Teaching musical learning as problem-solving: Applying a theory of musical intelligence to musical instruction

This article describes how a theory of musical intelligence can be applied to the teaching of music whereby musical learning is viewed as a form of problem-solving. We first introduce basic concepts and then describe the steps in a problem-solving cycle for musical learning. In particular, these steps involve recognizing the existence of a problem, defining the problem, allocating resources to the problem, mentally representing the problem, formulating a strategy to solve the problem, monitoring problem-solving, and evaluating the solution after one is done. Then, we discuss the application of these steps to analytical, creative, practical, and wisdom-based learning and performance. Finally, we draw some conclusions.

ORGANIZATION OF STUDENTS REFLECTIVE ACTIVITY AT THE MICROBIOLOGY, VIRUSOLOGY AND IMMUNOLOGY DEPARTMENT

At present the development of critical thinking is crucial for individuals who are eager to get involved into productive interaction with the outside world, who are able to assess their own achievements objectively throughout the learning process, to analyze ways resulting in successes or fails, set purposes for self-improvement and self-development. There is a growing literature in medical education suggesting that reflection improves learning and performance in essential competencies to a growing literature in medical education suggesting that reflection improves learning and performance in essential competencies. Therefore fostering students’ reflective thinking is an important component of the educational process. The purpose of this study is to provide the grounds for organizing reflective activities for the future healthcare professionals in the context of their professional training. The experiment included 90 second-year students of Dentistry Faculty divided into two groups: test group involved 50 respondents and control group comprised 40 students. The method of studying reflexive abilities was based on applying teachers’ assessment and students’ self-assessment of students’ educational and cognitive activities including the following structural components: awareness of the learning outcomes and whether the outcomes are consisted with intended goals, self-analysis and self-assessment of individual activities and activities during team working. Each component was evaluated by five-score scale. Teachers also used the method of reflexive polylogue. The probability of the difference between the groups was determined by Student's t test. Designing of effective reflection requires time, effort and willingness; such activity should not feel like busy work or an add-on activity. The article elucidates the ways and principles of organization of reflective activity for future doctors. We offered some types of exercises aimed at developing the reflective skills for further professional work. We also detailed methodological recommendations and technoques on the organization of reflective activity for the dental students. The study has demonstrated that the highest level of reflexive skills in students corresponded to 3.4±0.7 scores that are quit sufficient for productive learning. It is through reflection the methods and results of own learning outomes are analyzed and assessed. Reflection is a skill, which requires development and can be applied broadly in medical education.

Meta-analysis of reduced relative feedback frequency effect on motor learning and performance

A fundamental motor learning principle conveyed in textbooks is that augmented terminal feedback frequency differentially affects motor learning and performance. The guidance hypothesis predicts that relative to a reduced frequency of feedback, providing learners with feedback following every practice trial enhances practice performance but degrades subsequent motor learning. This change in effectiveness for each relative feedback frequency is called a reversal effect, and because it is thought that practice variables can have distinct impacts on learning and performance, delayed retention tests are considered the gold standard in motor learning research. The objectives of this meta-analysis were to a) synthesize the available evidence regarding feedback frequency, performance, and motor learning to test whether there are significant changes in effectiveness from acquisition and immediate retention to delayed retention, b) evaluate potential moderators of these effects, and c) investigate the potential influence of publication bias on this literature. We screened 1662 articles found in PubMed and PsycINFO databases as well as with reference tracing and a targeted author search. A final sample of 61 eligible papers were included in the primary analysis (k = 75, N = 2228). Results revealed substantial heterogeneity but no significant moderators, high levels of uncertainty, and no significant effect of reduced feedback frequency at any time point. Further, multilevel analyses revealed no evidence of a significant change in effect from acquisition or immediate retention to delayed retention. Z-curve analysis suggested the included studies were severely underpowered. These results suggest that robust evidence regarding feedback frequency and motor learning is lacking.

Os efeitos da aprendizagem da esgrima sobre o controle executivo da memória

Treated as one of the biggest challenges in the Brazilian educational system, school failure, despite being multi-causal, is closely linked to learning difficulties associated with aspects of cognition, with special attention to the Executive Control of Memory, which in this study will be represented by the variables: Working Memory (MT), Concentrated Attention (AC) and Motor Reaction Time (TRM). Under neuropsychological aspects, the executive control of memory comprises closely linked phenomena and mechanisms and learning, such as: cognitive flexibility, decision making, attention mechanisms, inhibitory control, selection and integration of current information with information already memorized, in addition to planning and monitoring their own learning and performance. This form of cognitive ability is defined by renowned researchers in the “field” as being preponderant to human learning and performance. Dysfunctions in the executive control of memory are commonly a reflection of innate or non-innate psychopathological issues, may be associated with other comorbidities, and are determinants of school failure in a significant number of Brazilian students. Thus, the main objective of this research project is to verify the impact of the practice of the fighting modality Fencing on the executive control of the memory of students from the public school system, participants of this action research, included in psychopedagogical care for issues related to learning difficulties cognitive. The Field Research technique will be used in this study, with the process of testing the variables under study in moments before and after the intervention with fencing classes. The data obtained in the testing process will be treated in a descriptive statistical perspective. For the inference of the data obtained, the Student T Test for dependent samples will be used. To verify the distribution of data, the Shapiro-Wilk test will be used. As a result, research participants are expected to obtain statistically significant results in the studied variables.

Evidence for a Cultural Mindset: Combining Process Data, Theory, and Simulation

Despite large literature on Cross-Cultural Competence (3C) there is a gap in understanding learning processes and mechanisms by which people arrive at successful 3C. We present a novel perspective for 3C learning and decision-making in innovative assessment contexts. We use Mindset theory (i.e., believing ability is fixed or changeable) because it is shown to be a powerful motivator for general learning and performance and in cross-cultural contexts. We propose the notion of cultural mindsets – beliefs, affect, and cognition that govern how people adapt, learn, and update cultural information. To understand how cultural mindset affects learning and performance, we apply computational cognitive modeling using Markov decision process (MDP). Using logfile data from an interactive 3C task, we operationalize behavioral differences in actions and decision making based on Mindset theory, developing cognitive models of fixed and malleable cultural mindsets based on mechanisms of initial beliefs, goals, and belief updating. To explore the validity of our theory, we develop computational MDP models, generate simulated data, and examine whether performance patterns fit our expectations. We expected the malleable cultural mindset would be better at learning the cultural norms in the assessment, more persistent in cultural interactions, quit less before accomplishing the task goal, and would be more likely to modify behavior after negative feedback. We find evidence of distinct patterns of cultural learning, decision-making, and performance with more malleable cultural mindsets showing significantly greater cultural learning, persistence, and responsiveness to feedback, and more openness to exploring current cultural norms and behavior. Moreover, our model was supported in that we were able to accurately classify 83% of the simulated records from the generating model. We argue that cultural mindsets are important mechanisms involved in effectively navigating cross-cultural situations and should be considered in a variety of areas of future research including education, business, health, and military institutions.