...EFFECTS OF POPULAR MUSIC ON MEMORIZATION TASKS Running Head: Music and memorization Abstract This study investigated the effects that popular music has on memory performance. It was proposed that popular music would adversely affect both studying and memory recall. Forty introductory psychology students participated in the study. Subjects were given a list of fifty words to study in 6 ½ minutes, with music either being present or absent. This was termed the learning stage. In this study, four conditions were tested. In all 4 conditions, subjects were assigned to either a “music” pre-period or a “non-music” pre-period and a “music” post-period or a “non-music” post-period. After they had studied the words, subjects were given another 6 ½ minutes to recall the words either with or without music present. This period was called the recall stage. The researchers hypothesized that music would have a detrimental effect on performance, these expected results were not found. Findings from this study suggested that students who study while listening to popular music performed at the same level as those without music present in either condition. Results indicated that women excelled in recall when the testing condition did not have music present in comparison to men. Effects of popular music on memorization tasks The purpose of this study was to find whether popular music would have a positive or negative effect on memory tasks. There are many different perspectives...
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...ATTENTION CDA TRAINERS: Use this monthly training tool to help you plan group training sessions for your CDA candidates. These sessions can be counted as seminar training hours. Training Module* Listening Comprehension PURPOSE To explore the meaning and importance of listening comprehension as it relates to young children ages two to five. DEFINITION Before we begin, let’s take a minute to discuss the term listening comprehension. This skill can be observed when you read to the children. Listening comprehension can be defined as “the ability to recall and understand information which is presented orally.” This information might be presented through a book, filmstrip, video, or felt board set. EXAMPLES Mr. Fields, the preschool teacher, is reading the book Goldilocks and the Three Bears to the children. After he finishes reading, Mr. Fields asks the children, “How many bears lived in the house?” Rosie shrugs her shoulders and looks confused, but Jeremy exclaims, “Three!” Mr. Fields says, “That’s right, Jeremy. There were three bears in the story. Let’s count them together.” Mr. Fields turns the pages of the book until he comes to an illustration that contains the three bears. The children and Mr. Fields count the bears together. Mr. Fields then asks, “How did the bears know that someone had been eating their porridge?” Albert responds, “Because Baby Bear’s bowl was empty.” Jeremy says, “Because someone told them.” Mr. Fields then uses the book to help the children discover...
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...Statement of the Problem This research was conducted to investigate the learning skills and learning styles among male and female nursing students of Calayan Educational Foundation, Inc. It also sought to answer the following questions: 1. What are the learning skills and learning styles of nursing students of CEFI? 2. Is there a significant difference in the learning styles and learning skills of male nursing student and female nursing students? 3. What are the common learning styles and learning skills strategies used by these students? Review of Related Studies and Literature Do you know you’re learning style? You may be surprised to know that many frustrations you've experienced in reading comprehension or test anxiety may result from your specific learning style. For instance, you may learn best by seeing, hearing, or working through a piece of information. When you identify your own best learning style, you can change your study habits and improve your grades. Your learning style can affect your study habits and make it easier or more difficult to learn certain types of information. Have you ever read a paragraph or two and realized that the information didn't sink in at all even when you try a second time? This could actually be a reflection of your learning style. According to Melissa Kelly there are three major types of learners: visual, auditory, and tactile/kinesthetic. “Visual learners are those who generally think in terms of pictures. They often prefer...
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...Running Head: THE EFFECTS OF MUSIC ON READING COMPREHENSION The Effects of Classical and Contemporary Music on Reading Comprehension of College Students Louis Sandro Y. Aboga Bakhita Mae Alexie N. Llames Aquinas University of Legazpi The Effects of Classical and Contemporary Music on Reading Comprehension of College Students Music is more pervasive now than at any other point in history, functioning not only as a pleasurable art form, but also serving many important psychological functions (MacDonald, Hargreaves and Miell, 2002) and influencing cognitive functioning (Rauscher, Shaw, and Ky 1993) Music and Reading Comprehension Etaugh and Ptasnik (1982) found that individuals who rarely studied with background music showed better comprehension when they learned in silence, while those who frequently studied with music performed better in the presence of music. Hall (1952), exploring the possible uses of music in schools, found that performance on reading comprehension tests was significantly improved when background music was playing; 58% of the 245 8th and 9th graders taking part in the study, showed an increase in scores a reading test. Physiological Aspect on Music and Memory Numerous previous studies have tested to determine if the above conditions do in fact play an integral role in being a catalyst or antagonist to understanding complex literature. First the topic will be addressed from a biological perspective: processing in...
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...2013 Abstract Research in the field of reading strategies has been conducted repeatedly to ascertain the effectiveness of these strategies in assisting English Language Learners (ELL) to construct meaning from texts. However, little research has been done in The Bahamas to determine what Bahamian educators can do to support second language learners in their classrooms. This paper assesses: 1. The impact of Sustained Silent Reading on comprehension for ELLs 2. The impact of Think Aloud and Read Aloud on reading comprehension for ELLs. This research suggests that the use of these strategies can play an important role in students’ abilities to read and comprehend texts on their own. Direct instruction and modeling of the think aloud strategies increased the students’ confidence levels and the likelihood that they will use the strategies on their own. Key words: English Language Learners, Sustained Silent Reading, Teacher Think Aloud, Comprehension, Scaffolding, Schema, Prior Knowledge Reading Strategies for English Language Learners In the past ten years, The Bahamas has seen a significant increase in the number of immigrants coming to its shores. In fact, Fielding, Balance, Scriven, McDonald & Johnson (2008) assert that in 1963, the Haitian community accounted for 3.2% of the population; while in 2000 it represented 7.1% and was numerically the largest migrant group in The Bahamas. Because Haitian...
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...Drawing on recent research, this paper will summarize three cognitive ability areas essential for reading comprehension for kindergarten to third-grade students. Three evidenced-based strategies known to increase reading comprehension within these grade-levels will then be analyzed. Lastly, this research and analysis will be used to defend two preferred practices. Cognitive Abilities Critical to Reading Comprehension The ability to read and comprehend text draws on numerous cognitive skills and knowledge banks (Callison et al., 2010). Three of them include word-level skills, vocabulary skills, and thinking and reasoning skills. Word-level skills, like phonemic awareness, involve the most foundational abilities required for reading. For example, phonemes are the most elemental aspect of speech sounds (Reed, 2011). They are used to create meaningful words and distinguish one term from another. In bat & mat, for instance, unique sound variances occur in the first positions of the words. The sounds creating the differences in meaning, the “b” and “m” in this case, are phonemes, Phonemic awareness, then,...
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...and memorize as much as they could for two minutes. Immediately after two minutes a short distraction film was played and a multiple choice test was given. The results were not statistically significant and our hypothesis was rejected. Methodological limitations and ideas for follow-up research are discussed. Keywords: music, memory, memorize, distraction, test Examining the Effects of Music on Memory Memory is an area that sparks the interest of many scientists. Memory can be affected by multiple genetic and environmental factors having positive and negative influences on working memory function (Alley & Greene, 2008). Research has shown that if music is played to babies while in the womb, they possess recognition and memory recall of the music a year after being born (Johansen-Berg, 2001). Separately memory and music have been investigated exclusively, resulting in a great deal of information known about the two subjects. When researched together, it is a combination that sparks interest and allows for more questions and investigation. A few areas that motivate researchers to continue investigating possible positive relationships between music and...
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...Lesson Plan: Comprehension EDRD 6600 Research-Based Rationale For my final lesson plan, I choose to focus on Comprehension. The National Reading Panel’s report has identified Comprehension as one of the five essential components of effective reading instruction. Comprehension is an active process that enables the learner to understand the words being read, and is the actual reason for reading! Comprehension requires purposeful and thoughtful interaction with text, and improves through explicit teaching of specific cognitive strategies. More specifically, the rationale for explicitly teaching comprehension skills is that comprehension can be improved by teaching students to reason strategically when they encounter barriers to understanding what they are reading (National Reading Panel, 2000). The NRP reviewed over four hundred studies on text comprehension and found that there are seven instructional strategies that appear to have a solid scientific basis for students to increase comprehension. The first strategy is Comprehension Monitoring which involves students reading text with an aggressive awareness of when they do and don’t understand something. The second strategy is Cooperative Learning, which involves students working on clearly defined reading tasks in small groups or as partners. The third strategy is the Use of Graphic Organizers or Story Maps. This helps display concepts and interrelationships among concepts in text through the use of diagrams...
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...eliminate all background pictures that way there are few illustrations. Students will look at the picture and then need to find the page in the book that has the same image. Students will be able to build confidence in understanding on how a book is used. They will feel be learning a skill of the parts of the book and which way it opens and recall information for problem solving on where the picture is. Writing “Art Speaks Words” – The students will be given the opportunity to draw or paint a picture to describe an event or action they did earlier. This is to help students create a finished product. This gives students the opportunity to express themselves with writing even if it is a picture. This helps builds their confidence in expressing their ideas on paper. Emergent Instructional Strategies Content Area Strategy and Description Justification Speaking & Listening “Simon Says” – Students play a game of Simon says that will use instructions and directions that are 2 stepped and are also given with visual cues. This helps students see a visual and relate it to the oral directions they are given to have a relation and comprehension. Reading “Pretend Reading” – Students...
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...Çağ University Institute of Social Sciences English Language Teaching Department Note-taking and Listening Comprehension of Conversations and Mini-Lectures Any Benefit? Sinan Özyurt M.A. Thesis Proposal May, 2013 1. Introduction 1.1 Background of the study How to instruct listening has been an important issue for both teachers and researchers for a long time. Although much emphasis has been done on the significance of listening, there is still little known about how to increase students’ listening skills. That is because teachers often have a tendency to make more focus on reading, writing, and speaking rather than listening as a receptive skill in their language classes. However, in time, it has been understood that listening is challenging for almost any language learners because a great many of them do not have any idea on how to be effective learners in listening and succeed in listening tasks. That is why, most of the time our students’ listening skills are not as improved as we expect them to be. This somehow results in their inefficiency in listening comprehension as well. Considering this, our students might even feel demotivated towards listening lectures, which is something not desired by any teachers. 1.2 Statement of the Problem As teachers, we often expect our students to do their listening tasks or activities as efficiently as possible. Even though we do our best to enhance our students’ listening skills, there is still much to do when considering...
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...Phoenix Material Reading Comprehension Worksheet Respond to the following in 50 to 100 words each: 1. Describe your outcome from this week’s MyFoundationsLab® assignment. I received a master’s score on this weeks “MyFoundationsLab”. I found the material helpful and insightful because it taught me ways to become a better student by improving my study scores. I mostly enjoyed the video parts of it because I feel like I learn the most from them and they are not as boring as always reading the information. 2. Identify the skills you’ve learned this week. How could each of these apply to your academic work? How could each of these apply to your professional work? The skills that I learned from this week that I can apply to both my academic work and professional work are taking notes as I read important material, and how to understand and remember information. Taking good notes will help me in my academics because it will help me put the main points in my reading material in my own words while creating a short version of a study guide for myself. This also helps in a work setting because if I learn something new I can take short hand notes to help me remember all the important aspects of the job. Along with writing the notes I also have to make myself understand the information and retain it. This is the most important skill for me because I often forget things shortly after learning it. When I improve this skill I will be able to recall more information in my academics...
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...Running head: MUSIC AND ITS RELATIONSHIP TO OVERALL INTELLECT !1 ! ! ! ! ! Music And its Relationship To Overall Intellect Kymberlie Joy Hurd College of Southern Nevada ! ! ! ! ! ! ! ! ! ! ! Author Note This research paper was done for Psychology 240, Section 4001, taught by Professor Mason MUSIC AND ITS RELATIONSHIP TO OVERALL INTELLECT Abstract A review of previous studies was conducted to test and measure the correlation of music and its influence on various levels of intellect. Subjects range in age from 9 to 67 and education from elementary school to undergraduate and beyond. Analysis included studies of subjects who listened to music and subjects that have varying levels of musical training. While some studies found significant results in some areas of cognition, intelligence and memory, they were inconsistent and concluded that further testing was needed. This review examines further the question of causation with music as a variable with a direct effect to a subject’s intellect as addressed by Schellenberg (2011). To understand if there is a direct relationship between music and intellect, further research of a subject’s background and mentality is required. !2 ! ! ! ! ! ! ! ! ! ! MUSIC AND ITS RELATIONSHIP TO OVERALL INTELLECT Title of Paper Here Many studies have sought to provide a significant and reliable relationship between music as a factor of a subject’s intelligence or memory retention. The results are often conflicting within each experiment...
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...Learning to REALLY Read Most people can’t remember anything before the age of 4 or 5, but I certainly can. I can still picture the first place I ever remember living. It was the front unit of a duplex that my grandparents owned. My earliest memories are from when I was about 2 years old and living in that small front house – so small, my older brother and I slept in bunk beds on the service porch that was off to the left of the kitchen. I was the type of child that could sit quietly entertain myself for hours as long as I had a book or something to doodle with. My earliest and fondest childhood memories are of my brother and I sitting in the plush, green grass on warm Southern California days in my favorite light blue halter top that tied around the neck and a pair of shorts while my mother kept an eye on us through the screen door. My brother is a little over 4 years older than me so of course he was in school before I was, but that didn’t stop me from picking up his books and watching his every move as he learned to read and write. Before I could even talk, books held a special fascination for me. I’ve always had a love for school and learning, reading and writing in particular. Early on, I also liked being read to and becoming drawn into whatever story was being told, but it wasn’t until a few years later that I learned reading is about more than just saying words written on paper. I started learning to read in pre-school, so at about 4 years old. At such a young...
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...Ursuline College of Languages Nina Moreno University of South Carolina The present study revisited the issue of simultaneous attention to form and meaning from a methodological perspective that addressed several potential methodological issues of previous research in this strand of inquiry. Seventy-two second-semester-level participants were randomly assigned to one of five experimental groups, including a control, and requested to read a Spanish text and also circle one of four targeted forms (10 occurrences each) in the input. To measure comprehension, a 10-item multiple-choice test was administered immediately after the reading. Both qualitative (think-aloud protocols) and quantitative analyses were conducted to address the following research question: Does type of attentional condition have a differential effect on adult second language reading comprehension? The quantitative analysis revealed no significant difference in comprehension among all five groups. To explicate the findings, the quantitative and qualitative data and analyses are discussed with regard to the issues of modality, depth or level of processing, and research methodology. Keywords simultaneous attention; levels of processing; form vs. meaning; hybrid design; input processing; The Primacy of Meaning Principle; think-aloud protocols There are several theoretical models in second language acquisition (SLA) that have posited an important role for attention in adult second/foreign language (L2) development...
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...Tortora Published online: 11 December 2009 © Springer Science+Business Media, LLC 2009 Editor: Erik Arisholm Abstract We present the results of three sets of controlled experiments aimed at analysing whether UML class diagrams are more comprehensible than ER diagrams during data models maintenance. In particular, we considered the support given by the two notations in the comprehension and interpretation of data models, comprehension of the change to perform to meet a change request, and detection of defects contained in a data model. The experiments involved university students with different levels of ability and experience. The results demonstrate that using UML class diagrams subjects achieved better comprehension levels. With regard to the support given by the two notations during maintenance activities the results demonstrate that the two notations give the same support, while in general UML class diagrams provide a better support with respect to ER diagrams during verification activities. Keywords Controlled experiments · Entity-relation diagrams · UML class diagrams · Design notations · Comprehension · Maintenance · Verification The work described in this paper is supported by the project METAMORPHOS (MEthods and Tools for migrAting software systeMs towards web and service Oriented aRchitectures: exPerimental evaluation, usability, and tecHnOlogy tranSfer), funded by MiUR (Ministero dell’Università e della Ricerca) under grant PRIN-2006-2006098097. A. De Lucia · C. Gravino...
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