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Öst, Ann-Sofie. "Analys av relationen mellan titel och musik - i ett urval av Torsten Petres pianostycken." Thesis, Växjö University, School of Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1045.
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<p>The aim of this essay is to analyze the relationship between the title and the music in a selec-tion of piano pieces by Torsten Petre. Based on the work list, a categorization of the piano titles has been made and the categories have been named ”emotions, moods and minds”, ”na-ture”, ”mankind”, ”dances and similar titles”, ”supernatural beings, fairy creatures and popu-lar belief”, ”foreign countries and foreign culture”, ”nationalism and tradition”, ”artifacts”, and ”miscellaneous”. Two pieces from the category ”emotions, moods and minds” Skizzer för piano, third series Op. 38, 1905 have been chosen: no 2 Svikna drömmar and no 6 Mörka stunder. See appendix 1 for the work list and appendix 2 for the categorization.</p><p>As a background to the analysis, a biography about Torsten Petre as a musician and composer has been written. The background also consists of a description of the bourgeois salon, an environment in which his music was played, as well as of salon music as a genre.</p><p>As there is no established method for analyzing the relationship between title and music, I have based the analysis on Benestad´s thoughts about how we perceive music. I have carried out the analysis using the piano and playing the piano pieces repeatedly until I felt that I could describe the relationship. The analysis shows that using the title as a guideline there is a clear recognition between the title and music, which can be described thoroughly, almost like a story.</p>
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Mathews, Vinay A. "The Correlative Relationship Between Music and Architecture." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1337289151.
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Zehr, Melisa-J. "Exploring the relationship between music preference and aggression." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1312664.
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Hansen and Hansen (1991) proposed the relationship between music preference and personality characteristics to be an interactive process of socialization. People are attracted to music that is congruent with their needs, desires, and values. Over time and with repeated exposure, listeners' attitudes and values gradually come to conform to those represented in the music. Given this premise, people who prefer more aggressive types of music would be expected to be more aggressive. If this were found to be true, perhaps exposure to different musical genres would serve to lessen aggressive tendencies. The current study sought to investigate whether people who prefer harder forms of music (e.g., hard rock, heavy metal, rap) tend to be more aggressive than those preferring softer types of music (e.g., country, classical, gospel, jazz). It also examined whether there was a relationship between music preference and social desirability. A sample of 322 undergraduates from a Midwestern university completed the Aggression Questionnaire (AQ), the Marlowe-Crowne Social Desirability Scale (MC-SDS), and a leisure interests survey developed by the author to assess music preferences. Initially, correlations between the MC-SDS and the four aggression scales of the AQ were calculated. Because all correlations were negative and statistically significant, social desirability was entered as a covariate in the analysis of music preference and aggression. Results from a multivariate analysis of covariance failed to find a significant relationship between music preferences and aggression. Thus, people preferring harder music types do not differ in level of aggression from those preferring softer music types. Sex differences in aggression were supported. Follow-up univariate analyses showed males to be more physically and verbally aggressive as well as more hostile than females. An analysis of Music Preference and Aggression x variance was performed to investigate the relationship between music preference and social desirability, with results suggesting that no such relationship existed. No sex differences in social desirability were found. The current findings contrast with previous research, which has supported a relationship between music preferences and aggression, with heavy metal and rap fans displaying higher aggressive tendencies than those preferring other music types (Rubin, West, & Mitchell, 2001). Limitations of the study, as well as research and counseling implications, are discussed.<br>Department of Counseling Psychology and Guidance Services
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Friedland, Zachary Jacob. "The Composer-Conductor: An Examination of the Relationship between Two Disciplines." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1542753869070161.
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Rosado, Melody Ann. "TITLE: EVALUATING THE RELATIONSHIP BETWEEN PSYCHOLOGICAL FLEXIBILITY, TEACHER SELF-EFFICACY, TEACHER-STUDENT INTERACTIONS, AND BURNOUT SYNDROME." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2139.
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The purpose of this study is to evaluate the relationship between psychological flexibility, teacher-student interactions, teacher self-efficacy, and burnout syndrome, in order to examine the extent to which Montessori school teachers experience psychological inflexibility, burnout syndrome, negative student-teacher interactions, and teaching inefficacy by collecting scores on a set of multiple self-report questionnaires. The present study overall attempts to provide information that can be utilized in the development of prevention-based interventions designed to decrease symptoms of stress and burnout, increase teacher self-efficacy, and improve interactions between teachers and students. Result showed that psychological inflexibility is a perceived symptom that is highly correlated with the first two symptoms of burnout that develop: emotional exhaustion and depersonalization. It was also found that even though teachers felt burnout, it did not have an affect on their relationships with their students. With continued development in the understanding of the relationship between psychological flexibility, educator burnout, and related measures, future research may lead to effective interventions designed to prevent, treat, and stop burnout symptoms from occurring.
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Havryliv, Mark. "Playing with audio the relationship between music and games /." Access electronically, 2005. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20080919.094714/index.html.
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Kirtner, Ellen R. "Bands and Brands: The Relationship Between Bands and the Commercials They Soundtrack." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1376767931.
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Fleenor, Lesley. "The Relationship Between Student Perceptions of Classroom Climate and TVAAS Student Achievement Scores in Title I Schools." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2486.
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The purpose of this quantitative correlational study was to examine the relationship between student perceptions of classroom climate and student growth in high-poverty schools. More specifically, this study analyzed the relationship between Tripod Student Perception Survey classroom favorability ratings and Tennessee Value-Added Assessment System (TVAAS) gain scores for students in grades 3 through 8 in a medium-sized school district in Northeast Tennessee during the 2012-2013 academic year. The data were gathered from approximately 1,500 fourth and fifth grade students from 6 elementary schools and 2 K-8 schools as well as approximately 1,300 sixth, seventh, and eighth grade students from 3 middle schools and 2 K-8 schools.
The analysis of data found statistically significant relationships between student perceptions of caring and reading TVAAS gain scores among students in grades 4 and 5, student perceptions of conferring and math TVAAS gain scores among students in grades 4 and 5, as well as student perceptions of captivating and math TVAAS gain scores among students in grades 4 through 8. The study did not reveal statistically significant relationships between student perceptions of challenging, clarifying, consolidating, or controlling and reading or math TVAAS gain scores.
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Hippler, Christine. "The relationship between genre choice of music and altruistic behavior." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/443.
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Extensive research has documented the relationship between listening to certain genres of music and negative effects on social behavior such as aggressive and antisocial behavior. The present study explored whether there are genres of music associated with altruism. Altruistic behavior is defined as behavior that is consistently more caring, helpful, considerate of other's feelings, and self- sacrificing. These behaviors promote our ability to thrive as a community. Yet, few studies have addressed the relationship between music and altruism. Data was collected from 608 college students who completed a self-report altruism scale, music preference measure, the Marlowe Crowne social desirability scale, and a demographic information form in order to see if there is a relationship between choice of music and altruism. A multiple hierarchal regression analysis found music genre choice accounted for 15.9 percent of variance in self-reported altruism. Significant, positive correlations emerged also between altruism and several music genres including alternative, country, classical, and emo.<br>B.S.<br>Bachelors<br>Sciences<br>Psychology
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Van, Hook Colin. "The Relationship Between Instrumental Music Training and Corpus Callosum Growth." Thesis, Boston College, 2004. http://hdl.handle.net/2345/467.
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Thesis advisor: Ellen Winner<br>Recent studies have shown differences between several structures in the brains of professional level musicians and non-musicians. Professional musicians form an ideal group to study changes in the human brain due to the unique abilities required of them. Since many musicians begin training at a young age, it is assumed that these differences are attributable to intense, early experience brought on by the cognitive and motor demands of music training. However, it remains to be seen whether these structural differences are due to changes brought on by experience or preexisting ones which draw children to music lessons. Using magnetic resonance images, I compared the size of the corpus callosums in two groups of children who ranged between the ages of five and seven, one just beginning music lessons and another not beginning music lessons. I also compared the groups in terms of their performance on a finger tapping test for differences in speed and accuracy. A second set of comparisons of callosal size was conducted between nine-to-eleven-year-olds who had been taking music lessons for at least a year and those who had not. Differences in the five-to-seven-year-olds were seen in the anterior corpus callosum corrected for brain volume between the musician and non-musician groups. Differences in accuracy of finger tapping were seen between the musicians and non musicians, as well as between those in the musician group who had received less than sixteen or twenty-five weeks of training versus those who had received less. These findings indicate that while musicians start out with at least one slightly larger measure of corpus callosum size, differences in finger skill tend to develop slowly<br>Thesis (BA) — Boston College, 2004<br>Submitted to: Boston College. College of Arts and Sciences<br>Discipline: Psychology<br>Discipline: College Honors Program
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Kagin, Roberta Stewart. "The Relationship Between Music Therapists' Spiritual Beliefs and Clinical Practice." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/95327.
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Music Therapy<br>Ph.D.<br>This study examined the relationship between music therapists' spiritual beliefs and their clinical practices. A survey was sent to 4243 members of the Certification Board for Music Therapy, using an electronic program, SurveyMonkey. There was a return rate of 32%. The survey contained two parts; Part I was the Music Therapy Questionnaire, and Part II was the Spiritual Involvement and Beliefs Scale (SIBS). Data were analyzed using a combination of Kruskal-Wallis Anova, Mann-Whitney U, and Spearman Rho correlation tests to analyze both the relationships as well as significant variations in responses between the survey questions and the SIBS scores. Research questions focused on the relationships between the music therapists' spirituality scores (SIBS) and their demographics, their reported spiritual beliefs and practices, and their clinical practices.
Statistical analyses revealed significant differences in the relationship between SIBS scores and gender, age, and years of professional experience; however, there were no significant differences between SIBS scores and education level, regions of AMTA, or client populations served. Significant correlations were found between SIBS scores and music therapists' personal appraisal of their own spirituality, their use of music as a spiritual experience, the use of music in their own personal practice, and their belief in the importance of some type of contemplative experience in their own personal lives.
Further statistical analyses also revealed significant correlations between music therapists' SIBS scores and the following clinical practices: 1) the role of spirituality as a sustaining force in their music therapy career, 2) their spiritual ideals as exemplified in their work, 3) attention to their own spirituality in their role as a music therapist, 4) their spiritual growth as a music therapist, 5) the classifying of their work as a spiritual endeavor, 6) their choice of music therapy as a profession. Additional positive correlations were found between music therapists' SIBS scores and the reported influence of spirituality on their choice of population, their comfort in addressing clients' spiritual needs when they are similar to their own, and their comfort in addressing clients' spiritual needs when they are different from their own.<br>Temple University--Theses
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Oleksik, Gerard. "Music in the age of the Internet : an investigation into the relationship between music, music use and technology." Thesis, University of Surrey, 2007. http://epubs.surrey.ac.uk/718/.
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Fuentes, Patricia D. "An investigation of the relationship between musical aptitude and bilingualism." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/3424.
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The purpose of this study was to determine whether there is a relationship between musical aptitude and the ability to speak more than one language. The sample size of 50 participants consisted of six-year-old students without prior formal music training. Participants' bilingual ability was determined by their English for Speakers of Other Languages (ESOL) Levels, as documented by their school district. Musical aptitude was assessed using the Primary Measures of Music Audiation (PMMA).
A one-way analysis of variance (ANOVA) was conducted. Bilinguals' mean scores in the PMMA were significantly higher at the p< .oi level than their monolingual counterparts. The study found no interaction between bilingual and monolingual groups.
Results point to the existence of a relationship between musical aptitude and the number of languages spoken by individuals. The researcher suggests that music teachers screen students for bilingual abilities to identify those who may have increased musical aptitude correlated with their linguistic diversity.
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Bur, Marsha. "The relationship between principal reported instructional and organizational practices of Title I elementary schools and adequate yearly progress." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4862.
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This study examined the practices of Title I elementary school principals in the state of Florida for the school year 2009 - 2010. Elementary school principals in six Florida school districts responded to a survey to determine the extent of implementation of instructional and organizational practices identified by research to improve instruction and learning. The practices (sub-constructs) examined were identified as curriculum, instruction, assessment, educational agenda (vision, mission, beliefs, goals), leadership for school improvement, community building, and culture of continuous improvement. The results of this study indicated that participating Florida Title I principals believed that they were implementing effective instructional and organizational practices in their schools. Despite this belief, all but two of the schools represented in the results, failed to make adequate yearly progress (AYP) for school year 2009 - 2010. The analysis of the responses indicated a negative, but not statistically significant, correlation between self-reported scores and AYP percentage points earned. These results warrant further study to determine if the reported indicators can be verified by observation or other personnel. Within the limits of this study, the negative correlation suggested that school principals should examine their practices related to instructional and organizational effectiveness for fidelity and stakeholder buy-in. Principals must not only believe that these practices are evident, they must verify them through constant monitoring and quantitative measures.<br>ID: 029809713; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 120-127).<br>Ed.D.<br>Doctorate<br>Teaching, Learning and Leadership<br>Education
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Feasel, Brandon L. "The relationship between attitudes towards women and violence and music preference." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1293372.
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This study examines attitudes regarding general violence, violence against women, gender roles, and rape myth and how they relate to music preference. Surveys were completed by 321 students from two large introductory sociology classes at a midsize Midwestern university. Data were analyzed using Ordinary Least Squares (OLS) regression. The results indicate that those who listen to predominantly rap and r&b music are more accepting of general violence and violence against women. Also, findings support the idea that amount of music videos viewed affects views on gender roles. Results show no support for a relationship between attitudes about rape myth and listening to rap and r&b music.<br>Department of Sociology
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Vial, Andrew John. "Adult Amateur Musicians' Perceptions of the Relationship Between Secondary Instrumental Music Education and Current Music Participation." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1428414176.
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Shaffer, Michael B. "An investigation of the relationship between organizational health and third grade student achievement in Indiana's Title I elementary schools." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1290776.
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Abbey-Warn, Bonnie. "The relationship between music and emotion, as conveyed by Prosody, in indivuduals with Williams Syndrome /." Connect to online version, 2006. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2006/164.pdf.
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Langager, Graeme Michael Allyn. "Of Text and Tune: The Relationship Between Words and Music in the Choral Music of Gerald Finzi." Cincinnati, Ohio : University of Cincinnati, 2006. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1155575211.
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Chan, Mei-Yuk. "The relationship between music performance anxiety, age, self-esteem, and performance outcomes in Hong Kong music students." Thesis, Durham University, 2011. http://etheses.dur.ac.uk/637/.
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Existing studies suggest that music performance anxiety can undermine the quality of performances regardless of performers’ ages. However, most of the studies have focused on professional musicians. It is crucial to know when music performance anxiety occurs in order to minimize its effects on young musicians including the ongoing psychological damage done to them. The present study is intended to investigate: 1) whether there was support for the claim that music performance anxiety has an early onset in young children; 2) to what extent music performance anxiety is associated with self-esteem; 3) whether there is support for the claim that performance outcomes are affected by one’s anxiety levels. The State-Trait Anxiety Inventory for Children (STAIC) by Spielberger (1973)and the Self-Esteem Scale (SES) by Rosenburg (1965) were the major psychometric measures. A researcher-designed questionnaire was also used to collect participants’ demographic data and their experiences as well as the ways they coped with music performance anxiety. They were asked to identify their feelings based on the items adapted from the Music Performance Anxiety Inventory for Adolescents or MPAI-A (Osborne and Kenny, 2005). One hundred and seventy-four participants aged from 7 to 18 participated in the present study. Findings of the present study suggest that age is significantly related to participants’ pre-SAS and the number of symptoms. In addition, MPA was found to be more prevalent in older age ranges but no significant differences were found between different age groups. In addition, evidence from the current study supported the claim that self-esteem is negatively correlated with MPA. It was also revealed that no relation was found between one’s music performance anxiety and the quality of music one played. However, participants’ anticipated outcomes of their quality of performance may be related to music performance anxiety. Findings from the study are discussed in terms of their relevance to the Hong Kong context and their implications for practice.
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Kim, Sohee. "The Study of the Relationship between Arnold Schoenberg and Wassily Kandinsky During Schoenberg's Expressionist Period." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1269203770.
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Wang, Renee Hester. "A Preliminary Investigation of the Relationship between Music-Reading Ability and English Language Learner Status." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460930878.
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Beausoleil-Morrison, Rachel Chantal. "Montreal jazz vocalists, the relationship between their status and improvisation, and the canons of jazz (Quebec)." Thesis, University of Ottawa (Canada), 1999. http://hdl.handle.net/10393/8536.
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This thesis deals with jazz singing as it is experienced in Montreal. It examines the interplay between social and musical aspects of vocal jazz. The first chapter deals with the canons of jazz, that is, the established standards within or against which jazz singers construct their vision of vocal jazz. The second chapter examines the status of singers within the larger jazz community, and that of the voice within the jazz ensemble. The third chapter deals with the musical practices of vocalists and techniques in vocal improvisation. This thesis shows how the status of jazz vocalists is inextricably tied to issues of gender and race, and is therefore embroiled in the politics of representation of the jazz world. It also shows that jazz vocalists have been largely dismissed in these politics, and in the process, the specificity of their contribution and means of transmission have hardly been documented. The focus of this study on vocal jazz in Montreal aims to fill this gap in the literature. It also aims to promote the recognition and appreciation of the complexities and subtleties of jazz singing.
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Greenberg, Talia. "The Complicated Relationship Between Music and Foreign Language Learning: Nuanced Conditions Required for Cognitive Benefits Due to Music." Oberlin College Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1438129548.
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Black, Katherine C. "The Relationship between Movie Scores, Visual Stimuli, and Physiological Response." Marietta College Honors Theses / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=marhonors1272989526.
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Halperin, Marin. "Exploring the relationship between music participation on math scores and high school retention." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/394.
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If I were not a physicist, I would probably be a musician. I often think in music. I live my daydreams in music. I see my life in terms of music... I get most joy in life out of music.--Albert Einstein In the spirit of recent legislation, educational leaders are in search of ways to ensure a quality education for all students in America, vowing to leave no child behind. Unfortunately, most of the rhetoric surrounding quality in education fails to acknowledge the impact of the arts in standards-based reform initiatives. In fact, some school districts have discussed cutting the arts entirely from the curriculum. The purpose of this study is threefold: (1) to examine the impact of music education on high school students' achievement in mathematics, and (2) to examine the relationship between schools with music programs and their graduation rates, (3) to explore the personal impact of music participation through auto-ethnographic study. The results of this study revealed that participation in a music program can have a positive impact on mathematics retention of high school students. This study revealed information about the need for student participation in order to make a clear determination. However, the auto-ethnography shows a clear example of the impact music can have on student academic success.<br>B.S.<br>Bachelors<br>Education
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Hodgkinson, James A. "An unstable reference : a sociological examination of the relationship between music and language." Thesis, University of Surrey, 2000. http://epubs.surrey.ac.uk/1054/.
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Jones, Pamela. "The relationship between music and dance in Cesare Negri's Le Gratie d'Amore (1602)." Thesis, King's College London (University of London), 1988. https://kclpure.kcl.ac.uk/portal/en/theses/the-relationship-between-music-and-dance-in-cesare-negris-le-gratie-damore-1602(0f624f09-6f4e-4ed2-8e18-205e1e535acc).html.
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Bartlow, Dianne. "On the relationship between altruism and African-American women in contemporary popular music /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2000. http://wwwlib.umi.com/cr/ucsd/fullcit?p9992377.
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Carroll, David Lawson. "The Reciprocal Relationship between Text Literacy and Music Literacy among Beginning Band Students." Thesis, Northern Illinois University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10639725.
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<p> This dissertation examines the reciprocal relationship between text literacy and music literacy through an experimental design. Music teachers and English Language Arts (ELA) teachers often address similar components of literacy, including fluency, comprehension, and symbolic interpretation. The theory of cognitive structuralism maintains that through derivative and correlative subsumption, material that is learned in one context is strengthened when applied in a disparate context. Therefore, ELA and music teachers who work in isolation are missing an opportunity to teach parallel literacy concepts for the common advantage of teachers and students. This study seeks to explain how students enrolled in conventional and literacy-enriched band environments perform better than non-band students on text literacy tests. It also asks if conventional band students differ from literacy-enriched band students on text and musical literacy tests. </p><p> Fourth-grade students were randomly assigned to one of three groups: a control group (<i>n</i> = 11), a conventionally taught beginning band group (<i>n</i> = 11), and a literacy-enriched beginning band group (<i>n</i> = 10). The experimental treatment included 14 small group band lessons and 14 full band rehearsals. Groups were then compared for textual literacy growth using the NWEA Measures of Academic Performance (MAP) and musical growth using the Watkins Farnum Performance Scale (WFPS). ANCOVA planned contrasts showed that literacy-enriched students significantly outperformed conventional band students and control students on the MAP literature reading subtest. The research design allowed for the defense of literacy-enriched band instruction as a generalizable cause of higher literacy scores. </p><p> Additional comparisons between the control group and the two experimental groups revealed no statistically significant differences between the group means on the overall reading scores or the remaining reading subtest scores. The lack of significance suggested that the statistical model was a poor fit for the data. Furthermore, a small sample size and large unexplained variance contributed to a lack of statistical power. Therefore, the application of the cognitive structuralist theory on the remaining MAP reading tests remained inconclusive. </p><p> The conventional and literacy-enriched band groups were also compared against each other on text and music literacy growth. There were no statistically significant differences between the conventional group and literacy-enriched group on the MAP or on the WFPS. This suggested that literacy-enriched instruction in band could benefit a student’s textual literacy skills without compromising musical performance goals. It also suggested that more study is needed to determine the extent to which the explicit instruction of ELA reading skills in band may benefit musical ability. </p><p> The overall findings implied that literacy-enriched band instruction caused higher textual literacy scores, and the results may be generalized to similar circumstances. Suggestions for practice included increased collaboration among teachers, enhanced teacher pre-service and in-service opportunities, additional use of student-centered progressive instructional strategies, and the careful reconsideration of eliminating or reducing the availability of band to students. Future research would benefit from the quantitative and qualitative models proposed herein.</p><p>
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Alsayegh, Yousef A. "An investigation of the relationship between singing intonation and string playing intonation among college level and professional string players." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/842.
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The predominant purpose of the study was to investigate whether or not there is a relationship between singing intonation and string playing intonation among college level and professional string players in Northern California. For the purpose of this study a convenient sampling method was used to recruit participants according to their availability. Thirty college-level and professional string players from the Bay Area participated in this study (n=30). For the purpose of this study, only violin, viola and cello players have been included. The investigative variables for the study are singing intonation and string playing intonation. Intonation has been assessed. through participants' singing and playing. A computer program, called Melodyne, was used to analyze the recorded performances of the participants and determine the magnitude and direction of deviation for both played and sung pitches. The study included a 15 minute individual task after which subjects' intonation has been assessed in two dimensions: string performance intonation and singing performance intonation~ The participants were assigned an eight-measure singing excerpt adapted from the National Anthem of the United States of America, as well as another eight-measure excerpt designed specifically to assess string performance intonation. The subjects were individually audio-recorded and the audio files were analyzed using Melodyne to determine whether or not there is a relationship between singing intonation and string playing intonation. Pearson product-moment correlation coefficient has been calculated to determine the degree of relationship between singing intonation and string playing intonation of the participants.
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Waxman, Victoria Anne. "An exploration of the origins of and relationship between tonal aspects of music and langauge." Thesis, Boston University, 2008. https://hdl.handle.net/2144/28592.
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Boston University. University Professors Program Senior theses.<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>2031-01-02
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Bush, Jessica Marie. "The Relationship between Active and Passive Music Activities and Students’ On-task Behaviors in Fifth-Grade General Music Class." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1493422893222217.
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Narkwong, Twatchai. "The Relationship between Western and Thai Music Objectives in the Undergraduate Music Programs of Selected Thai Universities and Colleges." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331016/.
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The purpose of the study was to investigate the relationship between Western and Thai music objectives in the undergraduate music programs of selected Thai universities and colleges. The data were collected from two sources: (1) an investigation of university music catalogs and syllabi for potential conflict areas in Western and Thai music objectives, and (2) questionnaire responses from university music teachers regarding their opinions about those potential conflict areas found from reviewing catalogs and syllabi. The dissertation is organized into six chapters: the introduction in Chapter I; the synthesis of related literature and background information regarding music study in higher education in Thailand in Chapter II; the design of the study in Chapter III; the comparisons of required music programs of six Thai universities in Chapter IV; the analysis of questionnaire data in Chapter V; and the summary, conclusions, discussions, and recommendations in Chapter VI. It was found that Western and Thai music objectives tended to be seen as supporting each other in the areas of music theory, orchestration, form and analysis, music history, counterpoint, composition, and the practice of pitched and unpitched musical instruments. Sight reading practices in Western music were found to support the rote method utilized in the study of Thai music. Western and Thai singing methods tended to be seen as conflicting somewhat with each other. The Western diatonic scale system tended to be seen as conflicting somewhat with the Thai musical scale system. The establishment of a course in the sight-reading of Thai music was recommended in Thai universities.
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Camacho, Josephine. "Relationship between a middle school band director's attire and incidences of student off-task behaviors in the classroom." FIU Digital Commons, 2005. http://digitalcommons.fiu.edu/etd/1985.
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The purpose of this study was to examine whether a middle school band director's attire had an effect on off-task student behaviors in his classroom. One male middle school band director participated and three of his classes were observed. The study lasted twenty days and consisted of three treatments (casual attire, business casual attire, and formal business attire). A tally sheet was used to determine the number of off-task behaviors per student per minute. The results indicated that in this classroom, the students (of all three classes) were off-task less often when the band director wore business casual attire. This was the clothing that he wore consistently from the beginning of the school year. Straying from this consistency made off-task behaviors in the classroom rise. The most off-task behaviors occurred when the band director wore casual clothing. Off-task behaviors also rose when the band director wore business formal attire.
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Jones, Todd R. "The Relationship Between Lowell Mason and the Boston Handel and Haydn Society, 1815-1827." UKnowledge, 2017. http://uknowledge.uky.edu/music_etds/83.
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The relationship between Lowell Mason (1792–1872) and the Boston Handel and Haydn Society (est. 1815) has long been recognized as a crucial development in the history of American music. In 1821, Mason and the HHS contracted to publish a collection of church music that Mason had edited. While living in Savannah, GA, Mason had imported several recent British collections that adapted for church tunes works by Franz Joseph Haydn, Wolfgang Amadeus Mozart, Ludwig van Beethoven, and Ignaz Pleyel. His study with German émigré Frederick L. Abel allowed him to harmonize older tunes in standard counterpoint. In the historiography of American music, the collection has ever since been named as one of the chief forces establishing standard counterpoint in the mainstream of American music. The collection’s profits also helped the HHS survive the next several years, and the prestige of eventually being known as the collection’s editor helped launch Mason’s influential career in church music, music education, and music publishing. In 1827, that career took a dramatic turn when Mason returned to Boston to assume the presidency of the HHS and the care of music in several churches.
This project shows that the social ties between Mason and the HHS begin earlier and are far more indebted to Calvinist orthodox Christianity than previous studies have shown. With special attention to Mason’s personal papers housed at Yale University, to the HHS records held at the Boston Public Library, and to newly indexed Savannah newspapers, it shows that Mason’s relationship with the Society grew from relationships begun before he left his native Massachusetts in 1812. The depth of the relationship grew steadily until 1827, marked at first by indirect contact and in 1821 by Mason’s trip to Boston. Mason’s 1827 return to Boston, often surprising to scholars, appears here as a logical consequence of the support given by the Society’s previous president, Amasa Winchester, for Mason’s work in church music. Mason’s departure from the Society seems to be based on his zeal, closely related to his evangelical goals, for universal music education.
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Steele, Natalie. "The relationship between collegiate band members' preferences of teacher interpersonal behavior and perceived self-efficacy." connect to online resource, 2009. http://digital.library.unt.edu/permalink/meta-dc-9826.
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La, Cava Gonzalo. "A Study of the Relationship Between Second-Order Change Leadership Behaviors of Principals and School Grades of Florida Title I Elementary Schools." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2424.
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The purpose of this study was to determine the relationship between second-order change leadership behaviors and the grade assigned to schools in large urban districts by the Florida Department of Education (FLDOE). A total of 101 Title I elementary school principals from large urban school districts with 60+% students on Free and Reduced School Lunch participated in the study. Specifically, this study analyzed 7 of the 21 second-order change factor responsibilities. They include (a) knowledge of curriculum, instruction, assessment, (b) optimizer, (c) intellectual stimulation, (d) change agent, (e) monitoring/evaluating, (f) flexibility, and (g) ideals/beliefs. The findings of this study were delineated through an examination of the data as it was related to the following questions: (a) What are the differences, if any, in the Principal Actions Survey scores of Title I elementary principals based on the 2008 school grade, according to the FLDOE? (b) What relationship, if any, exists among professional demographics of the principals (years at the school, years as an educator, years as an administrator prior to becoming a principal, years as a principal, highest degree earned, age, gender) and the second-order change leadership behaviors? (c) What are the differences, if any, in the second-order change leadership behavior subgroup scores based on the 2008 school grade according to the FLDOE? Although Research Question 1 had no statistical significance, principals who had a higher mean on the Principal Actions Survey led A and B-rated schools. Statistical significance was found in Research Question 2 for the second-order change leadership behavior of Change Agent and Ideals/Beliefs. Though statistical significance was not found in Research Question 3, each mean score for each sub-group in each grade group indicated consistent answers between Strongly Agree and Agree, which demonstrated a large degree of agreement. Additionally, comments from telephone interviews with selected principals determined that these leadership behaviors could positively impact elementary schools and the field of education. Recommendations of the study were to: (a) Conduct a follow-up study to gather the perceptions of teachers from the same Title I schools regarding their principals' second-order change leadership behaviors, (b) conduct a similar study with principals in Title I middle and high school settings, (c) conduct a qualitative study on second-order change leadership behaviors of non-Title I elementary, middle, and high school principals, (d) engage in further research to investigate professional development activities that may assist principals in enhancing second-order change leadership behaviors and improve instruction, (e) investigate the relationship between principals' second-order change leadership behaviors and achievement of Adequate Yearly Progress (f) replicate the study in states other than Florida (g) explore the relationship between second-order change leadership behaviors of district administrators and their district's academic success.<br>Ed.D.<br>Department of Educational Research, Technology and Leadership<br>Education<br>Education EdD
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SWARTZ, PAULA Hunter. "TIME VERSUS SPACE: A RELATIONSHIP BETWEEN MUSIC AND THE VISUAL ARTS AS REVEALED IN PETR EBEN'S OKNA AND MARC CHAGALL'S JERUSALEM WINDOWS." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1113678371.
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Witek, Maria. "'... and I feel good!' : the relationship between body-movement, pleasure and groove in music." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:a4036764-bc54-44ad-8015-f635ab6dca97.
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In many musical cultures, people synchronise their bodies to the rhythmic patterns of the music, and such embodied engagements are one of the most overtly enjoyable forms of musical appreciation. However, the ways in which rhythmic structure, body-movement and pleasure are related remains unclear. The present thesis directs a broadly psychological, yet multi-methodological and interdisciplinary, approach towards this relationship, centring on the rhythmic structure of syncopation in groove-based funk music. Through perceptual experiments, computational modelling, rating surveys, neuroimaging and motion-capture recording, syncopation was found to relate, in primarily negatively linear and inverted U-shaped ways, to finger-tapping performance, perceptions of stability, subjective desire to move and feelings of pleasure, neural activity in motor and reward areas, and force, synchrony and periodicity in body-movements. These relationships also depended on individuals’ musical training, dancing experience and groove familiarity. Ecological and embodied theories of perception and a phenomenology of groove provide a backdrop to the empirical findings, on the basis of which it is suggested that the different relationships between syncopation in groove and perceptual, subjective, neural and corporeal attributes interact in reciprocal ways. It is proposed that syncopation invites the body to physically enact the musical structure and directly participate in the rhythms of groove, due to the perceptual tension and ‘open spaces’ afforded by the perception of metric events in syncopation. In groove, body, mind and music extend into each other and this distributed musical process has affective significance. Since the physical pleasures of dancing to music are such a historically and culturally ubiquitous phenomenon, the empirical findings and theoretical proposals of this thesis make significant contributions towards a much-needed coupling of affective and embodied theories of music.
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Yamada, Kie. "The Relationship between Sensation Seeking and the Preference for Rap Music of Young Offenders." Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_theses/160.
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The purpose of this study was to investigate the relationship between sensation seeking and the preference for rap-music stimulation of young offenders. In the initial pilot study 18 participants rated the stimulation level of the music and lyrics for 12 pieces of rap music. Based on participants? responses, four pieces of rap-music categories were selected for the main study, representing the category of: 1) high stimulation with aggressive lyrics (HSAL), 2) high stimulation with nonaggressive lyrics (HSNL), 3) low stimulation with aggressive lyrics (LSAL), and 4) low stimulation with non-aggressive lyrics (LSNL). In the main study, 55 students were recruited from a juvenile detention hall, which was an all-male facility for ages 13 to 18. All participants completed a demographic questionnaire and a Brief Sensation Seeking Scale (BSSS). Participants then rated their preference for each of the four musical selections. Finally, participants indicated their most liked and least liked rap selections as well as a narrative explanation. The BSSS scores were analyzed to determine the participants? characteristics of sensation seeking regarding four subscales: 1) experience seeking, 2) boredom susceptibility, 3) thrill and adventure seeking, and 4) disinhibition. The results of BSSS and preference scores were analyzed to determine the relationships between sensation seeking and participants? preference for the different stimulation levels of rap music. The results of the present study statistically significantly indicated that most participants preferred aggressive lyrics, regardless of the sensation-seeking level and music-stimulation level. The narrative responses appeared to support the significance of aggressive lyrics as participants reported that they were able to identify themselves with the lyrics. The preference for aggressive lyrics, as validated through the narrative responses, indicated that the life experiences of the participants paralleled those described in the rap lyrics.
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Lind, Vicki Rae 1957. "The relationship between Hispanic enrollment and the classroom environment in secondary choral music programs." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/289111.
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The purpose of this study was to investigate the classroom environment in choral music programs with both low Hispanic enrollment and proportionate Hispanic enrollment in order to identify the aspects of the classroom environment that may encourage Hispanic participation. In addition, this study investigated whether there was a difference in how Hispanic students, White students, and students who are neither Hispanic nor White assess the classroom environment in choral music programs. Finally, this research compared the classroom environment in the choral music classroom with a normative sample of representative high school classes. Four hundred and five high school students enrolled in ten choral music programs completed the Classroom Environment Scale. The students' responses were then analyzed using a multivariate analysis of variance. The results of this analysis indicate there is a difference between the classroom environments in programs with proportionate Hispanic enrollment and programs with low Hispanic enrollment. Students in programs with proportionate Hispanic enrollment report a lower level of affiliation, less competition between students, and a lower level of teacher control. There is also a difference in the assessment of the classroom environment among Hispanic students, White students and students who are neither Hispanic nor White. Hispanic students feel less affiliation with the choir regardless of program enrollment. In addition, there was an interaction effect with regards to innovation. Hispanic students in programs with low Hispanic enrollment assess the teaching in the choral music classroom as more innovative than Hispanic students enrolled in programs with proportionate Hispanic enrollment and students who are neither Hispanic nor White and who are enrolled in either type of program.* ftn*Originally published in DAI Vol. 58, No. 4. Reprinted here with corrected author name.
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Simonis, Joan Marie Anne. "Relationship between music educators' ethical awareness and students' sense of belonging and academic achievement." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1245351549.
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Simonis, Joan M. A. "Relationship Between Music Educators' Ethical Awareness and Students' Sense of Belonging and Academic Achievement." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245351549.
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O'Keefe, Karen Maeve. "Relationship between music and the supernatural as that is portrayed in early medieval Irish literature." Thesis, University of Edinburgh, 1996. http://hdl.handle.net/1842/9678.
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This thesis is an essay in the phenomenology of religion; it is not primarily a study of the literature or history of early Ireland. This thesis investigates the content and meaning of the early Irish people's language and expression as it relates to music. The culture being investigated is that of early medieval Ireland, up to and including the twelfth century. The focus of the thesis is on a Collection of music references extracted by this author from selected literature; the Collection itself is presented here as an independent Appendix volume to the main body of the thesis. The specific literature selected for this thesis is found in eight major categories of Old and Middle Irish texts: 1) tales from the Mythological Cycle; 2) Dindshenchas (Place-lore poems); 3) the tales and sagas from the Ulster Cycle; 4) the tales from the Cycles of the Kings literature; 5) the Immrama ("Voyage") literature; 6) tales from the Acallam na Senorach; 7) early Irish poetry; and 8) the early Irish saints' Lives. This thesis is divided into five major chapters--Performers, Instruments, Effects, Places, and Times. The Performers chapter examines the "supernatural" performers, the mundane performers, and those performers portrayed with some degree of Otherworld influence(s). The Instruments chapter discusses the various instruments portryed in this literature, as well as how they might relate to the Otherworld. The Effects chapter examines all of the various effects of music mentioned in the references from the Collection, and discusses how they relate to the "supernatural". The Places and Times chapters discuss the "supernatural'', liminal, and mundane places and times regarding music, as referred to in the references from the Collection. Comparative material is used from other world cultures, in each chapter, for illustratory purposes only. Arguing that music is a means by which the early Irish people test their world and register its realities, this thesis discovers in this select literature on music, an unbroken continuity between the otherworldly and the mundane, experienced and expressed through early Irish music, and this is common to both overtly primal and overtly Christian contexts.
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Horrocks-Denis, Émilie. "The rocky road to reconciliation : exploring the effects of Aboriginal title jurisprudence on the relationship between First Nations and the Crown in Canada." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44961.
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The purpose of this paper is to explore the effects of Aboriginal title jurisprudence on the relationship between First Nations and the Crown in Canada, paying particular attention to the Tsilhqot’in case involving the Tsilhqot’in Nation’s Aboriginal title claim for lands in British Columbia. Findings show that the 2007 British Columbia Supreme Court’s trial judgement in Tsilhqot’in Nation v. British Columbia attempted to improve relations between the Tsilhqot’in and the Crown by placing equal weight on oral history and oral tradition evidence, adopting a broad and flexible standard of occupation, affirming the inapplicability of the Forest Act to Aboriginal title lands, and expressing an opinion on Tsilhqot’in Aboriginal title to facilitate the subsequent process of negotiations. Nonetheless, the trial judgement failed to provide the Tsilhqot’in people with a declaration of Aboriginal title, due to a defect in their pleadings. By contrast, while the 2012 British Columbia Court of Appeal’s decision in William v. British Columbia correctly allowed the Tsilhqot’in appeal on the issue of pleadings, it largely contributed to subverting relations between the Tsilhqot’in Nation and the Crown by interfering with the factual findings of the trial judge, creating a false dichotomy between site-specific and territorial claims, endorsing a narrow and stringent standard of occupation, articulating a preference for Aboriginal rights over Aboriginal title, and putting forward a hollow conception of reconciliation, which fails to place equal weight on the Aboriginal and non-Aboriginal perspectives. The Tsilhqot’in case confirms the broader pattern of Canadian Aboriginal title jurisprudence, whereby courts consistently dismiss Aboriginal title claims, either on procedural grounds to avoid dealing with their merits, or on substantive grounds to safeguard the interests of the Canadian state and society.
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Hunter, Lisa Rae. "The relationship between interpersonal communication skills, teaching effectiveness, and conducting effectiveness of music education students." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/290005.
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The purpose of this study was (a) to determine if there was a significant relationship between the interpersonal communication skills of music education students and teaching effectiveness, (b) to determine if there was a significant relationship between the interpersonal communication skills of music education students and conducting/rehearsal technique, and (c) to determine if there is a significant difference between the conductor and ensemble perception of the conductor's interpersonal communication skills. Subjects were 30 music education students who had taken at least one semester of conducting instruction. Subjects completed three 10-minutes micro rehearsals with an ensemble. Each micro rehearsal was videotaped. Upon completion of the third micro rehearsal, members of the ensemble completed the Questionnaire on Teacher Interaction for each subject to determine the subject's perceived interpersonal communication style profile. Each subject completed the Questionnaire on Teacher Interaction using his/her ideal responses to determine an ideal interpersonal communication style profile. Three judges evaluated videotapes of the first and third micro rehearsal for each subject using the Survey on Teaching Effectiveness to determine teaching effectiveness and the Conductor Observation Form to determine conducting effectiveness. Data were analyzed using two Two-way Analysis of Variances with Repeated Measures to determine if significant differences existed between interpersonal communication skills, teaching effectiveness, and conducting effectiveness. A quotient of agreement was calculated to determine the degree of association between ideal interpersonal communication styles and perceived interpersonal communication styles. Eleven subjects were identified as having helpful/friendly interpersonal communication styles, 11 subjects were identified as having understanding interpersonal communication styles, and 8 subjects were identified as having strict communication styles. Significant (p ≤ .05) differences were found to exist between interpersonal communication skills, teaching effectiveness, and conducting effectiveness. A low (quotient of agreement = .10) degree of association was found between ideal interpersonal communication styles and perceived interpersonal communication styles.
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Baker, Natalie. "The relationship between the preference for violent music and criminal status: a comparison between violent offenders and college students." Honors in the Major Thesis, University of Central Florida, 2000. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/179.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Arts and Sciences<br>Psychology
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Rooney, David, and n/a. "Playing Second Fiddle: A History of the Relationship Between Technology and Organisation in the Australian Music Economy (1901-1990)." Griffith University. School of Arts, 1996. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20050920.154417.
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This thesis is a socio-economic history of the relationship between music technology and organisational practices in twentieth-century Australia. It argues that the history of technology in the Australian music economy is dependent not only upon the changing technical characteristics of musical instruments and electronic consumer goods but also upon government policy-making, management practices in music technology manufacturing firms and patterns of music technology consumption. The thesis examines economic statistics regarding the import, export and local production of music technology in Australia. The economic statistics have not previously been examined in relation to the history of music technology in Australia. The historical analysis is structured according to a four-part periodisation which includes the Electric Age (1901-1930), the Electronic Age (1930-1950), the Transistor Age (1950-1970) and the Information Age (1970-1990). This periodisation enables the analysis to continually be refocussed as the key technological and socio-economic dynamics change. With this perspective, the history of the relationship between technology and organisation in the Australian music economy has been demonstrated to be dependent on a number of key technological changes. The thesis examines changes including the shift from acoustic to electric recording; the development of transistor-based consumer electronics goods; and the advent of digital information technology. However, a number of key social determinants, particularly organisational modes, are examined including changes from protectionist to more deregulated trade policy; lack of business skills in areas such as marketing, manufacturing technique and industrial research and development; and the development of a sense of popular modernity which is expressed in the consumption of new, technically advanced and glamorous music technology. In addition to the new perspectives on the history of music technology provided by the analysis of empirical economic data, this thesis contributes to the historiography of technology. The analytical framework it proposes locates music technology within what is described as an assemblage of technologies: technologies of production, technologies of sign systems, technologies of power and technologies of the self. This approach makes clear the interdependence of technological and social factors, and the inadequacy of narrow technological determinist and social constructivist accounts. The notion of an assemblage of technologies is further embellished by drawing upon key elements of recent theories of systems analysis: the seamless web, evolution and chaos theory. Through this analytical framework and the socio-economic analysis of the relationship between music technology and organisational practices, the thesis demonstrates that the history of technology cannot be understood unless it is seen as part of a complex and interacting technical, social, economic and institutional system.
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Harrysson, Daniel. "You, Your Music and Your Work : A quantitative study into the relationship between listening to music, task performance and individual differences." Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-86225.
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Simultaneously listening to music whilst doing other tasks has become more common with the development of mobile technology and the rise of streaming platforms, but what affect does listening to music have on task performance? There have been several theories on this both advocating for and against the effects of music. This study has two primary questions to answer. Does background noise (condition 1: no music, condition 2: music with words, condition 3: same music without words) influence reading comprehension, and does how well individuals perform on complex tasks correlate with individual differences particularly their ability to media multitask and their boredom proneness. The findings are generally in-line with the consensus of prior research that music does have a negative impact on complex tasks when compared to performing them without auditory stimuli. Although there are differences depending on what stimuli is used. A correlation was found that has not been extensively studied by prior research to my knowledge. It pertains to the relationship of media multitasking and boredom proneness. It seems like the higher an individual’s MM score is the lower their BP score will be, on average. What implications this might have for the larger attention research field needs to be further explored before any inference can be made. The ANOVA and regression results for the other variables showed no significant correlations.<br>Att lyssna på musik samtidigt som man utför andra uppgifter har blivit allt vanligare med utvecklingen av mobil teknik och uppkomsten av streamingplattformar, men vilken påverkan har egentligen musiklyssnande på uppgiftprestanda. Det har funnits flera teorier om detta som förespråkande för och emot effekterna av musik. Denna studie har primärt två frågor att svara på. Påverkar bakgrundsljud (villkor 1: ingen musik, villkor 2: musik med ord, villkor 3: samma musik utan ord) läsförståelsen, och finns det ett samband mellan hur bra en individ utför en komplex uppgift, och individuella skillnader, särskilt förmågan för "media multitasking" och deras "boredom proneness". Resultaten är allmänt i linje med konsensusen från tidigare forskning att musik har en negativ inverkan på komplexa uppgifter jämfört med att utföra dem utan auditivt stimuli. Även om det finns skillnader i inverkan beroende på vilka stimuli som används. En korrelation hittades som inte har undersökts noggrant genom tidigare forskning, enligt min vetskap. Det avser förhållandet mellan "media multitasking" och "boredom proneness". Det verkar som att ju högre en individs MM-poäng är desto lägre blir deras BP-poäng. Vilka konsekvenser detta kan ha för forskningsfältet i stort är svårt att säga och måste undersökas ytterligare innan någon slutsats kan göras. Resultaten från utförd ANOVA och regressionsanalys påvisade inga andra signifikanta korrelationer mellan de andra variablerna i insamlade data.