Global ETD Search

1	Mental imagery rehearsal strategies for expert pianists Davidson-Kelly, Kirsteen Mary January 2014 (has links) For pianists working within the western art music tradition, the ability to perform a large and complex repertoire from memory is almost a prerequisite for a successful career. Memorising and maintaining this repertoire requires considerable practice and can lead to physical overuse syndromes. Additionally, automated motor memory developed via physical practice is not always sufficient for secure recall, often leading to performance anxiety. It is important therefore for professionals to identify optimal practice strategies, and mental rehearsal has been widely advocated as a potential means of enhancing memorisation and performance fluency while at the same time avoiding physical overuse. The results of three studies that examined mental imagery rehearsal by expert pianists, adopting a mixed methods approach, are presented in this thesis. The first was a participant observation study of a course at which eleven advanced pianists learned to use a memorisation technique incorporating deliberate imagery; the study aimed to describe the teaching and learning of specific imagery techniques and to examine the potential advantages and drawbacks of this approach. The second study was an online questionnaire survey of thirty six piano students at UK conservatoires designed to investigate the teaching and implementation of mental rehearsal techniques at advanced training levels; the survey found that despite a widespread awareness of imagery rehearsal as a potentially effective strategy, training in specific techniques was not consistently available, and recommended mental practice strategies were adopted much less consistently than strategies involving physical practice. Finally, an fMRI study of fourteen expert pianists aimed to determine the neural correlates of imagery rehearsal and simulated piano playing. Differences observed in brain activation between tasks suggested increased involvement of working memory processes during mental imagery. The thesis concludes that mental imagery rehearsal techniques are acquired skills that can be taught and improved over time and which have specific advantages over motor learning, but that more pedagogical training is needed in order for these techniques to become fully effective and widely adopted. 786.2
2	The identification and related application of kinetically efficient patterns in jazz guitar improvisation de Waal, Hugo Adriaan January 2019 (has links) Since the release of ‘Kind of Blue’ in 1959 by Miles Davis, various approaches to jazz improvisation have become more modal. Scales and their various modes has become a well-documented topic in music education. Through my own teaching I have noticed that learners do understand the theory and various applications of chord scales on harmonic structures but often fall short in the practical implementation on their instrument during improvisation. Lack of quick visualization of the various scale patterns by learners has proved to be more of a physical than musical issue. This leads to the research question: How do kinetically efficient actions and patterns interact to enable an improvising guitarist to navigate the fretboard most effectively? Pat Martino (1983) introduced a reduction concept where five master areas of activity based around minor patterns across the fretboard were identified. These five minor patterns were moved through various keys with slight fingering variations. Through my studies with John Fourie we explored the Martino reduction concept from a Dorian point of view. By recycling these Dorian patterns and application of a set of formulas, all seven modes of the major scale could be implemented in any key on the fretboard. Martino’s minor concept provided the foundation for this project, as well as further exploration under guidance of Johnny Fourie from 1998-2007. Five skilled participants performed various tasks from memory in the practical execution of master scale patterns and their intervallic formulas. Economy and efficiency were tested through vertical as well as horizontal movement across the fretboard by means of IPA, video recordings of semi-structured interviews and active research. This project finds that the standard tuning system of the guitar bids affordance to the improviser through implementation of a reduction concept with chunking of master scale patterns and their various intervallic applications. Through effective practice, repetition and practical application of these master scale patterns and intervallic formulas, effectivities become available during improvisation. It was found that the affordances of the instrument remain the same for various participants in the research undertaking, but their effectivities are variable and directly influenced by the participants’ individual perceptions and practical competencies. / Art History, Visual Arts and Musicology
3	Positive memories? A narrative analysis about positive experiences during a war childhood in Sarajevo under siege Weber, Benjamin January 2019 (has links) No description available. War Childhood Positivity Sarajevo Normalisation Victimisation Memorisation Thematic Narrative Analysis Humanities and the Arts Humaniora och konst
4	Rôles des sous-titres dans la compréhension et la mémorisation de films / Role of subtitles in film comprehension and memorisation Bairstow, Dominique 07 December 2012 (has links) L'objectif de ce travail est d'étudier la compréhension et la mémorisation de plusieurs aspects des films sous-titrés, en relation avec le niveau de maîtrise des langues des participants. L'acquisition de vocabulaire d'une autre langue a également été évaluée, selon la combinaison des langues à l'écran (dialogues et sous-titres). Trois séries d'expériences sont présentées afin d'examiner le rôle des sous-titres dans chacun de ces mécanismes. Le traitement de trois types d'information des films a été pris en compte (éléments visuels, dialogues et situation). Les résultats indiquent un rôle facilitateur des sous-titres lorsqu'ils sont nécessaires (faible maîtrise de la langue du film), ou perturbateur lorsqu'ils sont superflus. Ensuite, l'effet des sous-titres sur la mémorisation d'un film a été estimé, selon la version et le niveau de saillance des éléments testés. Les résultats indiquent un effet du type de sous-titrage sur la compréhension et la restitution des informations, en fonction de leur caractère central ou périphérique par rapport à l'intrigue. Enfin, les possibilités d'acquisition de vocabulaire sont envisagées, selon le type de sous-titres, le nombre de visionnages d'un film et une consigne dirigeant l'attention vers les dialogues. La version inversée (dialogues en L1, soustitres en L2) mène à la meilleure restitution du vocabulaire, principalement après le second visionnage de la séquence. La consigne a également un effet positif sur la restitution des mots. Les résultats sont interprétés dans le cadre des théories de l’attention et de la charge cognitive, ainsi qu'à l'aide de divers modèles de l'apprentissage multimédia. / The aim of this work is to study how different aspects of subtitled films are understood and memorised, in relation to the viewers' knowledge of the on-screen languages. Vocabulary acquisition is also evaluated, depending on the order in which the languages are presented on the screen (dialogues and subtitles). Three series of experiments are presented in order toexamine the role of subtitles in each of these three mechanisms. The processing of three dimensions of a film (visual, dialogue and situation) is evaluated, depending on the languages on the screen and the participants' knowledge of them. Results indicate a global facilitating effect of subtitles when they are necessary, as opposed to a global negative effect when they are not needed. Next, the effect of subtitles on film memorisation is examined, depending on the type of subtitling and the degree of salience of the information tested. An effect of the type of subtitles is found on comprehension and data retrieval, especially for elements that are considered most central to the plot. Finally, vocabulary acquisition possibilities are measured, depending on the type of subtitles, on the number of viewings of the film and on viewing instructions directing attention to the dialogues. The reversed version (dialogues in L1, subtitles in L2) lead to the best restitution level, particularly after the second viewing of the film. The viewing instructions also have an effect on word restitution. The results are interpreted in the light of attention and cognitive load theories, within the framework of various multimedia learning models. Films sous-titrés Langues Compréhension Mémorisation Acquisition Attention Charge cognitive Subtitled films Languages Comprehension Memorisation Acquisition Attention Cognitive load
5	Piano and memory : Strategies to memorize piano music Albasini Garaulet, Olga January 2019 (has links) This study was carried out in order to discover new strategies to memorize piano music. There are six different types of memory involved in performing: auditory, kinesthetic, visual, analytical, nominal and emotional. There are two main ways of practicing: playing practice and non-playing practice. I tried to find out if the order in which we use these two kinds of practice affects the quality of the memorization. During one week I practiced three different pieces following three different methods: 1 Using only playing practice; 2 using first playing practice and then non-playing practice; 3 using first non-playing practice and then playing practice. The second method had a much better result than the other two. The whole process was registered with a video camera and a logbook. / <p>The exam concert is archived for copyright reasons until 2023.</p> Piano memory memorize memorise memorization memorisation performance practice music practice Johann Sebastian Bach Manuel de Falla Sergei Prokofiev orchestra Music Musik
6	Selection for remedial intervention: The validation Dockrat, Shafeeka 23 February 2007 (has links) Student Number: 9109265Y A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of Arts (Psychology) / The Academic Proficiency Assessment battery evaluates language and study skills. This study focused on the internal consistency reliability and predictive validity of this battery for Information Technology students. In terms of reliability, the Time management, Note-taking skills, and Debilitating stress scale on the achievement anxiety questionnaire were found to be internally consistent. However, the items in the English proficiency, Reading comprehension, Memorisation skills, concentration skills and motivating stress scale on the achievement anxiety questionnaire require modification or replacement. Intercorrelations across questionnaires necessitate further streamlining. In terms of predictive validity, a significant negative relationship was found between Note-taking Skills and academic performance (R2 adj = 8,3%). Matric results remain the best predictor accounting for 11% of the variance in CGPA. Cumulatively, Matric results and Note-taking skills accounted for 13,34% of the variance. None of the biographical variables significantly predicted CGPA. Despite the apparent lack of relationship between individual predictors and the criterion, a discriminant function analysis indicated that all the academic proficiencies, with the exception of English proficiency, correctly predicted pass or failure in 72% of the cases. The lack of relationship between English proficiency and pass/failure can be accounted for in terms of the type of courses studied as part of an Information Technology programme.Overall, the results would suggest that Matric results remain the best predictor of academic performance in Information Technology courses, but at a very low level. Given the lack of reliability in the majority of the subtests of the Academic Proficiency Battery, the use of the APA battery for selection for remedial intervention for Information Technology students is not yet justified. APA Academic Proficiency Assessment language and study skills English proficiency Reading comprehension Memorisation skills Note-taking skills Academic achievement Academic Proficiency Battery Remedial intervention
7	Metacognitive strategies for learning disabled adolescents in specialised education Masureik-Berger, Arlene Roslyn 1 January 1994 (has links) Learning disabilities are a life-long problem for many individuals. Besides the adjustments all adolescents experience in life, learning disabled adolescents must contend with academic problems at school which have a drastic effect on their selfesteem. This becomes particularly evident when these pupils face the demands of the secondary school syllabus where they have to be able to concentrate, read for information, memorise facts, answer questions and solve problems, and write assignments. By the time learning disabled adolescents reach secondary school they have already experienced so much failure that they become passive towards their studies. Teaching these pupils metacognitive learning strategies covering these skills helps them to become more independent learners. Through executive training procedures they are assisted to become more involved in their studies, the promotion of better self-regulation and self-monitoring is fostered, and as their scores improve, so does their motivation and selfconcept / Educational Studies / M.Ed. (Orthopedagogics) Adolescence Answering and solving problems Cognition Concentration Immature learners Impulsivity Intervention programme Learned helplessness Memorisation Metacognition Parent involvement Reading for information Self-regulation Specialised education Specific learning disabilities Strategy instruction Writing assignments 371.9043 Special education -- Curricula
8	Metacognitive strategies for learning disabled adolescents in specialised education Masureik-Berger, Arlene Roslyn 1 January 1994 (has links) Learning disabilities are a life-long problem for many individuals. Besides the adjustments all adolescents experience in life, learning disabled adolescents must contend with academic problems at school which have a drastic effect on their selfesteem. This becomes particularly evident when these pupils face the demands of the secondary school syllabus where they have to be able to concentrate, read for information, memorise facts, answer questions and solve problems, and write assignments. By the time learning disabled adolescents reach secondary school they have already experienced so much failure that they become passive towards their studies. Teaching these pupils metacognitive learning strategies covering these skills helps them to become more independent learners. Through executive training procedures they are assisted to become more involved in their studies, the promotion of better self-regulation and self-monitoring is fostered, and as their scores improve, so does their motivation and selfconcept / Educational Studies / M.Ed. (Orthopedagogics) Adolescence Answering and solving problems Cognition Concentration Immature learners Impulsivity Intervention programme Learned helplessness Memorisation Metacognition Parent involvement Reading for information Self-regulation Specialised education Specific learning disabilities Strategy instruction Writing assignments 371.9043 Special education -- Curricula
9	Die Glossen in der arabischen Dioskurides-Übersetzung des Ms. Paris, BnF, arabe 2849. Teiledition und Analyse romanischer und lateinischer Elemente / The glosses of the Arabic Dioscorides’ translation of Ms. Paris, BnF, arabe 2849. Partial edition and analysis of Romance and Latin elements. Lübke, Mailyn 04 May 2020 (has links) No description available. 400 800 medizinisch-botanische Literatur arabische Dioskurides-Übersetzung Ms. Paris, BnF, arabe 2849 Materia Medica Versio Stephani Glossen Altsüdiberoromanisch Mozarabisch 10.–13 Jh. al-Andalus revisión andalusí Entfossilisierung Diktierung Memorierung Kollation Ms. Oxford, Bodleian, Hyde 34 romanische Etymologie Isidor von Sevilla Ibn Ǧulǧul al-Išbīlī b. Ṣāliḥ Ibn al-Rūmiyya Ibn al-Bayṭār medico-botanical literature Arabic Dioscorides’ translation Ms. Paris, BnF, arabe 2849 Materia Medica Versio Stephani glosses Old Southern Ibero-Romance Mozarabic 10th–13th centuries al-Andalus Andalusi revision defossilisation dictation memorisation collation Ms. Oxford, Bodleian, Hyde 34 Romance etymology Isidore of Seville Ibn Ǧulǧul al-Išbīlī b. Ṣāliḥ Ibn al-Rūmiyya Ibn al-Bayṭār Philologien (PPN621711713)

Search results