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Education for Maximal Adaptivity: Cognition & Learning in Expert Rap Improvisers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Education for Maximal Adaptivity: Cognition & Learning in Expert Rap Improvisers./
Author:	Cross, Keith G., Jr.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	159 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-02, Section: B.
Contained By:	Dissertations Abstracts International82-02B.
Subject:	Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28114576
ISBN:	9798662537804

Education for Maximal Adaptivity: Cognition & Learning in Expert Rap Improvisers.
Cross, Keith G., Jr.

Education for Maximal Adaptivity: Cognition & Learning in Expert Rap Improvisers. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 159 p.

Source: Dissertations Abstracts International, Volume: 82-02, Section: B.

Thesis (Ph.D.)--Stanford University, 2018.

This item must not be sold to any third party vendors.

In the three papers included in this dissertation, I examine the cognitive processes and learning habits of expert Hip-Hop lyricists (i.e., composers/performers of rap lyrics-rappers) to better understand human adaptability in relation to the processing of organized sound information and its use as a resource in music, language, and linguistically mediated knowledge. I focused my investigations on expert rap improvisers, rappers fluent in the extemporaneous generation of rhyming lyrics and novel rhythmic patterns, set to syncopated rhythms in real time. I chose to study this population because their practice is extremely adaptive in nature, integrating music and language, highly-complex cognitive abilities common to most humans. In the first study, I used electroencephalograph to determine how expert rap improvisers differ from laypersons in their neurological processing of rhyme. In the second study, I use perception-based and feature-based measures of psychoacoustic similarity to determine how expert rap improvisers differ from laypersons in their judgments of half-rhyme acceptability and their classification of speech sounds. In the third paper, I introduce and provide empirical support for a theory of learning, domain traversal, which describes the phenomenon whereby creative writing (and rap in particular) uniquely encourages learners' self-directed engagement with knowledge from multiple domains, and how through this process learners develop (or enhance) dispositions toward metacognitive thinking, interdisciplinary perspective-taking, and lifelong learning. The three papers demonstrate that, apart from its entertainment value, expertise in rap practice is associated with neurological and perceptual adaptation, and the development of adaptive learning dispositions.

ISBN: 9798662537804Subjects--Topical Terms:

516178
Music.
Subjects--Index Terms:

Musical improvisation

Education for Maximal Adaptivity: Cognition & Learning in Expert Rap Improvisers.
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245 1 0 $a Education for Maximal Adaptivity: Cognition & Learning in Expert Rap Improvisers.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 159 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-02, Section: B.
500 $a Advisor: Ball, Arnetha;Anttila, Arto;Fujioka, Takako;Pea, Roy.
502 $a Thesis (Ph.D.)--Stanford University, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a In the three papers included in this dissertation, I examine the cognitive processes and learning habits of expert Hip-Hop lyricists (i.e., composers/performers of rap lyrics-rappers) to better understand human adaptability in relation to the processing of organized sound information and its use as a resource in music, language, and linguistically mediated knowledge. I focused my investigations on expert rap improvisers, rappers fluent in the extemporaneous generation of rhyming lyrics and novel rhythmic patterns, set to syncopated rhythms in real time. I chose to study this population because their practice is extremely adaptive in nature, integrating music and language, highly-complex cognitive abilities common to most humans. In the first study, I used electroencephalograph to determine how expert rap improvisers differ from laypersons in their neurological processing of rhyme. In the second study, I use perception-based and feature-based measures of psychoacoustic similarity to determine how expert rap improvisers differ from laypersons in their judgments of half-rhyme acceptability and their classification of speech sounds. In the third paper, I introduce and provide empirical support for a theory of learning, domain traversal, which describes the phenomenon whereby creative writing (and rap in particular) uniquely encourages learners' self-directed engagement with knowledge from multiple domains, and how through this process learners develop (or enhance) dispositions toward metacognitive thinking, interdisciplinary perspective-taking, and lifelong learning. The three papers demonstrate that, apart from its entertainment value, expertise in rap practice is associated with neurological and perceptual adaptation, and the development of adaptive learning dispositions.
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650 4 $a Sociolinguistics. $3 524467
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