Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 106-113). Also available on the Internet.

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.

Thesis (D.M.E.)--Indiana University, 2008. / Source: Dissertation Abstracts International, Volume: 69-03, Section: A, page: 0919. Adviser: Charles P. Schmidt. Includes bibliographical references (leaves 160-171) and abstract.

Thesis (Ph. D.)--University of North Texas, 2008. / System requirements: Adobe Acrobat Reader. Includes bibliographical references (p. 276-285).

This thesis explores the strong support for collaboration in schools’ while synthesizing literature already conducted on the subject. The primary objectives of this thesis is to discuss possible scenarios as to why educators are not collaborating, explore characteristics and implementations of collaboration with three specific groups including colleagues, stakeholders, and practicing professionals, and identify four key benefits of collaboration which include improved health, pedagogy, autonomy, and time. Evidence supports the idea that teachers who work in isolation can hinder growth within their profession. Additional evidence provides conclusive evidence that supports the benefits of collaboration by adding responsibilities to key contributors by holding them accountable for student learning.

Thesis advisor: Julie Mortimer / Non-practicing entities (NPEs) – firms that do not produce goods or services but license to and sue other companies with portfolios of patents – have drastically increased patent infringement litigation since 2006. Over the same period, the USPTO has granted an increasing amount of patents, indicating that American innovation has strengthened by one measure. This paper finds fault with equating patents granted to innovation and develops a new metric of innovation – the ratio of a firm’s intangible to total assets. Through empirical analysis this study concludes that lawsuits initiated by NPEs between 2006 and 2011 do not affect the rate of American innovation. However, this study also finds that NPEs inflict at least a $567 million innovation cost to the top twenty-five most litigated against firms in the United States. This cost represents money that could be allocated towards research and development or investment, but it is not a dead-weight loss – it is the cost associated with firms’ growth measured in inflation-adjusted total assets. Ultimately, this study highlights the need for continued research into the impact of NPEs on the American economy but provides empirical evidence that the patent troll classification is unwarranted. / Thesis (BA) — Boston College, 2012. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: International Studies Honors Program. / Discipline: Economics Honors Program. / Discipline: International Studies.

Tack vare framsteg inom portabel elektroencefalografiteknologi (PEEGT) har det blivit lättare och billigare att studera hjärnans aktivitet i form av hjärnvågor. Syftet med det här arbetet var att studera skillnaden i hjärnaktivitet mellan musikaliska aktiviteter, genom att använda sig av PEEGT. Verktyget som användes till ändamålet är utvecklat av företaget EMOTIV och heter ”Insight”. Att använda sig av PEEGT för att uppskatta känslor och sinnestillstånd är ett relativt nytt forskningsområde med en lovande framtid. Det här arbetet motiveras av möjligheten att använda sig av sådan hjärnforskning för att leta efter svar på frågor kring undervisning och musicerande. Till studien valdes de två musikaliska aktiviteterna improvisation och avistaläsning. EMOTIVs Insight användes sedan till att samla data vid 10 olika tillfällen, som därefter analyserades med ett Wilcoxon signed rank test. Den kvantitativa datan triangulerades med anteckningar från en loggbok om subjektiva upplevelser vid de 10 mättillfällena. Resultatet visade ingen statistiskt signifikant skillnad mellan de musikaliska aktiviteterna. Som varandes ett självexperiment visade det sig ändå vara lärorikt för forskningssubjektet, framförallt vad gäller insikter om förhållandet mellan anteckningarna i loggboken och datan från EEG:en. Förhoppningsvis kan arbetet tjäna som inspiration till att göra liknande arbeten i framtiden. / Thanks to recent advances in the development of portable electroencephalografy technology (PEEGT), doing research on brain activity has become both cheaper and more convenient to do. The purpose of this study was to investigate the difference of the brain activity between musical activities, using the commercially available PEEGT “Insight”, developed by the tech company EMOTIV. The use of these PEEGT to estimate states of mind and emotions is a relatively new area of research, with a promising future. The study is motivated by the possibility to use research like this to address questions about education and musicmaking. Two musical activities were chosen for the study, improvisation and sight-reading. EMOTIVs Insight was used to collect data on 10 separate occasions, which later was analyzed with the Wilcoxon Signed Rank Test. The quantitative data was triangulated with notes from a logbook about the subjective experiences during the 10 occasions. No statistically significant difference was found between the activities. On the other hand, the study proved useful for the subject. Especially regarding insights on the relationship between the notes in the logbook, and the reported data from the EEG. Hopefully the work can also serve as an inspiration for future studies.

Den här uppsatsen handlar om en viktig aspekt i instrumentalundervisningen - övning. Syftet med uppsatsen är att undersöka om det finns någon viss ålder då man lär sig att öva,hur det går till, om man övar för någons skull och vad man måste ha lärt sig för att kunna öva. Undersökningen bygger på elva intervjuer med högskolestuderanden på musiklärarprogrammetsom har intervjuats om sin väg till den övning de har idag. Undersökningen visar att resultatet av processen att lära sig öva kommer ganska sent imusikutbildningen samt att de intervjuade studenterna har liknande orsaker till att de börjadeöva mer metodiskt. Orsakerna visade sig vara bland annat sökningar till nya utbildningar, elleren önskan att utvecklas mer på sitt instrument. / This essay focuses on an important aspect of teaching an instrument, namely practicing.The purpose is to study if there is a certain age at which instrumental students learn how topractice, how the learning takes place, if the way they learn how to practice is influenced bysomeone other than themselves and what they need to learn in order to practice. The survey is based on eleven interviews with college students in the Music TeacherEducation Program. The students were interviewed about how they learned to practice theway they practice today. The survey indicates that the effects of learning how to practice are manifested rather late inthe music career, and that the reasons for practicing in a more methodical manner aresomewhat similar among the students. Examples of motivation to practice are plans to gainadmission to a new institution, or a wish to develop instrumental skills.

Thesis--Indiana University, 2007. / Computer printout. Advisor: Charles P. Schmidt. Includes bibliographical references (leaves 217-232), abstract, and vita.

The researcher-clinician gap has been acknowledged in the literature and has been attributed to a variety of factors. According to Olswang and Prelock (2015), this term refers to a gap between "what we know, and what we do" in the profession, and is essentially the gap between knowledge and evidence. There is often, but not always, a disconnect between what researchers are publishing and what is actually being implemented in a clinical setting (Olswang & Goldstein, 2017). Olswang and Goldstein (2017) provided a suggestion for bridging this researcher-clinician gap, namely through an active partnership during the research and development process. Researchers need to work together with practicing clinicians in order to help better understand delivery needs, which results in an active partnership between research and delivery (Olswang & Goldstein, 2017). An active partnership supports researchers to discern service delivery needs and the realities of the clinical world, which allows for a more balanced way to address internal and external validity while developing treatment protocols which can be implemented into practice (Olswang & Goldstein, 2017). Research is a costly and complex process that requires the collaboration of many individuals. Speech-language pathologists have numerous obligations that may hold them back from playing an active role in research collaboration. According to Craig (2014), the three major barriers that prevent clinicians from research collaboration include lack of time, lack of education and training, and lack of funding. Despite these barriers, collaboration in the field of SLP is crucial for the development of evidence-based (EB) resources for clinicians and to ensure the best outcomes for clients. Furthermore, collaboration between researchers and practicing clinicians can create relationships that evolve and grow stronger over time, which will, in turn narrow the researcher-clinician gap and improve evidence-based practice being pulled into clinical use. Involving practicing clinicians in research by formulating and answering questions relating directly to clinical practice has been suggested to address the researcher-clinician gap (Olswang & Goldstein, 2017). A first step to bridge this gap is to determine the research interests and needs of practicing clinicians. This should lead to the identification of research areas of shared interest and can form the basis of new research collaborations. Such clinical research projects will have the potential to inform clinical practice and benefit the clients and families we serve. The purpose of this survey research is to determine and describe the research interests and needs of practicing clinicians in the Tri-Cities area in Tennessee (TN).Method: An exploratory, descriptive design with quantitative and qualitative analysis was used to explore research interests of practicing clinicians within the Tri-Cities, TN. An exploratory design was deemed appropriate due to the paucity of research on the topic. This study addressed the following questions: What role does research play in the local practicing clinicians' activities?; What are the barriers to consuming and conducting research by local practicing clinicians?; What are the primary research resources of local practicing clinicians?; What are the research needs of local practicing clinicians?; Are local practicing clinicians interested in collaborating on research?; How do local practicing clinicians view themselves contributing to collaborative research?; and What are the differences between work settings, research resources, and interest in research? An electronic survey was developed based on an in-depth literature on the topic and a review of survey research (e.g. Blessing & Forister, 2012; Irwin, Pannbacker & Lass, 2014). The survey consisted of four sections: Research Background, Research Interest, Research Collaboration, and Demographics. It contained 23 questions. The question and response format consisted of the following: 1 question was open-ended and 22 used a semantic differential scale (i.e., Likert-Scale and verbal frequency scale). IRB approval was obtained. Purposive sampling was used as local SLPs certified by ASHA were targeted. A cover letter served to recruit respondents via email. An online survey system, SurveyMonkey ™ was utilized to administer the survey to local practicing clinicians. Descriptive and inferential statistics will be used to analyze the data. Thematic analysis will be performed on the results obtained from the open question. Results: The results will be described both quantitatively and qualitatively. Results will be presented in terms of the practicing clinicians’ overall research needs and with differences between work settings, research resources, and interest in research. Correlations will be determined between variables such as work setting, time to collaborate on research, and research needs. The implications of the findings will be discussed in terms of suggestions for research resources, interests, and potential future collaboration between practicing clinicians and researchers. Recommendations for further research will be discussed. This preliminary research project will serve as a stepping stone to establishing practicing researcher-clinician collaboration in the Tri-Cities, TN area.Conclusion: The researcher-clinician gap remains a concern in the field of speech-language pathology. However, researchers and practicing clinicians can collaboratively create relationships that evolve and grow stronger over time. This in turn will narrow the researcher-clinician gap and improve evidence-based practice to the benefit of the clients served.