Rhythm is a feature of both music and speech that has been successfully used in the treatment of speech disorders, particularly stuttering, for many years. The successful use of rhythm in the treatment of dysf luencies of speech may be due to stutterers' perceptual deficiencies in music and rhythm abilities. Research supports the view that there are differences between stutterers and nonstutterers in timing and rhythmic capabilities. This study, therefore, sought to determine whether there was a difference between the perceptual musical abilities of stutterers versus nonstutterers as measured by the Seashore Measures of Musical Talents, Revised (1960). Data collected were from two groups of subjects consisting of 10 stutterers and 10 nonstutterers. Groups were matched according to age and gender. Subjects were examined using the Seashore, a test which measures levels of musical ability in the areas of pitch, time, timbre, rhythm, tonal memory and loudness. Subjects listened to recorded tones on a cassette tape player while marking their answers on IBM answer sheets. For example, in the pitch test, fifty pairs of tones on a cassette tape were presented. The subject determined whether the second tone presented was higher (H) or lower (L) than the first. A mark was made in either the column headed H or L. Each subtest proceeded in a similar manner. A total score of level of musical function was then determined from the scores of each subtest. Total scores and individual subtest scores were compared using the Wilcoxon Signed Ranks Test for Paired Observations (.05 level of significance) to determine whether there were overall differences between groups or differences between groups in specific areas. Results show stutterers scoring significantly lower in the rhythm subtest (P=.0077) and in total scores (P=.0244). Other significant differences were not found. These results might suggest that further support should be given to the study of actual treatment(s) using rhythmic concepts. Since no studies exist that investigate the theory that stutterers have perceptual rhythmic/timing deficiencies, studies such as this would provide normative data on musical abilities of stutterers, with emphasis on rhythm and timing abilities.

"It is the purpose of this study to evaluate the results of the special battery of tests administered to freshmen and transfer students entering the Florida State University School of Music over a two year period, 1953 and 1954, together with the success of these students in Music Theory 101. It is the further purpose of this study to evaluate the predictive and/or placement value of this battery in terms of freshman theory course requirements. No attempt has been made to show the effects of motivation, instructors, or pre-college training upon grades. Neither is the predictive value of this battery of tests determined in regard to the success of a student in any subject other than Music Theory 101"--Introduction. / Typescript. / "August, 1955." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Music Education." / Advisor: Robert L. Briggs, Professor Directing Paper. / Includes bibliographical references (leaves 35-36).

Thesis (Ph. D.)--Auburn University. / Abstract. Vita. Includes bibliographical references (p. 89-101).

This study's purpose was to investigate the phenomenon of hemispheric specialization for the pitch and rhythmic aspects of melody. Its research problems were to investigate the Influence of pitch, rhythm, and training on hemispheric specialization for pitch-plus-rhythm melodic fragments. A final problem was to examine the relationship between dlchotic ear scores and eye movements evidenced during melodic processing. Twenty musicians and twenty nonmuslcians, right-handed and equally divided as to gender, participated in the project. Accepted dlchotic testing and eye behavior indexing procedures were implemented to investigate each research problem. The dlchotic tape produced for the study contained five subtests In which pitch activity was variously greater than, less than, or equal to rhythmic activity.

The study explored the influence of environmental catalysts, upon the provision of field specific opportunities for learning, training, and practice, for a sample population of musically involved young Australians. The findings enhance understandings of the conditions in which children's musical aptitudes are developed. Research bases in the fields of gifted education and music education were employed to support the investigation. Components of Gagn??'s Differentiated Model of Giftedness and Talent (1995a) provided the theoretical framework for this investigation. Two survey questionnaires, completed by Australian parents (N = 194 and N = 182 respectively), sought information pertaining to the subject child's musical involvements and undertakings. Some details of the musical interests and involvements of the child's parents and siblings were also obtained. Quantitative and qualitative data contribute to an extensive profile of the types of music programs and provisions which support the normative and expert development of Australian children's musical behaviours. Parents' musical interests and involvements appear to have strongly influenced the choice of home-based recreational pursuits for their children. The convincingly articulated, positive, field specific views espoused by Australian parents appear to have been translated into the provision of multiple, simultaneous opportunities for their children to engage with musical undertakings. Notable amongst the data are the structured involvements of young musicians with music composition engagements. The data also indicate that many of the sample of Australian children received high levels of support and encouragement for musical undertakings from parents who were themselves musically interested and knowledgeable. Parental involvements with their children's music lesson and practice related engagements, were found to be characterised by features of deliberate practice. The home-based environments of young Australian musicians were found to be characterised by opportunities for exposure to rigorous and challenging musical engagements, undertaken at an optimally early age, thereby enhancing normative musical development. Such engagements provided the necessary foundation for expert levels of musical skill acquisition. An ascending progression of musical skill development was demonstrated to correspond to increasing age further reinforcing the developmental perspective on the acquisition of musical expertise. Some parents indicate that musical engagement has been pursued as a means of appropriately challenging children exhibiting the cognitive and affective characteristics of giftedness.

Thesis (M.A.)--Ohio State University, 1981. / Includes bibliographical references (leaves 74-79). Available online via OhioLINK's ETD Center.

The main purpose of the present study was to investigate whether a shift from absolute to relative pitch perception occurs during early childhood. Other factors that can influence the development of absolute pitch, such as cognitive abilities and the child's environment were examined. Young children completed (n=88): (1) a variety of pitch tasks (absolute and relative pitch tests) prior to and after two months of focused instruction on absolute and relative pitch, (2) tests of cognitive abilities, and (3) a questionnaire gathering information about family musical environment. / The results indicate that a shift from absolute to relative perception occurs between the ages of 5 and 7. Children younger than six demonstrated limited ability to perform relational tasks such as ordering bells, identifying transposed intervals, and comparing pitches. However, they memorized target pitches better than the older children, matched target tones on the xylophone and sang newly learned songs in their original key more often than did the older children. Older children benefited to a larger extent from the training on relative pitch. Cognitive and spatial abilities were related to absolute pitch development: children who identified pitches better had a more sequential and a less simultaneous way of processing information. Family musical environment seems to have influenced the development of absolute pitch. Implications for the acquisition of absolute pitch are discussed.

Little is known about post-secondary band students' growth in musical independence, nor have the relationships between ensemble placement, year in school, gender, and instrument family been documented. Little research is available regarding the effects of instrument family (on which the student performs) or gender on the development of musical independence among music majors. Additionally, previous studies have identified a drop in music achievement test scores for college music majors as they progress from their freshman to sophomore or sophomore to junior years. This study attempts to address and evaluate these issues.The introduction presents a brief overview of the purpose and importance of the study. The review of related literature explores musical independence and the assessment of musical independence, as well as relationships between musical independence, ensemble placement, related listening skills, gender, and instrument family.Richard Colwell's Music Achievement Test 3 and Music Achievement Test 4 were administered to 354 band students at Ball State University, Florida State University, and Wichita State University. Test scores and demographic data including school, student identification number (usually a social security number), top ensemble in which the student participated (1st, 2nd, or 3rd), college major (music major or non-music major), year in school (freshman through graduate student), gender (male or female), and instrument family (woodwind, brass, or percussion) were collected. Data was entered into Statview II, a statistical analysis program for the Macintosh computer. Data was analyzed using ANOVA, Scheffe, and permutation analysis. Conclusions were drawn and recommendations for additional research were made. / School of Music

The study explored the influence of environmental catalysts, upon the provision of field specific opportunities for learning, training, and practice, for a sample population of musically involved young Australians. The findings enhance understandings of the conditions in which children's musical aptitudes are developed. Research bases in the fields of gifted education and music education were employed to support the investigation. Components of Gagn??'s Differentiated Model of Giftedness and Talent (1995a) provided the theoretical framework for this investigation. Two survey questionnaires, completed by Australian parents (N = 194 and N = 182 respectively), sought information pertaining to the subject child's musical involvements and undertakings. Some details of the musical interests and involvements of the child's parents and siblings were also obtained. Quantitative and qualitative data contribute to an extensive profile of the types of music programs and provisions which support the normative and expert development of Australian children's musical behaviours. Parents' musical interests and involvements appear to have strongly influenced the choice of home-based recreational pursuits for their children. The convincingly articulated, positive, field specific views espoused by Australian parents appear to have been translated into the provision of multiple, simultaneous opportunities for their children to engage with musical undertakings. Notable amongst the data are the structured involvements of young musicians with music composition engagements. The data also indicate that many of the sample of Australian children received high levels of support and encouragement for musical undertakings from parents who were themselves musically interested and knowledgeable. Parental involvements with their children's music lesson and practice related engagements, were found to be characterised by features of deliberate practice. The home-based environments of young Australian musicians were found to be characterised by opportunities for exposure to rigorous and challenging musical engagements, undertaken at an optimally early age, thereby enhancing normative musical development. Such engagements provided the necessary foundation for expert levels of musical skill acquisition. An ascending progression of musical skill development was demonstrated to correspond to increasing age further reinforcing the developmental perspective on the acquisition of musical expertise. Some parents indicate that musical engagement has been pursued as a means of appropriately challenging children exhibiting the cognitive and affective characteristics of giftedness.

Thesis (Ph. D.)--University of Oregon, 2004. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 250-260). Also available for download via the World Wide Web; free to University of Oregon users.