Explaining Expressive Performance: Component Cognitive Skills in an Aural Modeling Task

2003 ◽  
Vol 51 (1) ◽  
pp. 51-63 ◽  
Author(s):  
Robert H. Woody
Keyword(s):  
Theoretical Model ◽  
Cognitive Skills ◽  
Regression Analyses ◽  
Image Model ◽  
Line Drawings ◽  
Dynamic Variations ◽  
Expressive Performance ◽  
Aural Modeling ◽  
Motor Production ◽  
Modeling Task

This study is an examination of musicians' expressive performances, in an aural modeling task, paying special attention to the skills of goal imaging and motor production. Twenty-five university musicians heard expressive piano excerpts preceded by expressionless “deadpan” versions to use as the bases of comparison. After giving imitative performances of each expressive model, subjects indicated the perceived dynamic and tempo contours of the model by drawing on a chart. Multiple regression analyses were used to explain the dynamic variations of subjects' expressive performances. A theoretical model designated “contextual goal image” consisted of (a) subjects' previous attempts at performing in a deadpan manner (indicating the expressive conventions automatically applied to the excerpts' musical contexts) and (b) their line drawings of what they perceived in the models. Overall, the contextual goal image model explained a large proportion of the variance in performance, indicating the importance of supplementing automatically applied performance conventions with an explicit goal performance plan.

The Relationship between Explicit Planning and Expressive Performance of Dynamic Variations in an Aural Modeling Task

1999 ◽  
Vol 47 (4) ◽  
pp. 331-342 ◽  
Author(s):  
Robert H. Woody
Keyword(s):  
Dynamic Features ◽  
Performance Task ◽  
Dynamic Variations ◽  
Expressive Performance ◽  
Specific Goal ◽  
Aural Modeling ◽  
The Relationship ◽  
Modeling Task

The present study is an examination of the performance of expressive dynamic variations by advanced pianists in an aural modeling (imitative) performance task. Twenty-four university musicians listened to expressive performances of short piano excerpts played for them via MIDI on a Yamaha Disklavier acoustic piano. These expressive models contained idiomatic features (musically appropriate) and nonidiomatic features (musically inappropriate). After hearing each model, subjects reported their thoughts regarding dynamic variations they had heard and then attempted to imitate the model in their own performance on the piano. Results indicated that expressive performance of dynamic variations is influenced by the performer's explicit identification of dynamic features and their incorporation into a specific goal performance plan. Analyses of individual dynamic features revealed that subjects who identified features consistently performed the features differently than did the subjects who did not identify them. Subjects who identified features played nonidiomatic features more accurately and played idiomatic features at more pronounced overall levels.

scholarly journals The relationship between transformational leadership, integrity and an ethical climate in organisations

2009 ◽  
Vol 7 (1) ◽  
Author(s):  
Anja S. Van Aswegen ◽  
Amos S. Engelbrecht
Keyword(s):  
Transformational Leadership ◽  
Theoretical Model ◽  
Multiple Regression ◽  
Ethical Climate ◽  
Ethical Behaviour ◽  
Regression Analyses ◽  
Probability Sample ◽  
Leadership Process ◽  
The Relationship ◽  
Positive Effect

By effectively utilising the transformational leadership process, an organisation’s culture can be transformed into one that encourages ethical behaviour. The aim of this study was to validate a theoretical model to explain the relationships between leadership, integrity and an ethical climate. A non-probability sample of employees (n = 203) from medium to large companies was used. Data were analysed by item, factor and multiple regression analyses. The results revealed that transformational leadership has a positive effect on the dimensions of an ethical climate. No convincing support was found for the proposition that integrity moderates the relationship between transformational leadership and the dimensions of an ethical climate.

scholarly journals Modelo teórico de aproximações para o ensino de Ciências entre as premissas da História da Ciência e do pensamento crítico

2021 ◽  
Vol 7 (1) ◽  
pp. 111
Author(s):  
Sigouveny Cruz Cardoso ◽  
Erivanildo Lopes da Silva
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Theoretical Model ◽  
History Of Science ◽  
Scientific Knowledge ◽  
Cognitive Skills ◽  
Scientific Information ◽  
Theoretical Approaches ◽  
History Of ◽  
Implicit And Explicit

No ensino de Ciências, o conhecimento científico para a tomada de decisão pode ser um fator preponderante para fundamentar o desenvolvimento de abordagens metodológicas para a resolução de problemas em sala de aula. Desse modo, a História da Ciência é considerada uma abordagem fundamental para essa contextualização do conhecimento científico em propostas didáticas que visem o desenvolvimento de habilidades cognitivas relacionadas ao pensamento crítico dos estudantes. Neste estudo, considera-se complexa a elaboração de propostas didáticas para o ensino de Ciências sem um modelo que direcione as atividades para tal finalidade. Então, esta pesquisa objetiva estabelecer aproximações teóricas entre a História da Ciência e o pensamento crítico para o ensino de Ciências, propondo um modelo teórico com articulações entre seus objetivos. Ao considerar o conhecimento para a tomada de decisão como um aspecto central dessas aproximações, o estudo apresenta correlações implícitas e explícitas para o planejamento de propostas didáticas. Essas articulações teóricas possuem implicações consideradas fundamentais para a educação científica, em virtude de apresentar um modelo teórico para ensinar Ciências pelas dimensões teóricas de análise, problematização e distinção de informações científicas, ao materializá-las em atividades de aprendizagem que viabilizem a tomada de decisão e a resolução de problemas científicos.Theoretical model of approaches for the teaching of Science between the premisses of the History of Science and critical thinkingAbstractIn Science education, scientific knowledge for decision-making can be a major factor to support the development of methodological approaches to problem solving in the classroom. In this way, the History of Science is considered a fundamental approach for this contextualization of scientific knowledge, in didactic proposals that aim at the development of cognitive skills related to students’ critical thinking. In this study, the elaboration of didactic proposals for the teaching of Science is considered complex, without a model that directs activities for this purpose. So, this research aims to establish theoretical approaches between the History of Science and critical thinking, for the teaching of Science, proposing a theoretical model with articulations between its objectives. When considering knowledge for decision making as a central aspect of these approaches, the study presents implicit and explicit correlations for the planning of didactic proposals. These theoretical articulations have implications considered fundamental for scientific education, as they present a theoretical model for teaching Science through the theoretical dimensions of analysis, problematization and distinction of contextualized scientific information, when materializing them in learning activities that enable decision-making and solving scientific problems.Keywords: History of science; Critical thinking; Theoretical approaches; Science teaching.

Name–picture verification as a control measure for object naming: A task analysis and norms for a large set of pictures

2009 ◽  
Vol 62 (8) ◽  
pp. 1581-1597 ◽  
Author(s):  
Hans Stadthagen-Gonzalez ◽  
Markus F. Damian ◽  
Miguel A. Pérez ◽  
Jeffrey S. Bowers ◽  
Javier Marín
Keyword(s):  
Picture Naming ◽  
Task Analysis ◽  
Control Measure ◽  
Object Naming ◽  
Large Set ◽  
Regression Analyses ◽  
Clear Pattern ◽  
Independent Contribution ◽  
Line Drawings ◽  
Production Studies

The name–picture verification task is widely used in spoken production studies to control for nonlexical differences between picture sets. In this task a word is presented first and followed, after a pause, by a picture. Participants must then make a speeded decision on whether both word and picture refer to the same object. Using regression analyses, we systematically explored the characteristics of this task by assessing the independent contribution of a series of factors that have been found relevant for picture naming in previous studies. We found that, for “match” responses, both visual and conceptual factors played a role, but lexical variables were not significant contributors. No clear pattern emerged from the analysis of “no-match” responses. We interpret these results as validating the use of “match” latencies as control variables in studies or spoken production using picture naming. Norms for match and no-match responses for 396 line drawings taken from Cycowicz, Friedman, Rothstein, and Snodgrass (1997) can be downloaded at: http://language.psy.bris.ac.uk/name-picture_verification.html

ORAL LANGUAGE PROFILES OF ENGLISH SECOND LANGUAGE LEARNERS IN ADOLESCENCE

2020 ◽  
Vol 42 (4) ◽  
pp. 697-720
Author(s):  
Adriana Soto-Corominas ◽  
Johanne Paradis ◽  
Brian V. Rusk ◽  
Stefka Marinova-Todd ◽  
Xuan Zhang
Keyword(s):  
Language Learners ◽  
Oral Language ◽  
Cognitive Skills ◽  
Parental Education ◽  
Second Language Learners ◽  
Regression Analyses ◽  
Language Abilities ◽  
English Second Language ◽  
L2 Learners ◽  
Language Profiles

AbstractIt is often claimed that child English L2 learners take up to seven years to attain English skills commensurate with those of monolingual peers; however, existing research is insufficient to know if this claim is valid for oral language abilities in particular. This study examined the lexical and morphological abilities of English L2 learners and their monolingual peers (ages 12–15; N = 227) in Canadian middle schools to determine the timeline for convergence with monolinguals, and what factors predict individual differences among L2 learners. Having seven or more years of schooling was insufficient for all L2 learners to converge with monolinguals on all measures; moreover, growth in English abilities slowed after seven years. Regression analyses revealed that use of English with friends, parental education, and cognitive skills predicted individual variation in the L2 learners’ English abilities and, thus, contributed to their potential for convergence with monolinguals.

Effects of Environmental Stimulation on Behavior as a Function of Type of Behavior Disorder

1979 ◽  
Vol 5 (1) ◽  
pp. 19-29 ◽  
Author(s):  
Sydney S. Zentall
Keyword(s):  
Theoretical Model ◽  
Cognitive Skills ◽  
Behavior Disorder ◽  
Behavior Patterns ◽  
Stimulus Input ◽  
Behavioral Consequences ◽  
Environmental Stimulation ◽  
Aggressive Children ◽  
Type Of Behavior ◽  
Biological Differences

Treatment for disordered child behavior has neglected investigations of antecedent stimuli by focusing almost exclusively on behavioral consequences. However, the study of antecedent stimuli (e.g., environmental stimulation) may provide not only a behavioral means of investigating the biological basis of disordered behavior, but also an understanding of children's attempts to mediate biological differences (e.g., in arousal) with environmental conditions, through the use of specific “disordered” behavior patterns. A heightened readiness to approach environmental stimulation (seen in hyperactive and aggressive children) or avoid it (seen in autistic, anxious, or withdrawn children) appears to: (1) directly control the amount of stimulus input, (2) moderate the effectiveness of behavioral consequences, and (3) facilitate the development of different attentional, perceptual-motor, and cognitive skills in these two groups of children. Behavioral and learning characteristics, as well as treatment findings and implications, are reviewed and related to a theoretical model of optimal stimulation.

scholarly journals Socioemotional and Cognitive Skills: Its Relation to School Performance in Elementary School

2021 ◽  
Vol 31 ◽  
Author(s):  
Angélica Maria Ferreira de Melo Castro ◽  
José Maurício Haas Bueno ◽  
Evandro Morais Peixoto
Keyword(s):  
Elementary Education ◽  
School Performance ◽  
Cognitive Skills ◽  
Regression Analyses ◽  
Network Analyses ◽  
Several Variables ◽  
Overall Performance ◽  
And Performance ◽  
And Mathematics ◽  
Linear Regressions

Abstract Several constructs shown as good predictors of school performance. However, previous studies have focused only on a part of these predictors, making it difficult to understand their interaction to predict school performance. This study verified the associations (correlations), predictions (linear regressions), and relationship dynamics (network analysis) of variables (intelligence, EI, personality, and executive functions) that predict school performance (Portuguese, mathematics, and general) in children and adolescents in the elementary education. In total, 133 students were submitted to instruments to assess the predictive abilities and performance measures included in this study. Regression analyses showed emotional intelligence and abstract reasoning as the main positive predictors of school performance, and the agreeableness/openness trait as a positive predictor of overall performance and mathematics. The results corroborated by centrality indicators estimated through network analyses. This study advances when considering several variables concurrently.

scholarly journals Condition dependence in animal colouration: tools for a comparative approach

2016 ◽  
Author(s):  
Jessica Ethier ◽  
Emma Despland
Keyword(s):  
Resource Allocation ◽  
Theoretical Model ◽  
Linear Regression ◽  
Simple Equation ◽  
Condition Dependence ◽  
Comparative Approach ◽  
Regression Analyses ◽  
Proximate Mechanisms ◽  
The Past ◽  
Animal Colouration

The study of condition dependence in animal colour has undergone important changes in recent years. In particular, the focus on carotenoid-based colour traits is a thing of the past and a broader, comparative approach is becoming more common. Here, we refine a previously developed theoretical model describing pigment expression as a saturating function of resource intake and demonstrate its use as a tool to compare patterns of resource assimilation, resource allocation, and condition dependence between groups of organisms. Using a simple equation and non-linear regression analyses, we apply this saturating model to melanin-based colouration in a model insect species. We find that patterns of condition dependence differ between sexes, phenotypes, and populations, suggesting underlying differences in resource allocation priorities. Our results highlight both the usefulness of this method and the value of a comparative approach in identifying proximate mechanisms of condition dependence.

Development and validation of a theoretical model for cognitive skills acquisition

1999 ◽  
Vol 24 (1) ◽  
pp. 25-38 ◽  
Author(s):  
Kuo-Hao Tang ◽  
Richard J. Koubek ◽  
Nancy J. Lightner ◽  
Gavriel Salvendy
Keyword(s):  
Theoretical Model ◽  
Cognitive Skills ◽  
Skills Acquisition ◽  
Development And Validation

scholarly journals Parent Engagement and Support, Physical Activity, and Academic Performance (PESPAAP): A Proposed Theoretical Model

2019 ◽  
Vol 16 (23) ◽  
pp. 4698 ◽  
Author(s):  
Ryan D. Burns ◽  
Yang Bai ◽  
You Fu ◽  
Christopher D. Pfledderer ◽  
Timothy A. Brusseau
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Theoretical Model ◽  
Parental Support ◽  
Cognitive Skills ◽  
Classroom Behavior ◽  
Pediatric Population ◽  
Parental Engagement ◽  
Future Research ◽  
Activity Engagement

An emerging area of research within public health is the interaction between parents and their children for the promotion of physical activity. Higher levels of daily physical activity may not only improve physical health but also yield better academic performance by improving cognitive skills, classroom behavior, and academic achievement within the pediatric population. However, no theoretical model has yet been proposed to interrelate constructs of parental engagement and support, physical activity, and academic performance within the pediatric population. Here, we: 1) summarize salient research related to pediatric physical activity and academic performance, parents’ physical activity engagement with their children, and the role of parental support in child academic performance; 2) propose a theoretical model interrelating parent physical activity engagement and support, physical activity, and academic performance (PESPAAP); 3) identify features of the proposed model that support its potential merit; and 4) provide potential future research directions and potential analyses that can be undertaken to support, modify, or disprove the proposed theoretical model. The proposed PESPAAP model provides a logically sound model that can be modified or expanded upon to improve applicability and generalizability and can be used as a framework to help align testable hypotheses for studies examining these interrelationships.

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