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THE CONSTRUCTION OF A SEMANTIC DIFFE...

DARLING, DENNIS LEE.

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THE CONSTRUCTION OF A SEMANTIC DIFFERENTIAL SCALE DESIGNED TO MEASURE ATTITUDE TOWARD SELECTED STYLES OF MUSIC.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	THE CONSTRUCTION OF A SEMANTIC DIFFERENTIAL SCALE DESIGNED TO MEASURE ATTITUDE TOWARD SELECTED STYLES OF MUSIC./
作者:	DARLING, DENNIS LEE.
面頁冊數:	423 p.
附註:	Source: Dissertation Abstracts International, Volume: 43-03, Section: A, page: 0716.
Contained By:	Dissertation Abstracts International43-03A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8218451

THE CONSTRUCTION OF A SEMANTIC DIFFERENTIAL SCALE DESIGNED TO MEASURE ATTITUDE TOWARD SELECTED STYLES OF MUSIC.
DARLING, DENNIS LEE.

THE CONSTRUCTION OF A SEMANTIC DIFFERENTIAL SCALE DESIGNED TO MEASURE ATTITUDE TOWARD SELECTED STYLES OF MUSIC. - 423 p.

Source: Dissertation Abstracts International, Volume: 43-03, Section: A, page: 0716.

Thesis (Educat.D.)--University of Illinois at Urbana-Champaign, 1982.

The purpose of the study was to construct and implement a semantic differential instrument designed to measure attitude of undergraduate students toward selected styles of music. The test was developed through a series of five pilot instruments. The content of the instrument was determined by procedures leading to the selection of semantic differential concepts, musical examples, bipolar adjectival scales, and the construction of a test booklet and audio tape. Ten style categories were selected: Renaissance, baroque, classical, romantic, contemporary art, country-western, hard rock, soft rock, Balinese, and modern jazz.Subjects--Topical Terms:

1017808
Education, Music.

THE CONSTRUCTION OF A SEMANTIC DIFFERENTIAL SCALE DESIGNED TO MEASURE ATTITUDE TOWARD SELECTED STYLES OF MUSIC.
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245 1 4 $a THE CONSTRUCTION OF A SEMANTIC DIFFERENTIAL SCALE DESIGNED TO MEASURE ATTITUDE TOWARD SELECTED STYLES OF MUSIC.
300 $a 423 p.
500 $a Source: Dissertation Abstracts International, Volume: 43-03, Section: A, page: 0716.
502 $a Thesis (Educat.D.)--University of Illinois at Urbana-Champaign, 1982.
520 $a The purpose of the study was to construct and implement a semantic differential instrument designed to measure attitude of undergraduate students toward selected styles of music. The test was developed through a series of five pilot instruments. The content of the instrument was determined by procedures leading to the selection of semantic differential concepts, musical examples, bipolar adjectival scales, and the construction of a test booklet and audio tape. Ten style categories were selected: Renaissance, baroque, classical, romantic, contemporary art, country-western, hard rock, soft rock, Balinese, and modern jazz.
520 $a Internal reliability coefficients among the ten style subtests were between .73 and .97. Stability coefficients for the ten subtests were between .65 and .98. Content validity was established through a (1) search for style categories (used as semantic differential concepts), (2) a search for representative compositions, and (3) a series of investigations using excerpts from the selected styles. Convergent validity was claimed based on (1) the positive relationships between scores based on responses to the recorded excerpts and scores based on responses to corresponding verbal concepts and (2) score differences between the various subtests of music style. Criterion-related validity was established as persons with known preferences took the developed instrument and obtained scores reflecting those preferences.
520 $a The administration of the developed instrument was used to investigate the extent to which attitude toward the selected styles was related to and affected by academic major, sex, grade classification, music experience, and scores on the Aliferis Music Achievement Test. Undergraduate subjects taking the final version of the test instrument comprised a sample from each of four populations: (1) freshman music majors, (2) freshman business majors, (3) senior music majors, and (4) senior business majors. Significant differences in the attitudinal response were found among the four samples. Academic major, sex, grade classification, music experience and scores on the Aliferis instrument were each found to affect students' attitude toward one or more of the selected styles. Results also indicated that the effect of tempo, performance medium, and familiarity and recognition on the attitudinal response differed depending on the individual style.
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