 ◽  
Vol 48 (2) ◽  
pp. 162-177 ◽  
Author(s):  
John M. Holahan ◽  
T. Clark Saunders ◽  
Michael D. Goldberg
Keyword(s):  
Musical Training ◽  
Item Type ◽  
Age Groups ◽  
Pattern Discrimination ◽  
First Grade ◽  
Grade Group ◽  
Tonal Pattern ◽  
College Age ◽  
Functional Mechanisms ◽  
Item Types

The development of tonal pattern discrimination was investigated in 24 college musicians, 24 college nonmusicians, and 38 children in first grade. Comparisons of the two college-age groups on three tests yielded differences in accuracy and speed that interacted with item type. Comparisons of all three groups on one test demonstrated that college nonmusicians were no more accurate, although they responded to some item types faster than did the first-grade group. These data support the process validity of the approach developed by Saunders and Holahan (1993) to the study of functional mechanisms of tonal audiation across the developmental span from the majority of children in first grade to college-age students with different levels of musical training.

scholarly journals Eye Injuries in High School and Collegiate Athletes

2017 ◽  
Vol 9 (5) ◽  
pp. 444-449 ◽  
Author(s):  
Barry P. Boden ◽  
Lauren A. Pierpoint ◽  
Rebecca G. Boden ◽  
R. Dawn Comstock ◽  
Zachary Y. Kerr
Keyword(s):  
High School ◽  
College Athletes ◽  
Age Groups ◽  
Eye Injury ◽  
Field Hockey ◽  
Eye Injuries ◽  
Time Loss ◽  
Injury Rates ◽  
Men's Basketball ◽  
College Age

Background: Although eye injuries constitute a small percentage of high school and college sports injuries, they have the potential to be permanently debilitating. Hypothesis: Eye injury rates will vary by sport, sex, and between the high school and college age groups. Study Design: Descriptive epidemiology study. Level of Evidence: Level 3. Methods: Data from eye injury reports in high school and college athletes were obtained from the National High School Sports-Related Injury Surveillance System, High School Reporting Information Online (HS RIO) database over a 10-year span (2005-2006 through 2014-2015 school years) and the National Collegiate Athletic Association (NCAA) Injury Surveillance Program (ISP) over an 11-year span (2004-2005 through 2014-2015 school years). Injury rates per 100,000 athlete-exposures (AEs), injury rate ratios (RRs), and 95% CIs were calculated. Distributions of eye injuries by diagnosis, mechanism, time loss, and surgery needs were also examined. Results: A total of 237 and 273 eye injuries were reported in the HS RIO and the NCAA ISP databases, respectively. The sports with the highest eye injury rates (per 100,000 AEs) for combined high school and college athletes were women’s basketball (2.36), women’s field hockey (2.35), men’s basketball (2.31), and men’s wrestling (2.07). Overall eye injury rates at the high school and college levels were 0.68 and 1.84 per 100,000 AEs, respectively. Eye injury rates were higher in competition than practice in high school (RR, 3.47; 95% CI, 2.69-4.48) and college (RR, 3.13; 95% CI, 2.45-3.99). Most injuries were contusions (high school, 35.9%; college, 33.3%) and due to contact (high school, 89.9%; college, 86.4%). Only a small percentage of injuries resulted in time loss over 21 days (high school, 4.2%; college, 3.0%). Conclusion: Eye injury rates and patterns vary by sport, sex, and between the high school and college age groups. Although severe injuries do occur, most eye injuries sustained by high school and college athletes are minor, with limited time loss and full recovery. Clinical Relevance: Additional focus needs to be placed on preventing eye injuries at the collegiate level in women’s and men’s basketball, women’s field hockey, and men’s wrestling.

Development of morphophonemic segments in children’s mental representations of words

1991 ◽  
Vol 12 (2) ◽  
pp. 217-239 ◽  
Author(s):  
Noel K. Jones
Keyword(s):  
Young Adults ◽  
Phonological Processing ◽  
First Graders ◽  
Mental Representations ◽  
First Grade ◽  
Grade Group ◽  
Linguistic Experience ◽  
Strength Of Evidence ◽  
Complex Words

ABSTRACTThis study explores the development in children of dual-level phonological processing. Evidence suggesting that 6-year-olds form underlying representations composed of morphophonemic segments was obtained by asking children to imitate complex words, omit specified portions, and discuss the meaning of the resulting word parts. Trial items represent a variety of instances in which phonetic forms differ from underlying representations. Although language-advanced first graders produced stronger evidence suggesting morphophonemic segments than language-delayed age-mates, and young adults supplied stronger evidence than either first-grade group; strength of evidence leads to the interpretation that even language-delayed 6-year-olds form morphophonemic segments. Differences in performance between groups probably derive from differences in metalinguistic abilities and linguistic experience rather than from differences in units of phonological processing.

scholarly journals Effect of musical training on static and dynamic measures of spectral-pattern discrimination

2013 ◽  
Author(s):  
Stanley Sheft ◽  
Kirsten Smayda ◽  
Valeriy Shafiro ◽  
W. Todd Maddox ◽  
Bharath Chandrasekaran
Keyword(s):  
Musical Training ◽  
Pattern Discrimination ◽  
Spectral Pattern ◽  
Dynamic Measures

scholarly journals Examining Physical Activity and Play Behavior Preferences between First Graders and Last Graders in Primary School Children in Tehran

2015 ◽  
Vol 12 (1) ◽  
pp. 17 ◽  
Author(s):  
Noura Marouf ◽  
Adi Irfan Che-Ani ◽  
Norngainy Mohd Tawil
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
School Children ◽  
First Graders ◽  
Age Groups ◽  
First Grade ◽  
Free Play ◽  
Play Behavior ◽  
Outdoor Environment ◽  
Primary School Children

<p>School grounds are critical places because they are some of the few play areas available for children to develop and transfer peer culture. Moreover, school playtime, which is often called “recess”, offers children daily opportunities for physical activity in the outdoor environment. During school years, age has always been presented in the studies on children as a fundamental component of their development. Children of different ages are interested in different play styles and have various play priorities. However, few studies have compared play patterns in children within age groups. This study explores play behaviors during recess in elementary school children overall, and secondly examines the differences in the play behavior of children, considering first graders who enter elementary school and the last graders. This study uses quantitative design and naturalistic observational approaches. An ethnogram recorded the observations of the play activities preferences of the children. The results of this study showed that girls spend the majority of their recess talking and socializing with peers generally. Older children, particularly those in grades fifth and sixth, spend more time socializing than other age groups. Children in the first grade spent much time in active free play, such as chasing and running, during recess and tend use their playtime as an opportunity to perform a physical activity; therefore the significance of combining recess and provisions for physical activity to reach health goals becomes clearer. These findings are interesting considerations for further research; such information could help to develop appropriate interventions to improve the recess.</p>

Phonological analysis as a function of age and exposure to reading instruction

1991 ◽  
Vol 12 (1) ◽  
pp. 91-121 ◽  
Author(s):  
Judith A. Bowey ◽  
J. Francis
Keyword(s):  
Reading Achievement ◽  
Reading Instruction ◽  
Early Reading ◽  
First Grade ◽  
Kindergarten Children ◽  
Grade Group ◽  
Explained Variation ◽  
Grade Groups ◽  
Better Than ◽  
Equal Difficulty

ABSTRACTThis study was designed to test the prediction that, whereas sensitivity to subsyllabic phonological units might emerge prior to alphabetic reading instruction, phonemic analysis skills develop as a consequence of reading instruction. A series of phonological oddity tasks was devised, assessing children's sensitivity to subsyllabic onset and rime units, and to phonemes. These tasks were administered to three groups of children. The first group comprised the oldest children of a sample of kindergarten children. The second and third groups comprised the youngest and oldest children from a first-grade sample. The kindergarten group was equivalent to the younger first-grade group in terms of general verbal maturity, but had not been exposed to reading instruction. The younger first-grade sample was verbally less mature than the older first-grade sample, but had equivalent exposure to reading instruction. On all tasks, both first-grade groups performed at equivalent levels, and both groups did better than the kindergarten group. In all groups, onset and rime unity oddity tasks were of equal difficulty, but phoneme oddity tasks were more difficult than rime oddity tasks. Although some of the kindergarten children could reliably focus on onset and rime units, none performed above chance on the phoneme oddity tasks. Further analyses indicated that rime/onset oddity performance explained variation in very early reading achievement more reliably than phoneme oddity performance.

The Effect of Item Type on Performance of the Matrix Reasoning Subtest of the WAIS-III in Traumatically Brain Injured and Non Brain-injured Control Participants

2003 ◽  
Vol 4 (2) ◽  
pp. 146-154
Author(s):  
Simon F. Crowe ◽  
Robyn M. Bittner ◽  
Ramona Raggl ◽  
Graeme Senior
Keyword(s):  
Item Type ◽  
Group Analysis ◽  
Psychological Corporation ◽  
Brain Injured ◽  
The Matrix ◽  
Traumatically Brain Injured ◽  
Matrix Reasoning ◽  
Serial Reasoning ◽  
Item Types ◽  
Normal Controls

AbstractQualitative analysis of neuropsychological instruments has been a long tradition in neuropsychological assessment. This study extended this type of analysis to the Matrix Reasoning (MR) subtest of the WAIS-III. The study compared the performance of TBI participants on the item types identified within the MR subtest (i.e., pattern completion, classification, analogy and serial reasoning) with a group of normal controls. MR items were classified into categories (as defined respectively by the Psychological Corporation and by our own research definition). Ninety-three non brain-injured control and 72 brain injured control participants were included in the study. One way analysis of variance indicated that the TBI group performed significantly worse than the non brain-injured group the MR performance overall as well as for both the Psychological Corporation classification and on the research defined categories. Within group analysis revealed that both groups performed significantly differently across the item categories with the most difficult categories being analogy and serial reasoning for the research defined categories and the classification and serial reasoning categories for the Psychological Corporation-defined groups. The results of the study indicate that an item type analysis of the MR performance may further contribute to the qualitative aspects of diagnostic formulation.

Effects of Age, Gender, and Training on Musical Preferences of British Secondary School Students

1995 ◽  
Vol 43 (3) ◽  
pp. 242-250 ◽  
Author(s):  
David J. Hargreaves ◽  
Chris Comber ◽  
Ann Colley
Keyword(s):  
Secondary School ◽  
Musical Training ◽  
Age Groups ◽  
Musical Style ◽  
School Students ◽  
General Decline ◽  
Level Of Training ◽  
Main Effects ◽  
Gender Interactions ◽  
And Training

The effects of age, gender, and musical training on preference ratings for 12 musical style categories were investigated in a sample of 278 British secondary school pupils drawn from the 11–12- and 15–16-year-old age-groups. There were no significant age x gender interactions, but a number of significant main effects were found. There was a general decline in liking with age, and this was particularly apparent for “serious” styles, although those “popular” styles for which the same effect was present showed considerably higher levels of liking at both age levels. Broadly speaking, girls expressed liking for a wider range of styles than did boys, especially “serious” ones, although this might be better expressed as a lower level of disliking. This could be attributable to girls' higher level of training a variable that was positively associated with liking for “serious” styles across the sample as a whole. The implications of these findings are discussed, and directions for further research are suggested.

scholarly journals Revisiting the Explicit Learning of Vocabulary of Chinese EFL Learners

2020 ◽  
Vol 13 (2) ◽  
pp. 86
Author(s):  
Chen Wang ◽  
Jingjing Yang
Keyword(s):  
Paired Associate ◽  
Item Type ◽  
Explicit Learning ◽  
Association Strength ◽  
High Association ◽  
Efl Learners ◽  
Item Types

This study intends to find out how the retention of new vocabulary items could be affected by the item type (collocations versus single words), association strength between collocates and the collocate-node relationship. 101 Chinese EFL learners encountered the new items in paired-associate format. Participants were assigned to three groups: learning two types of collocations with high association strength, learning two types of collocations with low association strength, and learning new items in single words. The results show that learning new items in collocations yielded better retention of receptive and productive knowledge of meaning than in single words. Collocations with greater association strength also led to better retention of meaning. Different item types and associate strength has little effect on the retention of form.

Use of the psychophysical method of adjustment in tonal pattern discrimination

1993 ◽  
Vol 93 (4) ◽  
pp. 2315-2315
Author(s):  
Charles S. Watson ◽  
Gary R. Kidd ◽  
Aimée M. Surprenant ◽  
Ward R. Drennan
Keyword(s):  
Pattern Discrimination ◽  
Psychophysical Method ◽  
Tonal Pattern ◽  
Method Of Adjustment
Sign in / Sign up

Export Citation Format

Share Document