The effect of special memory instruction and guided analysis on the memorization efficiency of college brass players /

dc.contributor.authorBryant, Dorothy E.,en_US
dc.date.accessioned2013-08-16T12:29:21Z
dc.date.available2013-08-16T12:29:21Z
dc.date.issued1985en_US
dc.description.abstractA significant correlation was not observed between analytical observations and memorization efficiency. When comparing treatments, Experimental group I made significantly more analytical observations than Experimental group II and memorized significantly faster than group III. The level differences on the time variable were not significant but Level II subjects made significantly more analytical observations than Level I.en_US
dc.description.abstractThe three groups and two levels were compared on the variables of analytical observations and memorization efficiency using the Two-Way Analysis of Variance. Additional follow-up comparisons were tested via the Scheffe procedure. Correlation was computed between analytical observations and memorization efficiency using the Pearson Product-Moment correlation coefficient.en_US
dc.description.abstractA pilot study was undertaken to develop a method of measuring analytical ability and memorization efficiency. Reliability and validity were determined through intra-observer and inter-observer comparisons. For the main study, forty-two subjects were randomly assigned to three groups and stratified according to levels. Level I included freshmen, sophomores and juniors and Level II included seniors and graduate students. Experimental groups I and II both received five memorization assignments with analytical guidance. In addition, Experimental group I received a lecture on human/music memory which focused on the information-processing theory of memory and the four components of music memory (analytical, auditory, visual, and motor). Control group III completed the five memorization assignments without guidance.en_US
dc.description.abstractThe most notable result was that a lecture on human/music memory resulted in faster memorization. The lecture, which gave insight into how human and music memory function, focused on a more apperceptive approach to the memorization task and motivated the subject to use individual cognitive resources. By applying analysis to the memorization of music, subjects utilized the memory system more effectively. Therefore, the group which received the lecture made significantly more analytical observations as well as memorized more efficiently.en_US
dc.description.abstractThe purposes of this study were to compare analytical ability with memorization efficiency, to determine if previous performance experience affected analytical ability and memorization efficiency, and to determine if exposure to a lecture on human/music memory would aid in analytical ability and memorization efficiency.en_US
dc.format.extentviii, [2], 126 leaves :en_US
dc.identifier.urihttp://hdl.handle.net/11244/5340
dc.noteSource: Dissertation Abstracts International, Volume: 46-08, Section: A, page: 2222.en_US
dc.publisherThe University of Oklahoma.en_US
dc.subjectEducation, Music.en_US
dc.subjectMnemonics.en_US
dc.subjectBrass instruments.en_US
dc.thesis.degreePh.D.en_US
dc.titleThe effect of special memory instruction and guided analysis on the memorization efficiency of college brass players /en_US
dc.title.alternativeThe effect of special memory instruction and guided analysis ...en_US
dc.typeThesisen_US
ou.groupWeitzenhoffer Family College of Fine Arts::School of Music
ou.identifier(UMI)AAI8523089en_US

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