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Do Familiar Melodies Enhance Meaningful Novel Word Learning.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Do Familiar Melodies Enhance Meaningful Novel Word Learning./
作者:	Bode, Katherine.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	45 p.
附註:	Source: Masters Abstracts International, Volume: 81-03.
Contained By:	Masters Abstracts International81-03.
標題:	Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=22588451
ISBN:	9781088370247

Do Familiar Melodies Enhance Meaningful Novel Word Learning.
Bode, Katherine.

Do Familiar Melodies Enhance Meaningful Novel Word Learning. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 45 p.

Source: Masters Abstracts International, Volume: 81-03.

Thesis (M.A.)--University of Colorado at Boulder, 2019.

This item must not be sold to any third party vendors.

Music is a constant found in language instruction, to enhance learning outcomes and word recall; however, results show mixed effectiveness for the use of music depending on the linguistic level and the type and complexity of the information being recalled. This study compared novel word learning (word recall and word-picture matching) when novels words were presented either as a sung familiar melody or as a spoken word. English-speaking participants between the ages of 18-35 were presented 20 novel words and 20 corresponding familiar objects. Half of the participants heard spoken words and the other half heard words sung to a familiar melody. These subjects were tested on accuracy for word recall and word-picture matching following novel word presentations (immediate recall) and again two days later (delayed recall). The subjects that heard the words in melody had a statistically significant lower accuracy on word-picture matching in immediate testing and had a statistically significant lower accuracy on recognition testing in both immediate and delayed testing. This supports the hypothesis that familiar melody does not enhance novel word recall (consistent with Brennan & Newman, in prep). This research also supports the use of melodic cues for word recall. These results extend previous research about the use of melody to enhance recall. These findings can be informative to educators and clinicians who target word learning and may be considering the use of music to enhance learning outcomes. They can also be useful to medical personnel who work with patients with diseases that impact memory.

ISBN: 9781088370247Subjects--Topical Terms:

643551
Language.
Subjects--Index Terms:

Familiar melodies

Do Familiar Melodies Enhance Meaningful Novel Word Learning.
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500 $a Source: Masters Abstracts International, Volume: 81-03.
500 $a Advisor: Brennan, Christine.
502 $a Thesis (M.A.)--University of Colorado at Boulder, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a Music is a constant found in language instruction, to enhance learning outcomes and word recall; however, results show mixed effectiveness for the use of music depending on the linguistic level and the type and complexity of the information being recalled. This study compared novel word learning (word recall and word-picture matching) when novels words were presented either as a sung familiar melody or as a spoken word. English-speaking participants between the ages of 18-35 were presented 20 novel words and 20 corresponding familiar objects. Half of the participants heard spoken words and the other half heard words sung to a familiar melody. These subjects were tested on accuracy for word recall and word-picture matching following novel word presentations (immediate recall) and again two days later (delayed recall). The subjects that heard the words in melody had a statistically significant lower accuracy on word-picture matching in immediate testing and had a statistically significant lower accuracy on recognition testing in both immediate and delayed testing. This supports the hypothesis that familiar melody does not enhance novel word recall (consistent with Brennan & Newman, in prep). This research also supports the use of melodic cues for word recall. These results extend previous research about the use of melody to enhance recall. These findings can be informative to educators and clinicians who target word learning and may be considering the use of music to enhance learning outcomes. They can also be useful to medical personnel who work with patients with diseases that impact memory.
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