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This study explored ways in which a music therapy student could modify and improve her own clinical practice in order to facilitate client contribution in group music therapy in an acute adolescent inpatient unit. Through cycles of observation, evaluation, planning, and action, the music therapy student was able to examine her facilitation techniques in detail and modified them accordingly. There were six fortnightly cycles and in each cycle, the research journal, research notes, and video-recording were systematically reviewed by the music therapy student herself, and themes were drawn out to contribute to the planning of the next cycle. The results suggested that while direct questions predominated at the start of study, the music therapy student was able to adopt a variety of other techniques by the end of the research period, including self-disclosure, appropriate eye contact, and the shifting of responsibility. The music therapy student also found that her own anxiety level, which was often caused by periods of silence in music groups, also had an important impact on her ability to facilitate. The discussion addressed other factors that are believed to have contributed to the student?s ability to facilitate in group music therapy.

<div> <div> <div> <p>Recent research asserts that the mnemonic benefits gained from retrieval-based learning vanish for complex materials. Subsequently, it is recommended that students study worked examples when learning about complex, problem-centered tasks. The experiments that have evaluated the effectiveness of studying worked examples tend to overlook the mental processing that students engage in when completing retrieval-based learning activities. In contrast, theories of transfer-appropriate processing emphasize the importance of compatibility between the cognitive processing required by the test and the cognitive processing that is activated during learning. For learners to achieve optimal test performance, according to transfer-appropriate processing, they need to study in such a way that they are engaging in the same mental processing that will be required of them when tested. This idea was used to generate testable predictions that compete against the claim that the retrieval practice effect disappears for complex materials, and these competing predictions were evaluated in three experiments that required students to learn about the Poisson probability distribution. </p><p><br></p> <p>In Experiment 1, students learned the general procedure for how to solve these problems by either repeatedly recalling the procedural steps or by simply studying them. The retrieval practice condition produced better memory for the procedure on an immediate test compared to the study only condition. In Experiment 2, students engaged in the same learning activities as Experiment 1, but the test focused on their problem- solving ability. Students who practiced retrieval of the procedural steps experienced no benefit on the problem-solving test compared to the study only condition. In Experiment 3, students learned to solve Poisson probability problems by studying four worked examples, by studying one worked example and solving three practice problems, or by studying one worked example and solving three practice problems with feedback. Students were tested on their problem-solving ability one week later. The problem- solving learning activities outperformed the worked example condition on the final problem-solving test. Taken together, the results demonstrate a pronounced retrieval practice effect but only when the retrieval-based learning activities necessitated the same mental processing that was required during the final assessment, providing support for the transfer-appropriate processing account.</p></div></div></div>

Thesis (Ph. D.)--Massachusetts Institute of Technology, Whitaker College of Health Sciences, Technology, and Management, Dept. of Brain and Cognitive Sciences, 1987. / MICROFICHE COPY AVAILABLE IN ARCHIVE AND SCIENCE. / Vita. / Bibliography: leaves 295-325. / by John D. E. Gabrieli. / Ph.D.

Bibliography: leaves 195-200. / Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, 1987. / by Aaron F. Bobick. / Ph.D.

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Science, 1988. / Bibliography: v.2, leaves 276-314. / by Clifton Warren Ragsdale, Jr. / Ph.D.

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, 1988. / Vita. / Includes bibliographical references. / by Joseph Edward Scheuhammer. / Ph.D.