자연주의적 탐구조사(Naturalistic Inquiry)

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Using Multivariate Statistics

Emotion and Adaptation

With digital equipment becoming increasingly networked, either on wired or wireless networks, for personal and professional use alike, distributed software systems have become a crucial element in information and communications technologies. The study of these systems forms the core of the ARLES' work, which is specifically concerned with defining new system software architectures, based on the use of emerging networking technologies. In this context, we concentrate on the study of distributed systems which bring to life the vision of ubiquitous computing systems, also known as ambient intelligence.

반도체 공정 overview

1. Interaction. The interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help. 2. Interdependence. Learners must depend on one another to accomplish a common objective. Each group member has specific tasks to complete, and successful completion of each member’s tasks results in attaining the overall group objective.

将“Cooperative Learning”融入课堂——浅谈英语素质教育

PART 1: THE ORIGINS AND FUNCTIONS OF MUSIC PART 2: MUSIC PERCEPTION PART 3: RESPONSES TO MUSIC PART 4: MUSIC AND THE BRAIN PART 5: MUSICAL DEVELOPMENT PART 6: LEARNING MUSICAL SKILLS PART 7: MUSICAL PERFORMANCE PART 8: COMPOSITION AND IMPROVISATION PART 9: THE ROLE OF MUSIC IN OUR EVERYDAY LIVES PART 10: MUSIC THERAPY PART 11: CONCEPTUAL FRAMEWORKS, RESEARCH METHODS AND FUTURE DIRECTIONS

The Oxford handbook of music psychology

This paper reviews the empirical evidence relating to the effects of active engagement with music on the intellectual, social and personal development of children and young people. It draws on research using the most advanced technologies to study the brain, in addition to quantitative and qualitative psychological and educational studies. It explains how musical skills may transfer to other activities if the processes involved are similar. It explores the evidence relating to the impact of musical skills on language development, literacy, numeracy, measures of intelligence, general attainment, creativity, fine motor co-ordination, concentration, self-confidence, emotional sensitivity, social skills, team work, self-discipline, and relaxation. It suggests that the positive effects of engagement with music on personal and social development only occur if it is an enjoyable and rewarding experience. This has implications for the quality of the teaching.

/pdf/the-power-of-music-its-impact-on-the-intellectual-social-and-36be4kai3e.pdf

The power of music: Its impact on the intellectual, social and personal development of children and young people

Research on the effects of background music has a long history Early work was not embedded within a theoretical framework, was often poorly conceptualised and produced equivocal findings This paper reports two studies exploring the effects of music, perceived to be calming and relaxing, on performance in arithmetic and on a memory task in children aged 10-12 The calming music led to better performance on both tasks when compared with a no-music condition Music perceived as arousing, aggressive and unpleasant disrupted performance on the memory task and led to a lower level of reported altruistic behaviour by the children This suggests that the effects of music on task performance are mediated by arousal and mood rather than affecting cognition directly The findings are discussed in relation to possible practical applications in the primary school and the home

/pdf/the-effects-of-background-music-on-primary-school-pupils-ixl53u204o.pdf

The Effects of Background Music on Primary School Pupils' Task Performance

Issues and Context Does Ability Grouping Raise Attainment? Does Ability Grouping Affect Pupils' Self-Image? Pupils' Perspectives on Ability Grouping Teachers' Attitudes to Ability Grouping Teachers' Classroom Practices Principles, Pressures and Practicalities Alternative Ways of Grouping Pupils in School Conclusion

Ability grouping in education

Recent research on musical practice has focused on metacognition and the strategies that musicians adopt in their preparations for performance. This study explored the development of metacognition and performance planning strategies in musicians from novice to professional level. 22 professional musicians and 55 novices were interviewed about their practising. The novices were also tape recorded learning and performing a short piece. The professional musicians demonstrated extensive metacognition in relation to their preparations for performance encompassing technical matters, interpretation, and issues relating to learning itself, e.g. concentration, planning, monitoring and evaluation. Although there were similarities in the strategies adopted there was considerable variation because of individual need. In the novice musicians, there was a complex relationship between the development of expertise and the use of planning strategies.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0265051701000122

Susan Hallam

Papers

The Oxford handbook of music psychology

The power of music: Its impact on the intellectual, social and personal development of children and young people

The Effects of Background Music on Primary School Pupils' Task Performance

Ability grouping in education

The development of metacognition in musicians: Implications for education