東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

"The Mozart effect": A listening ex...

University of Kentucky.

Linked to FindBook

Google Book

Amazon

博客來

"The Mozart effect": A listening experience with developmental mathematics students at a community college.

Record Type:	Electronic resources : Monograph/item
Title/Author:	"The Mozart effect": A listening experience with developmental mathematics students at a community college./
Author:	Walters, Barbara Parsons.
Description:	150 p.
Notes:	Director: Clint Collins.
Contained By:	Dissertation Abstracts International64-02A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3082710
ISBN:	9780496305605

"The Mozart effect": A listening experience with developmental mathematics students at a community college.
Walters, Barbara Parsons.

"The Mozart effect": A listening experience with developmental mathematics students at a community college. - 150 p.

Director: Clint Collins.

Thesis (Ph.D.)--University of Kentucky, 2003.

International academic exams have increased the need for educational assessment and innovative strategies. This paper explains a descriptive research project that examines music listening as a potential factor in the improvement of competency test results in algebra by community college students who need developmental courses. In the two-semester project (Fall 2000, Spring 2002), survey questionnaire results and student records provide student profile data concerning both mathematics and musical backgrounds of those students. The researcher compares minimal competency exam results of music listening participants with non-participants. Inspired by the work of Dr. Gordon Shaw, University of California, Irvine, and Dr. Fran Rauscher of the University of Wisconsin, Oshkosh, the study addresses a current pedagogical controversy called "the Mozart effect." This effect is defined as an enhancement of performance or change in neurophysiological activity associated with listening to the music by composer, Wolfgang Mozart or, according to Shaw, as the ability of a Mozart sonata, under the right circumstances, to improve the listener's mathematical and reasoning abilities. The researcher examined other musical activities with developmental mathematics students at Ashland Community College in an effort to find a feasible environment for description. Those involved a keyboard project using Pachelbel's Canon in D, listening to "Kenny G" or utilizing a "Tune Room", and a Celtic Dance activity. Results indicate that listening to music during an exam does not improve competency test results. However, other factors, such as building a sense of community or learning to play an instrument, show greater potential for improvement in mathematics test results. The best hope for scientific proof of such probably lies in brain research.

ISBN: 9780496305605Subjects--Topical Terms:

1018008
Education, Community College.

"The Mozart effect": A listening experience with developmental mathematics students at a community college.
LDR:02815cmm 2200313 a 45 001 861920
005 20100720
008 100720s2003 ||||||||||||||||| ||eng d
020 $a 9780496305605
035 $a (UMI)AAI3082710
035 $a AAI3082710
040 $a UMI $c UMI
100 1 $a Walters, Barbara Parsons. $3 1029684
245 1 0 $a "The Mozart effect": A listening experience with developmental mathematics students at a community college.
300 $a 150 p.
500 $a Director: Clint Collins.
500 $a Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0436.
502 $a Thesis (Ph.D.)--University of Kentucky, 2003.
520 $a International academic exams have increased the need for educational assessment and innovative strategies. This paper explains a descriptive research project that examines music listening as a potential factor in the improvement of competency test results in algebra by community college students who need developmental courses. In the two-semester project (Fall 2000, Spring 2002), survey questionnaire results and student records provide student profile data concerning both mathematics and musical backgrounds of those students. The researcher compares minimal competency exam results of music listening participants with non-participants. Inspired by the work of Dr. Gordon Shaw, University of California, Irvine, and Dr. Fran Rauscher of the University of Wisconsin, Oshkosh, the study addresses a current pedagogical controversy called "the Mozart effect." This effect is defined as an enhancement of performance or change in neurophysiological activity associated with listening to the music by composer, Wolfgang Mozart or, according to Shaw, as the ability of a Mozart sonata, under the right circumstances, to improve the listener's mathematical and reasoning abilities. The researcher examined other musical activities with developmental mathematics students at Ashland Community College in an effort to find a feasible environment for description. Those involved a keyboard project using Pachelbel's Canon in D, listening to "Kenny G" or utilizing a "Tune Room", and a Celtic Dance activity. Results indicate that listening to music during an exam does not improve competency test results. However, other factors, such as building a sense of community or learning to play an instrument, show greater potential for improvement in mathematics test results. The best hope for scientific proof of such probably lies in brain research.
590 $a School code: 0102.
650 4 $a Education, Community College. $3 1018008
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Mathematics. $3 1017588
650 4 $a Education, Music. $3 1017808
650 4 $a Music. $3 516178
690 $a 0275
690 $a 0280
690 $a 0413
690 $a 0522
690 $a 0525
710 2 $a University of Kentucky. $3 1017485
773 0 $t Dissertation Abstracts International $g 64-02A.
790 $a 0102
790 1 0 $a Collins, Clint, $e advisor
791 $a Ph.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3082710