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Characteristics of music preference ...

The University of Iowa.

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Characteristics of music preference decisions in fourth-, eighth, and twelfth-grade students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Characteristics of music preference decisions in fourth-, eighth, and twelfth-grade students./
作者:	Acevedo-Hernandez, Victor Manuel.
面頁冊數:	174 p.
附註:	Adviser: Carlos X. Rodriguez.
Contained By:	Dissertation Abstracts International68-01A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3247988

Characteristics of music preference decisions in fourth-, eighth, and twelfth-grade students.
Acevedo-Hernandez, Victor Manuel.

Characteristics of music preference decisions in fourth-, eighth, and twelfth-grade students. - 174 p.

Adviser: Carlos X. Rodriguez.

Thesis (Ph.D.)--The University of Iowa, 2006.

The purpose of this study was to investigate the music preference formation process of fourth-, eighth-, and twelfth-grade students by measuring (a) their degree of preference, (b) their time spent listening prior to making a preference decision (processing time), and (c) their verbal explanations of their listening experiences (processing style). I further examined whether there were relationships and evidence of age-specific tendencies among the three measures.Subjects--Topical Terms:

1017808
Education, Music.

Characteristics of music preference decisions in fourth-, eighth, and twelfth-grade students.
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245 1 0 $a Characteristics of music preference decisions in fourth-, eighth, and twelfth-grade students.
300 $a 174 p.
500 $a Adviser: Carlos X. Rodriguez.
500 $a Source: Dissertation Abstracts International, Volume: 68-01, Section: A, page: 0118.
502 $a Thesis (Ph.D.)--The University of Iowa, 2006.
520 $a The purpose of this study was to investigate the music preference formation process of fourth-, eighth-, and twelfth-grade students by measuring (a) their degree of preference, (b) their time spent listening prior to making a preference decision (processing time), and (c) their verbal explanations of their listening experiences (processing style). I further examined whether there were relationships and evidence of age-specific tendencies among the three measures.
520 $a Participants (N = 135) were chosen from a school district in Eastern Iowa. Six music selections of contrasting styles were presented in random order to each participant. For each of the music selections, participants were instructed to press the spacebar on their computer as soon as they reached a preference decision, to indicate their preference level on a scale, and to write any comments to explain their preference. Three independent judges evaluated participants' verbal responses according to five categories.
520 $a Results showed that popular music was the most preferred style for all age groups. As music styles moved away from current popular styles, music preferences declined. Participants preferred music styles that they perceived as having faster tempos, active rhythm, clear melody, consonant harmony, and less complexity.
520 $a The findings indicated that processing time was independent of music preferences. However, individual students had consistent processing times regardless of the piece they were listening to; they listened either for shorter or for longer amounts of time.
520 $a Results also revealed that the three age groups had similar processing styles. The objective/analytical processing style was the most common, followed by affective/emotional. Associative/metaphorical and physical/kinesthetic processing styles were influenced more than other processing styles by specific styles of music.
520 $a Multiple regression analyses showed that age, processing time, and processing style had a significant but weak relationship to music preference decisions. No significant developmental age-specific tendencies for music preference, processing time, and processing style were found between the three age groups.
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