The present study examined 1st, 3rd, and 5th graders' ability to hear two simultaneous melodies. Two familiar ("Frere Jacques" and "The Barney song") and one unfamiliar melody were used as the stimuli. The pairs of simultaneous melodies were presented in different registers and timbre combinations. The children were asked to press specially labeled keys on a computer keyboard to indicate which song(s) they heard. Responses were recorded by a computer. The older children identified two simultaneous melodies faster (df = 2, F = 12.803, p $<$.01) and more accurately (df = 2, F = 13.098, p $<$.01) than the younger ones. While 70% of the 1st graders reported hearing two melodies and identified them with 75% accuracy, over 95% of the 5th graders reported hearing two melodies and identified them with 97% accuracy. Children who were able to correctly identify two simultaneous melodies did not tend to identify the melody in the upper or the lower register in any particular order when the timbre was the same in both registers. When the melodies were played with contrasting timbres (trumpet and piano) they tended to identify the trumpet melody before they identified the piano melody. However, in terms of response-speed they identified the upper melody faster than the lower melody. Children who were only able to identify one melody tended to focus on the upper melody when the timbre was the same in both registers but when the melodies were played with contrasting timbres they would attend to the trumpet melody regardless of register.

Thesis (B.A.)--Haverford College, Dept. of Psychology, 2007. / Includes bibliographical references.

Thesis (M.M.) Florida State University, 2004. / Advisor: Jayne Standley, Florida State University, College of Music. Title and description from dissertation home page (viewed 7-2-07). Document formatted into pages; contains 87 pages. Includes biographical sketch. Includes bibliographical references.

No description available.

No description available.

The purpose of this research is to investigate the emotions of pre-school children. The research task was to elicit children's affective responses to music through the act of drawing. Three pre-school children with no formal musical training or formal schooling participated in the study. During three sessions of "play" they played musical instruments, listened to music selected for sharp contrasts in mood, and drew pictures. The children expressed their feelings about the musical selections by drawing on large sheets of paper with coloured pencils. Afterwards they discussed how they felt about the music and they described how their drawings related to the music. These discussions were tape recorded. The children produced twelve coloured drawings which, together with their explanations, were a source of insight into their emotional responses. The analysis of these data showed that the children perceived the emotional content of the music and were able to express it through the use of colour, form and space. The study concluded that this type of research is relevant to the education of pre-school children because children need to externalize their feelings; the method used here is a path to do so.

Thesis (Ph.D.)--McMaster University, 1999. / Includes bibliographical references (leaves 147-156). Also available via World Wide Web.

Thesis (Ph. D.)--University of California, San Diego, 1998. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of California, San Diego, 2008. / Title from first page of PDF file (viewed July 14, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references: P. 286-294.

Thesis (M.A.)--York University, 2002. Graduate Programme in Music. / Typescript. Contains original music compositions. Includes bibliographical references (leaves 87-88). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ82930.