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首页> 外文学位 >An analysis of factors contributing to sixth-grade students' selective attention to music elements: Melodic contour, timbre, rhythm, and tempo; and variables associated with demographics, self-perception, music background, music genre, and temporal difference.
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An analysis of factors contributing to sixth-grade students' selective attention to music elements: Melodic contour, timbre, rhythm, and tempo; and variables associated with demographics, self-perception, music background, music genre, and temporal difference.

机译：分析影响六年级学生对音乐元素的选择性注意的因素：旋律轮廓，音色，节奏和节奏；以及与受众特征，自我认知，音乐背景，音乐类型和时间差异相关的变量。

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摘要

Two research questions were formulated for the present study: (1) Are there significant differences (p ≤ .05) among sixth-grade participants' selective attention to music elements as affected by variables associated with music genre and temporal difference?; and (2) To what extent do the following variables significantly predict (p ≤ .05) sixth-grade participants' selective attention to melodic contour, timbre, rhythm, and tempo: demographics, self-perception, music background, music genre, and temporal difference?;Subjects (N = 87), suburban middle school students from the sixth-grade level within Fulton County Public Schools of Atlanta, Georgia completed the Music Background Questionnaire II, Self-Perception Profile for Adolescents (SPPA), and the Music Element Profile (MEP) . The first research question was analyzed using a Three-Way Repeated Analysis of Variance. Regarding differences among selective attention to music elements, participants rated rhythm (M = 5.15) significantly higher (p ≤ .01) than melodic contour (M = 4.74), timbre (M = 4.87), or tempo (M = 4.82). Regarding differences among music genre, participants rated rhythm and blues (M = 5.12) significantly higher than jazz ( M = 4.83; p ≤ .05) or classical (M = 4.66; p ≤ .01); participants rated rock (M = 4.98) significantly higher (p ≤ .01) than classical (M = 4.66). Regarding differences between fast and slow tempi, participants did not rate fast tempi (M = 4.94) significantly differently than slow tempos (M = 4.86). A significant two-way interaction effect (p ≤ .05) was found among participants' selective attention for music elements by genre (p = .006). A significant two-way interaction effect (p ≤ .05) was found among sixth-grade students' selective attention for music elements by temporal difference (p = .002). A significant two-way interaction effect (p ≤ .05) was found among sixth-grade students' ratings for music genre by temporal difference (p = .000). No significant three-way interaction effects ( p ≤ .05) were found among sixth-grade students' selective attention for music elements by ratings for music genre and temporal difference.;Data from the MEP, MBQII, SPPA, and from the demographic information were analyzed in four multiple regression procedures, each placing a different music element as the dependent variable. Classical and rock were found to be the best predictors (p ≤ .001) of melodic contour. Fast tempi were found to be the best predictor (p ≤ .001) of timbre. Classical, rock, rhythm and blues, jazz, and fast tempi were found to be the best predictors (p ≤ .05) of rhythm. Jazz and fast tempi were found to be the best predictors (p ≤ .05) of tempo.;From the results of the data analysis of both research questions, conclusions were drawn to provide suggestions for future research.
机译：针对本研究提出了两个研究问题：（1）六年级参与者对音乐元素的选择性注意是否受到与音乐流派和时间差异相关的变量的显着差异（p≤.05）？ （2）以下变量可在多大程度上显着预测（p≤.05）六年级参与者对旋律轮廓，音色，节奏和节奏的选择性注意：人口统计学，自我感知，音乐背景，音乐类型和时差？受试者（N = 87），佐治亚州亚特兰大市富尔顿县公立学校六年级的郊区初中学生完成了音乐背景问卷II，青少年自我感知档案（SPPA）和音乐元素配置文件（MEP）。使用方差三向重复分析法分析了第一个研究问题。关于对音乐元素的选择性注意之间的差异，参与者对节奏（M = 5.15）的评价（p≤.01）明显高于旋律轮廓（M = 4.74），音色（M = 4.87）或节奏（M = 4.82）。关于音乐流派的差异，参与者对节奏和蓝调（M = 5.12）的评分明显高于爵士乐（M = 4.83； p≤.05）或古典音乐（M = 4.66； p≤.01）；参与者对岩石的评价（M = 4.98）（p≤.01）显着高于经典（M = 4.66）。关于快节奏和慢节奏之间的差异，参与者对快节奏（M = 4.94）的评分与慢节奏（M = 4.86）没有显着差异。在参与者通过流派选择音乐元素的选择性注意中，发现了显着的双向交互作用（p≤.05）（p = .006）。在六年级学生对音乐元素的选择性关注中，由于时间差异（p = .002），发现了显着的双向交互作用（p≤.05）。在六年级学生的音乐流派评分中，通过时间差异（p = .000）发现了显着的双向交互作用（p≤.05）。通过音乐流派和时间差异的评分，六年级学生对音乐元素的选择性注意没有发现显着的三向互动效应（p≤.05）。MEP，MBQII，SPPA和人口统计学信息在四个多元回归程序中进行了分析，每个程序都将不同的音乐元素作为因变量。发现古典音乐和摇滚音乐是旋律轮廓的最佳预测器（p≤.001）。发现快节奏是音色的最佳预测因子（p≤.001）。发现古典，摇滚，节奏和布鲁斯，爵士和快节奏是节奏的最佳预测因子（p≤.05）。爵士乐和快节奏是节奏的最佳预测因子（p≤.05）。从两个研究问题的数据分析结果中得出结论，为今后的研究提供了建议。

著录项

  • 作者

    Warner, James Alex.;

  • 作者单位

    The University of North Carolina at Greensboro.;

  • 授予单位 The University of North Carolina at Greensboro.;
  • 学科 Music.;Education Music.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 264 p.
  • 总页数 264
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 音乐;
  • 关键词

  • 入库时间 2022-08-17 11:38:28

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