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Effects of age, IQ, and three types ...

Kim, Sook Won.

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Effects of age, IQ, and three types of song instruction on singing accuracy among children with mental retardation.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Effects of age, IQ, and three types of song instruction on singing accuracy among children with mental retardation./
作者:	Kim, Sook Won.
面頁冊數:	98 p.
附註:	Major Adviser: Darrel L. Walters.
Contained By:	Dissertation Abstracts International63-06A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3057086
ISBN:	0493725016

Effects of age, IQ, and three types of song instruction on singing accuracy among children with mental retardation.
Kim, Sook Won.

Effects of age, IQ, and three types of song instruction on singing accuracy among children with mental retardation. - 98 p.

Major Adviser: Darrel L. Walters.

Thesis (Ph.D.)--Temple University, 2002.

The purpose of this study was to investigate the development of singing accuracy among children with mental retardation when singing accuracy is evaluated relative to text, rhythm, melodic contour, and pitch.

ISBN: 0493725016Subjects--Topical Terms:

1017808
Education, Music.

Effects of age, IQ, and three types of song instruction on singing accuracy among children with mental retardation.
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245 1 0 $a Effects of age, IQ, and three types of song instruction on singing accuracy among children with mental retardation.
300 $a 98 p.
500 $a Major Adviser: Darrel L. Walters.
500 $a Source: Dissertation Abstracts International, Volume: 63-06, Section: A, page: 2171.
502 $a Thesis (Ph.D.)--Temple University, 2002.
520 $a The purpose of this study was to investigate the development of singing accuracy among children with mental retardation when singing accuracy is evaluated relative to text, rhythm, melodic contour, and pitch.
520 $a The problems for this study were as follows, the third being primary because of its importance and its extensiveness. (1) What are the relationships between singing accuracy and age? (2) What are the relationships between singing accuracy and intelligence (IQ)? (3) What are the effects of three types of song instruction on singing accuracy among children ages eight through ten (chronologically) with mental retardation?
520 $a The subjects were 41 children from three special education schools in Pennsylvania. The criteria for selection of the subjects were ages eight to ten years old, IQ between 45 and 75, hearing ability with or without hearing aids, ability to generate recognizable speech, and written permission of parents.
520 $a Prior to the experimental period, two criterion songs were taught to all subjects by the T-M-C (text-melody-combined) approach, then each subject's singing was audiotaped. The subjects were assigned to one of the three experimental groups: T-M-C, T-M-S (text then melody separately), and M-T-S (melody then text separately). They received song instruction in 21 sessions over ten and a half weeks. At the end of the experimental period, the two criterion songs were taught to the subjects by their instructional type and each subject's singing was audio-taped.
520 $a Three judges independently rated singing accuracy twice—on both pretest and posttest—relative to text, rhythm, melodic contour, and pitch accuracy. Intra-judge reliability coefficients ranged from .77 to .99; inter-judge reliability coefficients ranged from .78 to .95.
520 $a <italic>Pearson</italic> correlations revealed no significant relationships between the subjects' chronological age and singing accuracy scores, but the results of multiple regression analysis indicated high positive relationships between their IQ scores and their text accuracy (r = .64), rhythm accuracy (r = .60), melodic contour accuracy (r = .57), and pitch accuracy (r = .66) at the .01 level.
520 $a The results of a 3 (instructional types) x 2 (pretest vs. posttest) multivariate analysis of variance indicated that there was no main effect for treatment (<italic>p</italic> = .83); there was no interaction effect (<italic>p</italic> = .76); but there was an overall instructional effect (<italic>p</italic> = .015); that is, the scores improved from pre-treatment to post-treatment. The three types of instruction were equally effective. In addition, analysis of four correlated-samples <italic>t</italic>-tests showed the subjects' performances improved (regardless of the instructional type) significantly from pretest to posttest in text accuracy (<italic>p</italic> = .005) and rhythm accuracy (<italic>p</italic> = .023); approached significance in pitch accuracy (<italic>p</italic> = .07); and was not significant in melodic contour accuracy (<italic>p</italic> = .67).
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