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syllogism:

Answer 1

is a kind of logical argument that applies deductive reasoning to arrive at a conclusion based on two or more propositions that are asserted or assumed to be true. From the combination of a general statement (the major premise) and a specific statement (the minor premise), a conclusion is deduced. For example, knowing that all men are mortal (major premise) and that Socrates is a man (minor premise), we may validly conclude that Socrates is mortal.

Answer 2

, also known as graduated exposure therapy is a type of behavior therapy used in the field of psychology to help effectively overcome phobias and other anxiety disorders. More specifically, it is a form of counter conditioning, a type of Pavlovian therapy. The process of systematic desensitization occurs in three steps. 1.the identification of an anxiety inducing stimulus hierarchy. 2.the learning of relaxation or coping techniques. 3. Once the individual has been taught these skills, he or she must use them in the third step to react towards and overcome situations in the established hierarchy of fears. The goal of this process is for the individual to learn how to cope with, and overcome the fear in each step of the hierarchy.

Answer 3

standardized ACHIEVEMENT test using sightreading ability as a measure in which errors are noted and score determined. Used in us auditions esp.

Answer 4

Only one sweep frequency catches target tone. Like tuning. Davies aptitude test Mentioned in passing, on board in class.

Answer 5

Notes: Even experts are individually unreliable. a panel of seven INFEPENDANT judges, WITH THEIR (group) average score taken epor even each judge rating again for a second time, would create safer results. Using three judges: If the three judges talk among themselves, if they even look to each other, they are not independent anymore and the results are less reliable. Performance is not the only variable; if you perform first, last, your reputation, how you are dressed. Use of a SCREEN increase reliability, increasing the probability of female participants to getting at final stages of competition and getting jobs. Video recordings are rated higher than audio recordings. Rating categories are not separated from each other. They affect each other and are closely related. Creating distinct ones might help. Evaluators that have the score or the evaluation form are MOREreliable THAN THOSE WHO HAVE BOTH togethor. Too much attention into other variables and not on the performance. Some researchers believe that the first 15 seconds are the important moments of the presentation and rating won’t varied with longer time…. Wrong! Nonetheless, the first quarter of the duration of a piece may be enough to rate consistently end reliably. Duration vs quality, the more time you have the more chance you have to rate the quality or lack of in a performance. Rating technique , it helps to be a performer of the instrument that is been played. Perhaps a computer is as reliable as 7 Independant judges, so if someone would program it, it could be a reliable alternative.

Answer 6

Williamon Musical Anxiety: 1 in 4 musicians suffers from musician’s anxiety. 1 in 6 thinks it is a serious problem. These statistic don’t even count the people that drop out of music for this reason. Musicians anxiety, is a syndrome, with physiological symptoms. Physiological; increase in blood pressure, sweaty hands, dry mouth Behavioural: shaking, tremors in hands and legs. Cognitive: maladaptive thoughts, catastrophizing, blaming, negative self-talking. How does this develop. Children as young as 3 or 4 can suffer from MA. Classical conditioning: (Pavlov) Un-conditioned stimuli (meat) Un-conditioned response (salivation) Conditioned stimulus (bell) associated with meat. Now the bell produces salivation. Small amount of anxiety can be helpful, in performance situations seems to improve the performance, though it can produce uneven speed up, dynamic contrast minimized. It may interfere with your breathing, shakes the bow in string players, etc. One of the two conceptions of how it develops Classical all school Conditioned stimulus--------------------------------------------------------conditioned response (bell) (salivating) (performance situation) (fear, anxiety) Unconditioned stimulus --------------------------------------------------------- unconditioned response (meat) In kids (pain) ----------------------------------------------------------------------- (fear) (negative evaluation) fear Cognitive distortion No matter how poorly you play, nothing terrible is going to happen, you are going to be ok. But for some reason the actual nature of the thought create distortion and creates fear. If you get yourself to think positively, the less anxiety you are going to feel. Both approaches are valid, but the treatments would be radically different. Folk remedies (no researched remedies) “eat a banana”, “practice more” the more you practice the more important you think the performance is. Not necesarilly good methods There is research about exercise and performance, If you exercise the day before a performance you would feel less anxious. Beta blockers: inhibits the beta response (release of adrenaline). It will not affect the way we think not directly. Systematic desensitization: to weakend the conditioned stimulus –response relationship. Reciprocal inhibition: by doing three step process: Identify anxiety and develop a hierarchic list. Relaxation: progressive relaxation (tensing and relaxing one muscle at the time) Counter conditioning. Using the hierarchy, from minimally to highly anxiety evoking. Then by imaging this anxiety statements the individual needs to maintain the relaxation throughout. Implosive Therapy: facing the fear. Biofeedback: some people think at it as a wholesome way to control your body. By a meditative or relaxing way affect the heart rate and muscular tension. Neuro feedback: create a combination of alpha and theta. is a type of biofeedback that uses real-time displays of brain activity—most commonly electroencephalography (EEG), to teach self-regulation of brain function. Typically, sensors are placed on the scalp to measure activity, with measurements displayed using video displays or sound Non plavovian side – cognitive restructuring Changing the focus of the thoughts from an egocentric view to a concern with the music. Cognitive reframing: Replacing negative thoughts with positive ones. Research results are not consistent.

Answer 7

Vast new body of research suggests that music engages multiple areas of the brain, some of which overlap with general auditory skills, Responses to melody, harmony, tonality, rhythm, and timbre are distributed' across several regions in ways that we are only beginning to understand. Researchers reasoned that trained 'musicians tend to use an analytic strategy of recognizing melodies and hence capitalize on the skills of their left hemisphere. Non-musicians, on the other hand, tend to use a holistic strategy of recognizing melodies because they do not have the analytic skills that are developed through music training. The temporal lobe is most strongly associated with auditory processing and contains the primary auditory cortices; as well as a region associated with speech perception called Wernickes area. How does music get inside the brain? Sound processing begins with the inner ear (cochlea), which responds to sound waves in a manner that results in an analysis of sounds into their component frequencies The actions of the cochlea generate trains of neural discharges in separately tuned fibers of the auditory nerve, which ultimately propagate to the primary auditory cortex within the temporal lobe. Brain cells in this. The activity of a brain cell in response to changes in frequency is described as the tuning curve of that brain cell. The parietal lobe is perhaps best known for its control of sensations such as pain and touch, but if also associated with other functions such as reading, arithmetic, and some musical skills. The occipital lobe is best known for its role in visual perception which is also activated in musical performance and mental skills like visualization, imagery and mental rehearsal. Without question, the right hemisphere is dominant for many important musical functions, including the recognition of pitch and timbre, the representation of melodies so that errors can be detected, performing music, keeping track of meter, and responding emotionally to music. However, the left hemisphere is implicated in many aspects of music, including numerous rhythmic skills, as well as "language-like" skills such as sight-reading music or naming notes and pieces. area of potential overlap is syntax. Both music and language involve discrete elements (tones, words) that are combined in meaningful and systematic ways. In right, handed individuals, the right hemisphere is; associated with pitch discrimination tasks, whereas the left hemisphere is associated with rhythmic tasks. Timbre is also associated with the right hemisphere. Pantev et al. (1998) also found that the younger a person began his or her music training, the greater the amount of brain activity in response to musical tones. a structural enlargement of the planum temporale of the left hemisphere in musicians compared with non-musicians was found. Suggesting that musical experience during childhood may influence structural development of the auditory cortex. enlargement of the planum temporale has been reported to be more pronounced for musicians with absolute pitch than for musicians with relative pitch. Basal ganglia: associated with a variety of function including routine behaviour and voluntary motions. Lymbic system is in charge of the emotions, amygdala (related to emotions of fear, anger, etc). is a complex set of brain structures located on both sides of the thalamus, right under the cerebrum. Definitely participating in musical performance. How is the brain modified by musical experience? Neuro plasticity.

Answer 8

Piaget’s stages are useful in showing that children fundamentally differ from adults mentally, but the stages are not as rigid as once thought and may be more appropriate in areas other than music. Developed from observations of children in natural settings, the theory hypothesizes four major developmental stages through which all children must pass in order to become mentally mature adults Sensorimotor (0-18/24 months) In the initial sensorimotor stage, lasting from birth until about two years of age, the child essentially moves from a type of motor intelligence to a more symbolic intelligence as voluntary movements replace reflexive behavior. During the sensorimotor stage, the child acquires object permanence (i.e., moves from a literal state of “out-of-sight, out-of-mind” to recognition that a toy or other object exists even when it is not in the child’s immediate environment). Preoperational (2 to 7 years). Syllogism, Lack of Conservation, at this stage there is no reversal of logic, cannot conserve concepts to and then reverse them. Copyright © 2012. Charles C. Thomas. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicableIn the preoperational stage, lasting roughly from ages two through seven, the child moves through various illogical and incomplete concepts. Perception dominates reason, as in a child saying that a higher or wider container holds more beads than a lower or narrower container, despite seeing equal amounts of beads placed in each container. Concrete operations (7-11 years) Isomorphism: conservation is an example of this. Conservation of melody and rhythm. From roughly ages 7 through 11 or a little older, the child is in the stage of concrete operations, a time during which thought processes depend on a concrete framework. One aspect of the stage is the child’s effort to learn conservation (i.e., the recognition that changes can occur in an object’s form or spatial arrangement without changing the object’s other attributes). In volume relations, a conserving child recognizes that two initially identical amounts of water remain identical when they are poured into containers of different shapes, but a nonconserving child may insist that suddenly there is more water in a wide shallow pan than in a tall test tube, or vice versa. When the water is poured back into the original identical containers, the same child will quite easily say that the amounts of water are identical. Conservation is of interest to some music researchers and teachers, partly because children in the concrete operations stage often are beginning formal musical training and conservation is necessary for form perception and musical analysis. Conservation’s arrival time will vary greatly with individuals, and all aspects of a developmental stage must occur; attempts to accelerate conservation are highly questionable. Formal operations (from 11 to…..) formal operations, where the child is capable of formal propositional thinking and can combine various grouping operations. The adolescent now can consider diverse possibilities, make “what if” judgments, and organize principles into networks. While the child/adolescent may not be “wise,” he or she now may be a mental adult. Analogies Abstract thinking or abstract reasoning Transfer: you learn something in one situation and that applies to another. Piaget’s theory probably is most applicable to the development of “scientific” thinking in Western literate societies; it may be less applicable to the arts and other cultures. Furthermore, Piaget’s operations are more content specific than they might theoretically appear; for example, a child might exhibit conservation with some materials but not with others. Piaget’s work remains valuable because it clearly shows that children are not miniature adults. Music teachers must present material to children in ways in which the children are ready to assimilate or accommodate it.

Answer 9

Musical development proceeds through a sequence from in utero into adulthood, partly due to innate developments but also due to musical experience. Infants naturally make sounds and notice their auditory environments. Ex. dadada, ma ma ma. Young children proceed through a stage of spontaneous song, which usually is replaced by learned song. Young children generally are more sensitive to melodic contour than to intervallic detail within a melody. Words seem to be especially important to children in learning songs. Children’s created notations show increasing sophistication, not only with advancing age, but also with advancing musical understanding. Although musical learning and achievement occur at all ages, a child’s preschool and early elementary school years are important for developing musical expectancies and preferences. As children mature until about age nine, musical ability tends to increase, largely as a matter of further cultural immersion. The sounds of the surrounding musical culture, including sounds from media as well as sounds produced in the home by children, parents, and siblings, build musical expectancies and a sense of what is appropriate musically and what is not. Loudness seems to be one of the first things that children get very good at differentiating. Even without formal instruction or any idea of correct labels for what they hear, the children build their musical expectancies and develop preferences. The authors strongly believe that this is a crucial time for developing intelligent and musically sophisticated future audiences and performers. Music educators and caregivers should exploit children’s flexibility and openness to diverse musical styles during the preschool and early elementary school years before they become locked into any one style. Overly narrow musical experiences lead to restrictive expectancies, which lead to restrictive preferences. Children are more open to unfamiliar sounds than what we think. Further progress beyond the level of learning songs from the surrounding culture, creating similar songs, and being sensitive to differing musical styles, meaning “professional” phase of musical development, requires formal instruction, especially in music performance, but also in developing more sophisticated analytical and listening skills and the ability to read and employ conventional music notation.

Answer 10

Goal oriented therapeutic intervention using music to facilitate changes in psychological, emotional or physiological domains to improve a client's well being. Used with Parkinson's through rhythmic entrainment to improve walking and gait. Used with stroke patients an To help improve speech production, through intonation and singing therapy Used in nicu to calm and relax newborns and provide a stimulating environment.

Answer 11

Theory of multiple intelligences, some PPP just better than others. Culture, perhaps influences ability and achieve, esp. Interaction with gender, but gender alone does not now. Iq only effects Id one person is really low. Physical struxture may also have an impact on both.

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