Global ETD Search

51	Effects of practice variability and distribuion of practice on musicians' performance of a procedural skill Simmons, Amy L., 1974- 28 August 2008 (has links) I designed three experiments to determine how procedural memory consolidation in a music task is affected by practice under different conditions of speed regulation and different time intervals between practice sessions. Ninety-two nonpianist musicians practiced a 9-note sequence with their nondominant hand on a digital piano in three sessions, each of which comprised 3 blocks of 15 performance trials. In Experiment 1 (n= 31), participants were instructed to perform as quickly and accurately as possible but determined their own tempos in each trial. In Experiment 2 (n = 31), three defined practice tempos (M. M. = 52, 72, and 92) were externally regulated in a stable practice procedure in which tempo changed between, not within, blocks. In Experiment 3 (n =30), the same three tempos were externally regulated in a variable practice procedure in which practice tempo changed from trial to trial within each block. In each experiment, three different groups' practice sessions were separated by either 5 min, 6 hr, or 24 hr. Consistent with previous descriptions of procedural memory consolidation, the results of Experiment 1 show that note accuracy improved significantly between Sessions 1 and 2 only when the sessions were separated by a 24-hr interval that included sleep; performance speed improved in all groups between Sessions 1 and 2, and between Sessions 2 and 3 when sessions were separated by 6 or 24 hr. In Experiment 2 (stable practice) there were significant improvements in note and tempo accuracy between Sessions 1 and 2 when those sessions were separated by 5 min or 6 hr, but not when the sessions were separated by 24 hr. In Experiment 3 (variable practice), note accuracy improved between Sessions 1 and 2 only when the sessions were separated by a 24-hour interval that included sleep; there were no significant improvements in tempo accuracy, perhaps due to the high physical demands of matching varying target tempos in successive trials. These results demonstrate that motor skill learning in music is affected by the time interval between practice sessions, and that the effects of distributed practice are dependent upon practice conditions. Learning ability Memory Music--Performance Practicing (Music)
52	APPLICATION OF CLUSTER ANALYSIS TO IDENTIFY MORE HOMOGENEOUS GROUPS OF CHILDREN WITH LEARNING PROBLEMS Luick, Anthony Harlan January 1978 (has links) No description available. Learning ability. Ability -- Testing. Prediction of scholastic success.
53	SPELLING AND MONITORING SKILLS IN ELEVEN, TWELVE, AND THIRTEEN-YEAR-OLDS WITH AND WITHOUT LEARNING DISABILITY Schamber, Richard George January 1978 (has links) No description available. Learning disabilities. Learning ability. Learning, Psychology of.
54	Characteristics of preschool children prone to learning disabilities Poisson, Susan Stokes January 1979 (has links) No description available. Learning ability. Parent and child. Child development.
55	Visual discrimination learning in two species of ground squirrels (Family Sciuridae, Genus Spermophilus) Wahlstrom, Janet Lee, 1944- January 1969 (has links) No description available. Learning ability. Adaptability (Psychology) Ground squirrels.
56	Testing for learning with small data sets Yealy, Kenneth Alan 08 1900 (has links) No description available. Learning ability Testing Learning curve (Industrial engineering)
57	Effects of age, pre-task cues, and task complexity on response acquisition in observational learning Downey, Margaret J. January 1988 (has links) No description available. Learning Learning ability Cognition in children -- Case studies
58	Effect of a three month school entrance age differential on general achievement among elementary school pupils Lewis, Ray Robert January 1972 (has links) There is no abstract available for this dissertation. School age (Entrance age) Learning ability.
59	The effects of breakfast composition on cognitive processes critical to learning in young children / Busch, Caroline R. January 2002 (has links) Thesis (Ph.D.)--Tufts University, 2002. / Adviser: Holly Taylor. Submitted to the Dept. of Psychology. Includes bibliographical references (leaves 111-115). Access restricted to members of the Tufts University community. Also available via the World Wide Web;
60	Inspiring the desire and passion to learn a literature review / Klint, Glenda. January 2007 (has links) (PDF) Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

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