東華大學圖書館 |

BAslangic Asamasindaki Muzik Ogrencilerinde Piyanodaki Nota Gruplarini Desifre Etmedeki Kodlama Sureci = = The Encoding Process of Note Groups in Piano Sight-Reading Among Beginner Music Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	BAslangic Asamasindaki Muzik Ogrencilerinde Piyanodaki Nota Gruplarini Desifre Etmedeki Kodlama Sureci =/
Reminder of title:	The Encoding Process of Note Groups in Piano Sight-Reading Among Beginner Music Students.
remainder title:	Encoding Process of Note Groups in Piano Sight-Reading Among Beginner Music Students.
Author:	Yenicirak, Cigdem Gulcay.
Description:	1 online resource (213 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
Contained By:	Dissertations Abstracts International84-04A.
Subject:	Piano. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29330921click for full text (PQDT)
ISBN:	9798352602676

BAslangic Asamasindaki Muzik Ogrencilerinde Piyanodaki Nota Gruplarini Desifre Etmedeki Kodlama Sureci = = The Encoding Process of Note Groups in Piano Sight-Reading Among Beginner Music Students.
Yenicirak, Cigdem Gulcay.

BAslangic Asamasindaki Muzik Ogrencilerinde Piyanodaki Nota Gruplarini Desifre Etmedeki Kodlama Sureci =The Encoding Process of Note Groups in Piano Sight-Reading Among Beginner Music Students.Encoding Process of Note Groups in Piano Sight-Reading Among Beginner Music Students. - 1 online resource (213 pages)

Source: Dissertations Abstracts International, Volume: 84-04, Section: A.

Thesis (Ph.D.)--Bursa Uludag University (Turkey), 2022.

Includes bibliographical references

Desifre becerisini, psikolojinin gorece yeni bir alani olan "uzmanlik bilimi" bakis acisiyla (Ericsson ve Pool, 2018:24) inceledigimiz calismamizin temel amaci, farkli beceri duzeyindeki muzik ogrencilerinin notalari nasil kodladigini incelemektir. Konservatuvar egitimi veya ozengen piyano egitimi alan 10-16 yaslarinda 52 katilimcinin yer aldigi calismamizda, beceri duzeyinin (uzman, amator) ve muzikal uyaranlarin modalite turunun (gorsel, isitsel, gorsel-isitsel) katilimcilarin tepki dogruluklari ve tepki sureleri uzerindeki etkisini inceledik. Tanima testinde, muzikal uyaranlari katilimcilara gorsel, isitsel ve gorsel-isitsel modalitelerde "ayni" veya "farkli" versiyonlarla sunarak katilimcilarin tepki dogruluklarini ve tepki surelerini karsilastirdik. Analizlerde 2 (beceri duzeyi) x 3 (genel modalite turu) faktorlu karma ANOVA ve 2 (beceri duzeyi) x 7 (modalite turu) faktorlu karma ANOVA kullandik. ANOVA sonuclarina gore, katilimcilarin tepki sureleri sadece muzikal uyaranlarin modalite turune bagli olarak farklilasirken, tepki dogruluklari beceri duzeyine, muzikal uyaranlarin modalite turune ve bu iki degiskenin ortak etkisine bagli olarak farklilasmaktadir. Genel olarak, isitsel ve gorsel-isitsel modalitede sunulan muzikal uyaranlar gorsel olarak sunulan muzikal uyaranlara gore daha kisa surede ve daha fazla sayida taninmaktadir. Uzman gruptaki ogrenciler amator gruptaki ogrencilere gore muzikal uyaranlari daha fazla sayida tanimaktadir. Uzman gruptaki ogrencilerde isitsel ve gorsel-isitsel modaliteler arasinda tepki dogrulugunda bir farklilik ortaya cikmazken, amator gruptaki ogrencilerde isitsel modalitede sunulan muzikal uyaranlar gorsel-isitsel modalitede sunulan muzikal uyaranlardan daha fazla sayida taninmaktadir. Bu sonuclara dayanarak, uzman grupta yer alan ogrencilerin notalari isitsel ve gorsel-isitsel modalitelerde kodladigi, amator grupta yer alan ogrencilerin ise notalari isitsel modalitede kodladigi cikariminda bulunabiliriz.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798352602676Subjects--Topical Terms:

526062
Piano.
Index Terms--Genre/Form:

542853
Electronic books.

BAslangic Asamasindaki Muzik Ogrencilerinde Piyanodaki Nota Gruplarini Desifre Etmedeki Kodlama Sureci = = The Encoding Process of Note Groups in Piano Sight-Reading Among Beginner Music Students.
LDR:05367nmm a2200361K 4500 001 2360847
005 20231015185433.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 tur d
020 $a 9798352602676
035 $a (MiAaPQ)AAI29330921
035 $a (MiAaPQ)BursaUludag_1145226766
035 $a AAI29330921
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Yenicirak, Cigdem Gulcay. $3 3701483
245 1 0 $a BAslangic Asamasindaki Muzik Ogrencilerinde Piyanodaki Nota Gruplarini Desifre Etmedeki Kodlama Sureci = $b The Encoding Process of Note Groups in Piano Sight-Reading Among Beginner Music Students.
246 3 1 $a Encoding Process of Note Groups in Piano Sight-Reading Among Beginner Music Students.
264 0 $c 2022
300 $a 1 online resource (213 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
500 $a Advisor: Alici, Tevfik.
502 $a Thesis (Ph.D.)--Bursa Uludag University (Turkey), 2022.
504 $a Includes bibliographical references
520 $a Desifre becerisini, psikolojinin gorece yeni bir alani olan "uzmanlik bilimi" bakis acisiyla (Ericsson ve Pool, 2018:24) inceledigimiz calismamizin temel amaci, farkli beceri duzeyindeki muzik ogrencilerinin notalari nasil kodladigini incelemektir. Konservatuvar egitimi veya ozengen piyano egitimi alan 10-16 yaslarinda 52 katilimcinin yer aldigi calismamizda, beceri duzeyinin (uzman, amator) ve muzikal uyaranlarin modalite turunun (gorsel, isitsel, gorsel-isitsel) katilimcilarin tepki dogruluklari ve tepki sureleri uzerindeki etkisini inceledik. Tanima testinde, muzikal uyaranlari katilimcilara gorsel, isitsel ve gorsel-isitsel modalitelerde "ayni" veya "farkli" versiyonlarla sunarak katilimcilarin tepki dogruluklarini ve tepki surelerini karsilastirdik. Analizlerde 2 (beceri duzeyi) x 3 (genel modalite turu) faktorlu karma ANOVA ve 2 (beceri duzeyi) x 7 (modalite turu) faktorlu karma ANOVA kullandik. ANOVA sonuclarina gore, katilimcilarin tepki sureleri sadece muzikal uyaranlarin modalite turune bagli olarak farklilasirken, tepki dogruluklari beceri duzeyine, muzikal uyaranlarin modalite turune ve bu iki degiskenin ortak etkisine bagli olarak farklilasmaktadir. Genel olarak, isitsel ve gorsel-isitsel modalitede sunulan muzikal uyaranlar gorsel olarak sunulan muzikal uyaranlara gore daha kisa surede ve daha fazla sayida taninmaktadir. Uzman gruptaki ogrenciler amator gruptaki ogrencilere gore muzikal uyaranlari daha fazla sayida tanimaktadir. Uzman gruptaki ogrencilerde isitsel ve gorsel-isitsel modaliteler arasinda tepki dogrulugunda bir farklilik ortaya cikmazken, amator gruptaki ogrencilerde isitsel modalitede sunulan muzikal uyaranlar gorsel-isitsel modalitede sunulan muzikal uyaranlardan daha fazla sayida taninmaktadir. Bu sonuclara dayanarak, uzman grupta yer alan ogrencilerin notalari isitsel ve gorsel-isitsel modalitelerde kodladigi, amator grupta yer alan ogrencilerin ise notalari isitsel modalitede kodladigi cikariminda bulunabiliriz.
520 $a In this study, we examined the sight-reading skill from the perspective of "expertise science," which is a relatively new field of psychology (Ericsson & Pool, 2018). Our main aim is to examine how music students of different skill levels encode musical notes. In this context, we examined whether the accuracy and reaction time of the participants differed according to the skill level (experts, amateurs) and modality type of musical stimuli (visual, auditory, audio-visual). Fifty-two music students aged 10-16 who were conservatory or amateur piano students participated in the study. We presented musical stimuli with "same" or "different" versions in visual, auditory, and audio-visual modalities in the recognition test and compared participants' accuracy and reaction time. We used 2 (skill level) x 3 (general modality type) mixed ANOVA and 2 (skill level) x 7 (modality type) mixed ANOVA. According to the ANOVA results, the participants' reaction time significantly differed depending on the modality type of the musical stimuli. In contrast, the participants' accuracy significantly differed depending on skill level, modality type of the musical stimuli, and the interaction of these variables. In general, musical stimuli presented in the auditory and audio-visual modalities were recognized faster and better than musical stimuli presented visually. The accuracy of the expert students was better than amateur students. While there was no significant difference in accuracy between auditory and audio-visual modalities in expert students, musical stimuli presented in the auditory modality were recognized better than those presented audio-visual modality in amateur students. Based on these results, we can conclude that the expert students encode the musical notes in auditory and audio-visual modalities. In contrast, the amateur students encode the musical notes in the auditory modality.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Piano. $3 526062
650 4 $a Music. $3 516178
650 4 $a Reading. $3 516229
650 4 $a Reading instruction. $3 2122756
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0413
690 $a 0535
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Bursa Uludag University (Turkey). $3 3686415
773 0 $t Dissertations Abstracts International $g 84-04A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29330921 $z click for full text (PQDT)