This study dealt with the perception of dissonance by male, female, freshman and senior music majors. A test was devised which would show that there is a significant difference in dissonance perception between freshman versus senior and male versus female music majors, utilizing specific excerpts from the musical repertoire. Test item analysis was also employed to determine if a significant difference occurs in each excerpt. It was found that certain excerpts show a significant difference while the means of the combined groups do not. This phenomenon was because of relative uncertainty in response between dissonant ("four") and extremely dissonant ("five") excerpts. The conclusions of the study based upon the hypotheses were the following: 1. Four years in a university environment makes a significant difference in a music major's perception of dissonant sounds in music. 2. The sex of the music major causes no significant difference in the perception of dissonance. Male responses were consistent with female responses within the same class.

This study was undertaken in an effort to determine whether or not left-handed students achieve as high pro- ficiency as do right-handed students in secondary school subjects which require motor ability. This problem came to the attention of the writer after he had examined the pre- vious writings in the general field of inquiry. It was found that mich of the material contained in these earlier studies had to do with the probable causes of handedness and what the effect would be to change a sinistral indi- vidual to dextral usage. Less material was found concern- ing the relative success of the left-handed student who was permitted to continue using his left hand.

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The limited-instruction spelling course proved to be the best method of integrating spelling and typewriting instruction. The students achieved better results when they looked up the meanings of words and typed the words in sentences. Studying seven or eight words a day was more effective than studying fifteen or more words. The second-year students in both the intensive and limited-instruction group benefited more from this type of instruction than did the first-year students. The students who received no instruction showed very little improvement in spelling ability. / Master of Science

The purpose of this study was to evaluate the relationships among field dependency levels, performance on a non-locomotor balancing task both sighted and blindforded, and the acquisition of a complex biplanar motor skill. The participants for this investigation were young (ages 9-17) female gymnasts (n = 17) who had all received at least one year of gymnastics training, and could perform the prerequisite skills required for this experiment. All subjects were given the embedded figures test (EFT) (Witkin, Oltman, Raskin, & Karp, 1971) and a sighted and a blindfolded task on a stabilometer. The subjects, having been taught with a non-visual teaching method, were then given 50 trials of the full twisting back flip (FULL) on the trampoline. The gymnasts were attached to an overhead spotting rig to insure their safety. A single factor model (field dependence-independence) with three levels (high, middle, and low) was used to examine the relationships among variables. An analysis of covariance (ANCOVA) was used to adjust posttest FULL scores to pretest scores and to assess the effects of field dependency levels on the FULL learning which:it:ook place. Multiple correlations were used to examine the relationships among EFT scores, stabilometer time in balance (TIB) and time in balance blindfolded (TIBB) scores, and pretest and posttest FULL scores. From the data analysis it was found that subjects' field dependency levels did not correlate significantly with their pretest or posttest FULL scores, or with the stabilometer measures. A significant relationship was found between pretest and posttest FULL scores (r = .837) and TIB and TIBB scores (r = .541). The following conclusions were drawn from the findings: (1) because of the lack of significant correlations between the FULL and either the EFT or the stabilometer task, the use of either of these measures as a predictor of the rate of learning of the FULL is not warranted; (2) of all the variables used in this investigation, subjects' pretest FULL scores are the best indicators of how rapidly they will learn the FULL, having been taught by the non-visual method. / M.S.