Effects of Verbal and Verbal-Motor Responses on Meter Conceptualization in Third-, Fourth-, and Fifth-Grade Children
Bibliographic Data
| ID | 10201133 |
|---|---|
| Authors | Russell L Jones (Pittsburg State University, Pittsburg, Kansas, corresponding author) |
| Year | 1992 |
| Volume | 40 |
| Issue | 3 |
| Pages | 216-224 |
| Publication date | 1992-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Music Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4294 • E-ISSN: 1945-0095 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2307/3345683 |
| OpenAlex | W2072105264 |
| Language | EN |
| References cited | 4 |
My purpose was to determine the effects of grade level and response mode on the ability of second-semester third-, fourth-, and fifth-grade students to identify and conceptualize meter in music. Thirty-six subjects at each grade level were divided into two response-mode groups. Subjects in the verbal-motor response groups were asked to respond verbally and to use specific conducting motions; verbal-response-mode subjects used only verbal responses. A two-way analysis of variance indicated that both main effects of grade level and response mode were significant, indicating that scores on the meter-concept test improved with increasing age and as a result of using the verbal-motor response mode. Analysis of simple effects indicated that fourth- and fifth-grade subjects in the verbal-motor response mode were superior to fourth- and fifth-grade subjects in the verbal response mode; mode of response, however, did not result in a significant difference in third-grade subjects
Analysis of variance · Audiology · Conceptualization · Developmental psychology · Mode (computer interface · Nonverbal communication · Statistics · Test (biology · Diverse Music Education Insights · Medicine · Music Technology and Sound Studies · Neuroscience and Music Perception · Psychology
| Highly cited | No |
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