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This study examined the effect of background music upon performance of creative and non-creative individuals on a reading comprehension task. In the presence of musical distraction and silence, 54 individuals (27 creative) carried out reading comprehension tasks in a repeated measures design. An interaction was predicted, such that musical distraction would have a greater negative effect on the performance of non-creative individuals compared to creative individuals. Further, it was predicted that creative individuals would be more inclined to study with music playing, and less distracted by it. No significant interactions were found although trends indicated that creative individuals performed better than did non-creative individuals in the music distraction condition. Correlations indicate that creative individuals tend to listen to more music while studying and they reported lower distraction levels. No main effect was found on performance for the mood of the participant and the perceived mood of the music. Methodological problems are discussed along with further suggestions for future research. 相似文献
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Raymond MacDonald Dorothy Miell Louise Morgan 《European Journal of Psychology of Education - EJPE》2000,15(4):405-415
Although there is an extensive body of literature that investigates the process and outcomes of children’s collaboration on scientific reasoning tasks, very little work has focussed on the nature and quality of children’s collaboration on creative tasks. One study reported here used a questionnaire to music teachers to ask about their typical design of musical tasks in the classroom and the factors that influenced these decisions. A further study reported here investigated the effects of friendship, gender and previous musical experience upon the interactional processes and musical outcome of children’s collaborative compositions. The design included comparison between friendship pairs and non-friendship pairs and also between males and females, with 11–12 year old children at an English middle school. All pairs consisted of one child with previous musical experience and one child without. All compositional sessions were video taped and the musical and verbal elements were coded with reference to the proportion of transactive and non-transactive elements present. Results demonstrated that the communication (both verbal and musical) between the friendship pairs was qualitatively different from the communication in the non-friendship pairs. Specifically, the friendship pairs showed more transactive communication and, when a teacher rated the final compositions, the friendship pairs scored significantly higher. Multiple regression analysis highlighted that the amount of transactive communication was a significant predicator of the quality of the children’s composition. The results are discussed with reference to the nature of communication, the impact of friendship and the assessment of creative work. 相似文献
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This article relates a child's development in story writing and the progress that she made in achieving text cohesion, spelling development and ideation through the collaborative process. The case study investigates the integration of major aspects of writing development such as collaboration, the importance of peer interactions through social learning and the fusion of illustrations and writing to assist children's communication and understanding. The authors examine the rationale for the inclusion of collaborative peer‐assisted writing and peer interaction as a social writing process, supporting the young writer's affective domain. The case study investigates the integration of major aspects of writing development such as collaboration, the importance of peer interactions through social learning and the fusion of illustrations and writing to assist children's communication and understanding. The authors examine the rationale for the inclusion of collaborative peer‐assisted writing and peer interaction as a social writing process, supporting the young writer's affective domain development. The strengths and complexities of peer interaction, the role of illustrations and their positive impact on composition are discussed. 相似文献
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This study explored kindergartners' and first graders' collaborative processes to understand the nature of peer collaboration and the learning opportunities afforded by peer discourse. Data were drawn from 6 dyads who participated in a computer writing project for 2 school semesters. Children's videotaped interactions were analyzed with the focus on understanding how children's collaborative roles and patterns changed over time. Examination of video data and children's computer products revealed that (a) children's interaction patterns changed from a more independent style toward a more integrative style, as shown in their distribution of control over mouse and keyboard and in the written outcomes of their collaboration; (b) a shift in role patterns emerged across repeated instances of peer collaboration so that children began alternating the roles of leader and observer, and less competent children began carrying out more important tasks; and (c) the computer served as an object of reference for children to sustain their interaction and stay on task. 相似文献
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Ithel Jones 《教育心理学》2002,22(1):63-73
This study examined the influence of peer collaboration and social context on children's use of literate language. Literate language is defined as a specific oral language register. It was hypothesised that friend, compared to non-friend dyads would evidence more literate language in the form of talk about cognitive and linguistic processes. Same gender dyads of 7- and 8-year-old children were observed during collaborative writing tasks in friend or non-friend groups, and measures of oral language were collected. The findings suggested that different peer relationships differentially effect children's oral language in the areas of conflicts, social regulation, and metacognitive and literate language. The data support the proposition that different sorts of peer relationships and instructional settings affect children's interactions and early literacy development. The results are discussed in terms of the role of social regulation in the context of peer collaboration. 相似文献
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Drawing on socio-cultural theory, this paper focuses on children's classroom-based collaborative creative writing. The central aim of the reported research was to contribute to our understanding of young children's creativity, and describe ways in which peer collaboration can resource, stimulate and enhance classroom-based creative writing activities. The study drew on longitudinal observations of ongoing activities in Year 3 and Year 4 classrooms (children aged 7-9) in England. Selected pairs’ collaborative creative writing activities were observed and recorded using video and audio equipment in the literacy classroom and in the ICT suite (13 pairs, about 2-4 occasions each).The research built on the contextualised, qualitative analysis of the social and cognitive processes connected to shared creative text composition. Using an analytic tool developed specifically for creative writing tasks, we linked collaborative and discursive features to cognitive processes associated with writing (‘engagement’ and ‘reflection’). The research has identified discourse patterns and collaborative strategies which facilitate ‘sharedness’ and thus support joint creative writing activities.The paper discusses two significant aspects of the observed paired creative writing discourse. It reports the significance of emotions throughout the shared creative writing episodes, including joint reviewing. Also, it shows children's reliance on collaborative floor (Coates, 1996), with discourse building on interruptions and overlaps. We argue that such use of collaborative floor was indicative of joint focus and intense sharing, thus facilitating mutual inspiration in the content generation phases of the children's writing activities. These findings have implications for both educational research and practice, contributing to our understanding of how peer interaction can be used to resource school-based creative activities. 相似文献
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Allan Hewitt 《International Journal of Educational Research》2008,47(1):11-26
The purpose of this study was to identify and analyse specific instances of transactive communication as children engaged in a paired melody writing task using a computer-based composing environment. Transactive communication has been identified as one of the features of general collaborative engagement that is most helpful in an educational sense, and which makes collaborative learning an important tool for learning and teaching. The paper reports the results of an empirical study in which a group of 10 and 11 year olds worked in pairs to compose short melodies using computers. Analysis of between-pupil dialogue suggested that levels of transactive communication varied between pairs, and also within pairs as pupils took on different roles at the computer. Factors of individual difference, such as musical expertise or whether the pair were friends, did not appear to have a significant influence on the extent of, or nature or, transactive communication. 相似文献
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李永贞 《商丘师范学院学报》2011,27(11):124-126
在音乐美学视角下,每一部音乐作品都是在音乐性内容和非音乐性内容两者存在下而创作,交响诗也不例外。著名交响诗《芬兰颂》,其音乐性内容基本情绪、风格体系、精神特征和非音乐性内容绘画性、文学性之间存在着辩证统一的关系。 相似文献
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《Learning and Instruction》2000,10(5):431-446
Seven and 9-year-old children (n=120) worked in same or mixed gender pairs on a language-based computer and non-computer task, and their styles of social interaction were compared. At both ages, mixed gender pairs showed more assertive and less transactive (collaborative) interaction than same gender pairs on both tasks. When collaboration broke down, boys on the computer task and girls on the non-computer task dominated assertive interaction in mixed gender pairs, whereas in same gender pairs both children were equally assertive. The mediational role of the computer and the social dynamics that frame its use are discussed. 相似文献
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赵志奇 《四川教育学院学报》2008,24(12):66-68
音乐剧是集戏剧、音乐、舞蹈为一体的一种大众娱乐艺术形式,也是一项艰苦的创造性社会音乐活动。这种创造性音乐活动是否被接受是一个关系特别复杂的科学命题。该文旨在音乐社会学的视野角度下,从音乐剧接受的性质、途径、效果以及音乐剧的欣赏出发,阐释音乐剧接受理论体系的四个方面,以说明这几个方面相互交织作用构成了音乐剧接受的基本框架和理论体系。 相似文献
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This study investigates how self-regulated learning phases are related to collaborative engagement in two different collaborative task conditions. It integrates SRL theory and the concept of engagement, including interaction in collaboration, as key characteristics of engagement. Forty-four second-year teacher education students worked in groups during a 7-week math didactic course. We collected 84 h of video recordings and coded the group's cognitive and socioemotional interaction and three phases of self-regulation within interaction, including forethought, performance and reflection. After that we analyzed the relationship between the interaction types representing collaborative engagement and SRL phases within two learning tasks. The results show that collaborative engagement did not differ between teacher-led and student-led tasks in terms of the interaction types. However, the results showed that the SRL phases occurred differently within cognitive and socioemotional interaction types when the two task conditions were compared. Findings concerning teacher-led tasks showed invariance in the occurrence of SRL phases across the task and highlighted the relationship between socioemotional interaction and the forethought phase. Additionally, findings concerning the student-led tasks showed systematic changes in the distribution of phases of SRL across sessions in all interaction types. Our results' theoretical and methodological implications for collaborative engagement research are discussed. 相似文献
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王晶 《河北师范大学学报(哲学社会科学版)》2006,29(5):147-150
人民音乐家冼星海将西方的专业作曲技法"复调"与我国民族音乐相结合,创造了一系列具有强烈的时代精神和富于独创性的音乐作品,使得这些专业技法更加贴近人民大众,被人们所接受,并逐渐将其发展完善.从冼星海创作中的"复调"技巧这一角度,对其作品进行深入分析,从而全面详尽地论述冼星海音乐创作的民族化特征,对于研究中国复调音乐的发展,以及进行民族复调写作都具有着非常重要的意义. 相似文献
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The researchers designed the study to achieve two goals: (1) determine the affect of peer collaboration on high school biology students' acquisition of concepts related to photosynthesis and (2) examine interactions in a collaborative peer group situation to determine how these interactions relate to the developpment of concepts associated with photosynthesis. Using quantitative and qualitative data analysis techniques, the researchers concluded that students working in peer collaborative groups developed more scientifically correct conceptions of photosynthesis than did students working alone. However, not all group-generated views were internalized by group members when assessed individually. Based on qualitative data, a functional relationship exists between prior knowledge and concept development. Two types of peer interaction, consonant and dissonant, were identified as enhancing concept development. When peer group roles are not assigned, roles fluctuate depending on group members' expertise or perceived expertise displaying a bidirectional zone of proximal development. This zone allows for enhanced concept development. Based on the above conclusions, the researchers recommend that (1) peer collaboration be used to help students overcome scientific misconceptions; (2) peer collaborative tasks be designed to engage students in consonant and dissonant interactions; and (3) cognitive group roles, as opposed to traditionl managerial cooperative group roles, be used. 相似文献
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《Educational Philosophy and Theory》2013,45(2):151-182
Do psychological perspectives constitute the only way through which the role of musical creativity in education can be addressed, researched and theorised? This essay attempts to offer an alternative view of musical creativity as a deeply social and political form of human praxis, by proposing a perspective rooted in the thought of the political philosopher and activist Cornelius Castoriadis (1922–1997). This is done in two steps. First, an attempt is made to place the pursuit of the concept of musical creativity within a larger educational and societal context of conflicting trajectories that run through (a) Modernity and (b) Education. Then, I revisit the issue of educational value of improvising and composing through creating conceptual links between the process of music‐making through improvisation and composition and the project of political autonomy as conceived by Castoriadis. By foregrounding instituting imaginary over instituted imaginary, improvising and composing become active processes of positing new legitimacies, and of creating a music‐making context that searches for its own foundations. It is in and through creative musical praxis that we can think about issues of hierarchies, musical values, social dimensions of different music‐making processes, our relationship to past values and to historical dimensions of music. By arguing that improvisation and composition might be seen as ways of positing the issue of political autonomy in musical terms, this paper emphasises the role of improvisation and composition as a mode of potentially transformative educational practice that may foster the development of critical consciousness, linking music education to a larger project of re‐discovering and at the same time re‐defining democracy. 相似文献
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This paper examines young children's working styles when they are engaged with a peer on a computer‐based reading task. Two types of pairing were investigated: (i) ‘Equal’ pairs, where the children were of equal reading attainment and (ii) ‘Unequal pairs’, where there was a disparity between the children's reading attainment. The results suggest that the children's reading attainment and/or their gender may be more significant factors in determining the nature of children's collaborative activity than pair type. The implications of these results for practitioners who wish to use talking books as a classroom resource are discussed. 相似文献
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战丽 《鞍山师范学院学报》2007,9(4):99-100
通过分析左手在钢琴演奏中所担任的以下4种任务:左手往往担任伴奏声部的弹奏任务;左手有时担任旋律声部的弹奏任务;左手担任准确把握舞曲或舞蹈性乐曲节奏的任务;左手在复调音乐中担当同右手一样的任务,说明左手技巧在钢琴演奏中的重要作用和加强左手技巧训练的重要性. 相似文献
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Susan Young 《International Journal of Educational Research》2008,47(1):3-10
This article reports on a study of collaborative music-making on instruments among 3- and 4-year-old children. An area equipped with musical instruments was provided as a free-choice play option in an early childhood setting and a fixed camera recorded the children's play continuously during a number of visits. From the total 17 h of data five episodes of paired play were selected. Through a process of comparison across these episodes, it was established that children were coordinating their play through a repertoire of communicative and expressive behaviours. One episode of paired play considered to be representative was micro-analysed in detail. 相似文献
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Age and Gender Differences in Children's Self- and Task Perceptions during Elementary School 总被引：22，自引：0，他引：22
Jacquelynne Eccles Allan Wigfield Rena D. Harold Phyllis Blumenfeld 《Child development》1993,64(3):830-847
We examined the development of children's self- and task perceptions during the elementary school years. 865 first-, second-, and fourth-grade children (ages 7–10) completed questionnaires assessing their perceptions of competence in, and valuing of, activities in several activity domains (math, reading, sports, and instrumental music). Factor analyses showed that even the first graders had differentiated self-beliefs for the various activities. These analyses also indicated that children's competence beliefs and subjective task values formed distinct factors. Analyses assessing age and gender differences in children's beliefs showed that for all the activities except sports, younger children's (particularly the first graders) perceptions of competence and subjective task values were more positive than the beliefs of the older children. Boys had more positive competence beliefs and values than did girls for sport activities, and more positive competence beliefs for mathematics. Girls had more positive competence beliefs and values than did boys for reading and music activities. 相似文献