東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Formal dance training, cognitive abi...

Lanfredi, Carolyn Stephanie.

FindBook

Google Book

Amazon

博客來

Formal dance training, cognitive ability, and academic performance of adolescent females.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Formal dance training, cognitive ability, and academic performance of adolescent females./
作者:	Lanfredi, Carolyn Stephanie.
面頁冊數:	112 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-10(E), Section: A.
Contained By:	Dissertation Abstracts International74-10A(E).
標題:	Dance. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3565172
ISBN:	9781303146886

Formal dance training, cognitive ability, and academic performance of adolescent females.
Lanfredi, Carolyn Stephanie.

Formal dance training, cognitive ability, and academic performance of adolescent females. - 112 p.

Source: Dissertation Abstracts International, Volume: 74-10(E), Section: A.

Thesis (Ph.D.)--Fordham University, 2013.

The benefit of the arts on the cognitive and academic development of children has been the subject of much debate. The purpose of this study was to explore the relationship between formal dance training and specific cognitive abilities related to reading and math achievement. More specifically, the study examined the extent to which visual-spatial thinking, auditory processing, and short-term memory, individually and in combination, predicted reading and math achievement, and the extent to which dance training predicted reading and math achievement above and beyond that of these cognitive abilities. Seventy adolescent females ages 14--18 with varying degrees of dance exposure completed a questionnaire documenting their dance training. The cognitive abilities were measured using the Woodcock--Johnson III Tests of Cognitive Abilities. Reading and math achievement were assessed with the Woodcock--Johnson III Tests of Achievement. Results indicated that dance training was not significantly correlated with any of the three cognitive abilities. Regression analyses demonstrated that auditory processing and short-term memory significantly predicted reading achievement. Visual-spatial thinking and short-term memory significantly predicted math achievement. Dance training did not significantly contribute to any of the regression models. This study contributes to the literature base by investigating the relationship between dance and cognitive and academic skills using a more refined research design with well-established and validated standardized assessments.

ISBN: 9781303146886Subjects--Topical Terms:

610547
Dance.

Formal dance training, cognitive ability, and academic performance of adolescent females.
LDR:02481nam a2200289 4500 001 1964067
005 20141010091524.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303146886
035 $a (MiAaPQ)AAI3565172
035 $a AAI3565172
040 $a MiAaPQ $c MiAaPQ
100 1 $a Lanfredi, Carolyn Stephanie. $3 2100444
245 1 0 $a Formal dance training, cognitive ability, and academic performance of adolescent females.
300 $a 112 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-10(E), Section: A.
500 $a Adviser: Giselle B. Esquivel.
502 $a Thesis (Ph.D.)--Fordham University, 2013.
520 $a The benefit of the arts on the cognitive and academic development of children has been the subject of much debate. The purpose of this study was to explore the relationship between formal dance training and specific cognitive abilities related to reading and math achievement. More specifically, the study examined the extent to which visual-spatial thinking, auditory processing, and short-term memory, individually and in combination, predicted reading and math achievement, and the extent to which dance training predicted reading and math achievement above and beyond that of these cognitive abilities. Seventy adolescent females ages 14--18 with varying degrees of dance exposure completed a questionnaire documenting their dance training. The cognitive abilities were measured using the Woodcock--Johnson III Tests of Cognitive Abilities. Reading and math achievement were assessed with the Woodcock--Johnson III Tests of Achievement. Results indicated that dance training was not significantly correlated with any of the three cognitive abilities. Regression analyses demonstrated that auditory processing and short-term memory significantly predicted reading achievement. Visual-spatial thinking and short-term memory significantly predicted math achievement. Dance training did not significantly contribute to any of the regression models. This study contributes to the literature base by investigating the relationship between dance and cognitive and academic skills using a more refined research design with well-established and validated standardized assessments.
590 $a School code: 0072.
650 4 $a Dance. $3 610547
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Performing Arts. $3 1674506
690 $a 0378
690 $a 0525
690 $a 0457
710 2 $a Fordham University. $b Psychological and Educational Services. $3 2100445
773 0 $t Dissertation Abstracts International $g 74-10A(E).
790 $a 0072
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3565172