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The phenomenon of paired learning st...

The University of Wisconsin - Madison.

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The phenomenon of paired learning styles as manifested in middle school instrumental music students' music reading achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The phenomenon of paired learning styles as manifested in middle school instrumental music students' music reading achievement./
Author:	Mason, Katharine Eleanor.
Description:	192 p.
Notes:	Source: Dissertation Abstracts International, Volume: 52-04, Section: A, page: 1248.
Contained By:	Dissertation Abstracts International52-04A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9120055

The phenomenon of paired learning styles as manifested in middle school instrumental music students' music reading achievement.
Mason, Katharine Eleanor.

The phenomenon of paired learning styles as manifested in middle school instrumental music students' music reading achievement. - 192 p.

Source: Dissertation Abstracts International, Volume: 52-04, Section: A, page: 1248.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 1991.

An aspect of music teaching that is of consistent research is music reading. The disciplines of music and psychology have been coupled in past research settings. Through this research, music reading and individual differences have been shown relevant.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

The phenomenon of paired learning styles as manifested in middle school instrumental music students' music reading achievement.
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008 101007s1991 ||||||||||||||||| ||eng d
035 $a (UMI)AAI9120055
035 $a AAI9120055
040 $a UMI $c UMI
100 1 $a Mason, Katharine Eleanor. $3 1058141
245 1 4 $a The phenomenon of paired learning styles as manifested in middle school instrumental music students' music reading achievement.
300 $a 192 p.
500 $a Source: Dissertation Abstracts International, Volume: 52-04, Section: A, page: 1248.
500 $a Supervisor: Gerald B. Olson.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 1991.
520 $a An aspect of music teaching that is of consistent research is music reading. The disciplines of music and psychology have been coupled in past research settings. Through this research, music reading and individual differences have been shown relevant.
520 $a One such individual difference is the cognitive style/learning style model. Past research has investigated the effects of a single style on a music-related skill (Olson, 1976; Matson, 1979; Heitland, 1983; Huang, 1983; King, 1983; Schmidt, 1984; Moore, 1986; Ciepluch, 1988). This study attempted to identify if cognitive or learning styles operated concurrently within the learner during music reading.
520 $a The cognitive style, field dependence/field independence, and the learning style, sensory mode preference were found to be relevant to music learning in past research. Field dependence/field independence refers to the global or articulated relationship between the individual and his surrounding world. Sensory mode preference indicates the sensory channel--auditory, visual, tactile, or kinesthetic--through which learning occurs most easily.
520 $a Four research questions resulted: (1) Are field dependence/field independence significant factors in music reading achievement? (2) Is sensory mode preference a significant factor in music reading achievement? (3) Do field dependence/field independence and sensory mode preference operate concurrently to aid music reading achievement? (4) Do students differ within instrumental groups in their music reading achievement?
520 $a Nine middle and junior high schools from two school districts participated in the study, providing an initial N of 327. The Group Embedded Figures Test was administered to this group, with 117 subjects scoring as strongly field dependent or field independent. The Learning Style Inventory for sensory mode preference and the Watkins-Farnum Performance Scale for music reading achievement were then administered to the 117.
520 $a Hypothesis testing was accomplished using descriptive statistics, crosstabulation, biserial correlation, and two-way ANOVA. The statistical analysis indicated the following: (1) There is a relationship between field dependence/independence and music reading achievement. (2) There is no relationship between sensory mode preference and music reading achievement. (3) Field dependence/field independence and sensory mode preference do not operate concurrently to aid music reading achievement. (4) String, woodwind, brass, and percussion students differ in music reading achievement.
590 $a School code: 0262.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, General. $3 1019158
650 4 $a Education, Music. $3 1017808
690 $a 0515
690 $a 0522
690 $a 0727
710 2 $a The University of Wisconsin - Madison. $3 626640
773 0 $t Dissertation Abstracts International $g 52-04A.
790 $a 0262
790 1 0 $a Olson, Gerald B., $e advisor
791 $a Ph.D.
792 $a 1991
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9120055