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Dissertations / Theses on the topic 'Song learning'
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Eales, L. A. "Song learning in Zebra Finches." Thesis, University of Sussex, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375855.
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Nordby, Jennifer Cully. "Song learning in the song sparrow (Melospiza melodia) : ecological and social factors /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/9090.
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Mackevicius, Emily Lambert. "Building a state space for song learning." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/120871.
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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences, 2018.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 159-177).
Song learning circuitry is thought to operate using a unique representation of each moment within each song syllable. Distinct timestamps for each moment in the song have been observed in the premotor cortical nucleus HVC, where neurons burst in sparse sequences. However, such sparse sequences are not present in very young birds, which sing highly variable syllables of random lengths. Furthermore, young birds learn by imitating a tutor song, and it was previously unclear precisely how the experience of hearing a tutor might shape auditory, motor, and evaluation pathways in the songbird brain. My thesis presents a framework for how these pathways may assemble during early learning, using simple neural mechanisms. I start with a neural network model for how premotor sequences may grow and split. This model predicts that the sequence-generating nucleus HVC would receive rhythmically patterned training inputs. I found such a signal when I recorded neurons that project to HVC. When juvenile birds sing, these neurons burst at the beginning of each syllable, and when the birds listen to a tutor, neurons burst at the rhythm of the tutor's song. Bursts marking the beginning of every tutor syllable could seed chains of sequential activity in HVC that could be used to generate the bird's own song imitation. I next used functional calcium imaging to characterize HVC sequences before and after tutor exposure. Analysis of these datasets led us to develop a new method for unsupervised detection of neural sequences. Using this method, I was able to observe neural sequences even prior to tutor exposure. Some of these sequences could be tracked as new syllables emerged after tutor exposure, and some sequences appeared to become coupled to the new syllables. In light of my new data, I expand on previous models of song learning to form a detailed hypothesis for how simple neural processes may perform song learning from start to finish.
by Emily Lambert Mackevicius.
Ph. D.
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Nguyen, Song Huyen Chau. "Impact of digital game-based learning to support students’ cognitive skills development for English language learning in Vietnam." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/206449/1/Song%20Huyen%20Chau_Nguyen_Thesis.pdf.
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This research examined how EFL students may enhance their EFL learning by developing cognitive skills through digital game-based learning in a Vietnamese higher education context. The research adopted a qualitative approach involving a cognitive task analysis approach with a pre- and post-test design. The findings indicated that the adoption of digital game-based learning in EFL learning might have had a positive impact on the participants’ cognitive skills development and learning outcomes. The findings of this study contribute to further understanding of the interrelationship between digital game-based learning and cognitive skills in enhancing teaching and learning in the EFL discipline.
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Pagliarini, Silvia. "Modeling the neural network responsible for song learning." Thesis, Bordeaux, 2021. http://www.theses.fr/2021BORD0107.
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Pendant la première période de leur vie, les bébés et les jeunes oiseaux présentent des phases de développement vocal comparables : ils écoutent d'abord leurs parents/tuteurs afin de construire une représentation neurale du stimulus auditif perçu, puis ils commencent à produire des sons qui se rapprochent progressivement du chant de leur tuteur. Cette phase d'apprentissage est appelée la phase sensorimotrice et se caractérise par la présence de babillage. Elle se termine lorsque le chant se cristallise, c'est-à-dire lorsqu'il devient semblable à celui produit par les adultes.Il y a des similitudes entre les voies cérébrales responsables de l'apprentissage sensorimoteur chez l'homme et chez les oiseaux. Dans les deux cas, une voie s’occupe de la production vocale et implique des projections directes des zones auditives vers les zones motrices, et une autre voie s’occupe de l’apprentissage vocal, de l'imitation et de la plasticité.Chez les oiseaux, ces circuits cérébraux sont exclusivement dédiés à l'apprentissage du chant, ce qui en fait un modèle idéal pour explorer les mécanismes neuronaux de l’apprentissage vocal par imitation.Cette thèse vise à construire un modèle de l'apprentissage du chant des oiseaux par imitation. De nombreuses études antérieures ont tenté de mettre en œuvre l'apprentissage par imitation dans des modèles informatiques et partagent une structure commune. Ces modèles comprennent des mécanismes d'apprentissage et, éventuellement, des stratégies d'exploration et d'évaluation.Dans ces modèles, une fonction de contrôle moteur permet la production de sons et une réponse sensorielle modélise soit la façon dont le son est perçu, soit la façon dont il façonne la récompense. Les entrées et les sorties de ces fonctions sont dans plusieurs espaces: l'espace moteur (paramètres moteurs), l'espace sensoriel (sons réels), l'espace perceptif (représentation à faible dimension du son) ou l’espace des objectifs (représentation non perceptive du son cible).Le premier modèle proposé est un modèle théorique inverse basé sur un modèle d'apprentissage vocal simplifié où l'espace sensoriel coïncide avec l'espace moteur (c'est-à-dire qu'il n'y a pas de production sonore). Une telle simplification permet d'étudier comment introduire des hypothèses biologiques (par exemple, une réponse non linéaire) dans un modèle d'apprentissage vocal et quels sont les paramètres qui influencent le plus la puissance de calcul du modèle.Afin de disposer d'un modèle complet (capable de percevoir et de produire des sons), nous avions besoin d'une fonction de contrôle moteur capable de reproduire des sons similaires à des données réelles. Nous avons analysé la capacité de WaveGAN (un réseau de génération) à produire des chants de canari réalistes. Dans ce modèle, l'espace d'entrée devient l'espace latent après l'entraînement et permet la représentation d'un ensemble de données à haute dimension dans une variété à plus basse dimension. Nous avons obtenu des chants de canari réalistes en utilisant seulement trois dimensions pour l'espace latent. Des analyses quantitatives et qualitatives démontrent les capacités d'interpolation du modèle, ce qui suggère que le modèle peut être utilisé comme fonction motrice dans un modèle d'apprentissage vocal.La deuxième version du modèle est un modèle d'apprentissage vocal complet avec une boucle action-perception complète (il comprend l'espace moteur, l'espace sensoriel et l'espace perceptif). La production sonore est réalisée par le générateur GAN obtenu précédemment. Un réseau neuronal récurrent classant les syllabes sert de réponse sensorielle perceptive. La correspondance entre l'espace perceptuel et l'espace moteur est apprise par un modèle inverse. Les résultats préliminaires montrent l'impact du taux d'apprentissage lorsque différentes fonctions de réponse sensorielle sont mises en œuvreDuring the first period of their life, babies and juvenile birds show comparable phases of vocal development: first, they listen to their parents/tutors in order to build a neural representation of the experienced auditory stimulus, then they start to produce sound and progressively get closer to reproducing their tutor song. This phase of learning is called the sensorimotor phase and is characterized by the presence of babbling, in babies, and subsong, in birds. It ends when the song crystallizes and becomes similar to the one produced by the adults.It is possible to find analogies between brain pathways responsible for sensorimotor learning in humans and birds: a vocal production pathway involves direct projections from auditory areas to motor neurons, and a vocal learning pathway is responsible for imitation and plasticity. The behavioral studies and the neuroanatomical structure of the vocal control circuit in humans and birds provide the basis for bio-inspired models of vocal learning.In particular, birds have brain circuits exclusively dedicated to song learning, making them an ideal model for exploring the representation of vocal learning by imitation of tutors.This thesis aims to build a vocal learning model underlying song learning in birds. An extensive review of the existing literature is discussed in the thesis: many previous studies have attempted to implement imitative learning in computational models and share a common structure. These learning architectures include the learning mechanisms and, eventually, exploration and evaluation strategies. A motor control function enables sound production and sensory response models either how sound is perceived or how it shapes the reward. The inputs and outputs of these functions lie (1)~in the motor space (motor parameters’ space), (2)~in the sensory space (real sounds) and (3)~either in the perceptual space (a low dimensional representation of the sound) or in the internal representation of goals (a non-perceptual representation of the target sound).The first model proposed in this thesis is a theoretical inverse model based on a simplified vocal learning model where the sensory space coincides with the motor space (i.e., there is no sound production). Such a simplification allows us to investigate how to introduce biological assumptions (e.g. non-linearity response) into a vocal learning model and which parameters influence the computational power of the model the most. The influence of the sharpness of auditory selectivity and the motor dimension are discussed.To have a complete model (which is able to perceive and produce sound), we needed a motor control function capable of reproducing sounds similar to real data (e.g. recordings of adult canaries). We analyzed the capability of WaveGAN (a Generative Adversarial Network) to provide a generator model able to produce realistic canary songs. In this generator model, the input space becomes the latent space after training and allows the representation of a high-dimensional dataset in a lower-dimensional manifold. We obtained realistic canary sounds using only three dimensions for the latent space. Among other results, quantitative and qualitative analyses demonstrate the interpolation abilities of the model, which suggests that the generator model we studied can be used as a motor function in a vocal learning model.The second version of the sensorimotor model is a complete vocal learning model with a full action-perception loop (i.e., it includes motor space, sensory space, and perceptual space). The sound production is performed by the GAN generator previously obtained. A recurrent neural network classifying syllables serves as the perceptual sensory response. Similar to the first model, the mapping between the perceptual space and the motor space is learned via an inverse model. Preliminary results show the influence of the learning rate when different sensory response functions are implemented
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Funabiki, Yasuko. "Long Memory in Song Learning by Zebra Finches." Kyoto University, 2004. http://hdl.handle.net/2433/148265.
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Ennis, Michaela (Michaela M. ). "Unsupervised learning to quantify differences in song learning of experimental zebra finch populations." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/119521.
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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2017.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 95-98).
Zebra finch song learning is a common model of motor learning processes, but quantification of song properties is lacking, particularly for comparison of experimental populations across development. Sparse convolutional feature extraction, a method previously used to analyze other natural sounds, is applied to zebra finch song here. The results of feature extraction were used to develop metrics that were applied to zebra finch song from across both normal and isolate development. As expected, adult control song was substantially different from adult isolate song in all metrics. More interestingly, differences in some metrics were seen between the two as early in development as recordings were taken, suggesting that differences exist prior to obvious abnormalities appearing in the song spectrogram. Overall, these results provide interesting ideas about isolate song learning, and act as a proof of concept for the use of sparse convolutional learning to compare bird populations.
by Michaela Ennis.
M. Eng.
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Werfel, Justin (Justin Keith) 1977. "Neural network models for zebra finch song production and reinforcement learning." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/86791.
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Hough, Gerald E. "Learning, forgetting, and remembering : retention of song in the adult songbird /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu148820355277807.
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Triantafyllidou, Maria. "The limits of species recognition: heterospecific song learning in pied flycatchers." Thesis, Uppsala universitet, Institutionen för biologisk grundutbildning, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-303531.
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The closely related species pied flycatcher (Ficedula hypoleuca) and collared flycatcher (F. albicollis) co-occur on the Swedish island of Öland, where they compete over similar resources. The majority of male pied flycatchers have been found to incorporate elements of the collared flycatcher song in their repertoire. Given that birdsong is partly inherited and partly learned, the relative contribution of genetic predispositions versus acoustic stimuli varies across different species. The results show that in pied flycatchers, song acquisition is tightly correlated with imprinting, and can therefore be greatly influenced by heterospecific tutors in their surroundings, i.e. male collared flycatchers. I found that pied males are capable of not only memorizing collared song elements, but also producing them with high fidelity. Thus, I infer that pied flycatchers are characterized by a high degree of vocal plasticity.
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Ranjard, Louis. "Computational biology of bird song evolution." e-Thesis University of Auckland, 2010. http://hdl.handle.net/2292/5719.
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Individuals of a given population share more behavioural traits with each other than with members of other populations. For example, in humans, traditions are specific to regions or countries. These cultural relationships can tell us about the history of the populations, their origin and the amount of exchange between them. In birds, regional dialects have been described in many species. However, the mechanisms with which dialects form in populations is not fully understood because it is difficult to analyse experimentally. Translocated populations, with their known histories, offer an opportunity to study these mechanisms. From the study of bird vocalisations we can make inferences regarding population structure and relationships as well as their history, individual behavioural state, neuronal and physiological mechanisms or development of neuronal learning. Too achieve this, cross-disciplinary approaches are necessary, combining field work, bioacoustic methods, statistical tools such as machine learning, ecological knowledge and phylogenetic methods. Here, I will describe computational methods for the treatment and classification of bird vocalisations and will use them to depict the relationships between bird populations. First, I discretise the data in order to define the cultural traits. Then phylogenetic tree-building methods are used. Two approaches are possible, first to map these traits onto known phylogenies and, second, to directly build the phylogeny of these traits. I describe the application of these methods to test several hypothesis on bird songs evolution related to both their history and the mechanisms with which they evolve. Evidence for the presence of dialects in the Puget Sound white-crowned sparrow (Zonotrichia leucophrys pugetensis) is provided on the basis of the syllable content of the songs. The absence of vocal sexual dimorphism is reported in the Australasian gannet (or takapu, Morus serrator), a member of the Sulidae family for which extensive sexual dimorphism has been reported in other species. Subsequently, convergence between the begging calls of several cuckoo species and their respective hosts is suggested by various bioacoustic methods. In addition, the male calls of the hihi (or stitchbird, Notiomystis cincta) is analysed in an island population. The corresponding pattern of variation suggests a post-dispersal acquisition of calls via learning which is in agreement with the most related species in the revised phylogeny of the hihi. Finally, the mechanisms of song evolution are depicted in translocated populations of tieke (or saddleback, Philesturnus carunculatus rufusater), resulting in the development of island dialects.
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Nelson, Stephanie Gene Wright Nelson. "Song variation, song learning, and cultural change in two hybridizing songbird species, black-capped (Poecile atricapillus) and Carolina (P. carolinensis) chickadees." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1471210804.
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Garst, Orozco Jonathan. "LEARNING-RELATED CHANGES IN THE FUNCTIONAL CONNECTIVITY WITHIN THE ZEBRA FINCH SONG-CONTROL CIRCUIT." Thesis, Harvard University, 2014. http://dissertations.umi.com/gsas.harvard:11575.
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Many species-specific sensorimotor behaviors, such as speech in humans, emerge from the interplay between genetically defined developmental programs and sensory experience. How these processes interact during learning to shape motor circuits is not well understood. The zebra finch (Taeniopygia guttata), an oscine bird that learns to imitate the song of its tutor (usually the father), provides a uniquely tractable model for exploring this question. Song learning in zebra finches takes place during a discrete three-month period during which male juveniles progress from producing highly variable rudimentary sounds that are noisy and unstructured, to a highly stereotyped imitation of their tutor's song. Here I characterize learning-related changes in the functional connectivity within a motor cortex-analogue brain area (RA) that control song production.
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McGarry, Theresa. "The L1 in L2 learning - Teachers’ Beliefs and Practices by Yanan Song and Stephen Andrews." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/6160.
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Salazar, Israel. "Vocal Flexibility and Regional Variation in Free-Tailed Bat Song." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2602.
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While much work has been done on regional vocal variation in birds, relatively few studies have found evidence of similar variation in mammalian vocalizations. This study quantifies individual, colonial, and regional level variation in T. brasiliensis songs in the southeastern United States. Brazilian free-tailed bats (Tadarida brasiliensis) are among a handful of mammals that produce complex, hierarchically structured vocalizations. Their songs are composed of multiple syllables that are combined into three phrases that vary in number and order across renditions. Tadarida brasiliensis songs showed considerable amount of variation, and differed significantly between locations in terms of syllable structure and song syntax. Some of the variation observed was not correlated to geographical distance, and is unlikely to be explained by genetic divergence or differences in habitat use. These results indicate the existence of vocal dialects and a possible role of vocal production learning in dialect formation in this species.
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Glaze, Christopher Mulholland. "Temporal structure in zebra finch song [electronic resource] : implications for the motor code and learning process /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8522.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.Thesis research directed by: Dept. of Biology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Poot, Hanneke [Verfasser], and Manfred [Akademischer Betreuer] Gahr. "So happy together : Social behaviour & song learning in Zebra finches / Hanneke Poot. Betreuer: Manfred Gahr." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2013. http://d-nb.info/1043906533/34.
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Roeske, Christina Charlotte [Verfasser]. "The role of retinoid signaling in the song control system of the zebra finch : from molecules to behavior - the neurobiological basis of song learning in songbirds / Christina Roeske." Berlin : Freie Universität Berlin, 2011. http://d-nb.info/102550996X/34.
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Kaluthota, Chinthaka Dhanyakumara. "The organization and variability of song in Northern House Wrens (Troglodytes aedon parkmanii)." Thesis, Lethbridge, Alta. : University of Lethbridge, Dept. of Psychology, c2013, 2013. http://hdl.handle.net/10133/3353.
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Hypothesized functions of complex song in birds include a role in mate attraction
and territory defense and, through regional dialects, in genetic substructuring of
populations and speciation. The necessary first step in testing such functions is a detailed
characterization of song organization and variability. This is provided for the Northern
House Wren (Troglodytes aedon), a species noted for complex song, but lacking detailed
descriptions. The species was studied at two sites in Alberta with a sample of 15,000
songs from 15 males. Males sang in long bouts, each song composed of multiple syllable
types and repeated many times before switching. The population repertoire of 27
syllables was almost entirely shared, but used to construct novel repertoires of up to 200
different song types for individual males without evidence of a ceiling. Additional
flexibility and constraints in song construction are discussed in view of the above noted
functions of song complexity.x, 111 leaves : ill., maps ; 29 cm
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Poole, A. "Expression of GABAA receptor subunit genes in the avian song system and their role in learning and memory." Thesis, Nottingham Trent University, 2010. http://irep.ntu.ac.uk/id/eprint/211/.
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γ-aminobutyric acid type A (GABAA) receptors are the primary mediators of inhibitory neurotransmission in the brain. In avian systems, 14 GABAA receptor subunits (α1-6; β2-β4; γ1, 2 and 4, δ and π) have been identified. These assemble into pentameric transmembrane structures with an intrinsic chloride-selective pore and are involved in the modulation of learning and memory. Following imprinting training in the one-day old chicken, mRNA encoding the GABAA receptor γ4 subunit is significantly reduced in learning-relevant brain regions indicating a role for receptors comprising this subunit in learning and memory. The zebra finch (Taenopygia guttata) song system has long since been used as a paradigm for studying the underlying molecular mechanisms of learning and memory due to the discrete nature of song, the song system and established stages in song development. The avian brain displays many comparable structures and pathways to mammalian systems and there are striking parallels between birdsong and speech production in humans hence the fundamental neuronal mechanisms are similar. Despite major developments towards understanding the anatomical and electrophysiological properties of various song-system nuclei, the nature of the underlying molecular and biochemical/genetic architecture remains largely unknown. Electrophysiological and pharmacological techniques have localised GABAA receptors in the song system and more recently the spatial distribution of γ4-subunit mRNA has been mapped, producing striking results. This had inspired this study (the first of its kind in zebra finch) to isolate all complementary DNAs for zebra finch α1-6; β2-β4; γ1, γ2, γ4, δ and π subunits and characterise their expression in this learning and memory paradigm. Radioactive in situ hybridisation was employed to quantitatively map all GABAA receptor subunits within four important nuclei of the song system (LMAN, Area X, HVC and RA) and revealed region-specific transcription of genes; each subunit exhibiting an individual expression profile in brain, indicative of a variety of major and minor subtype assemblies. Real-time RT-PCR confirmed developmentally-associated subunit mRNA levels in all song-system nuclei. γ4-subunit mRNA exhibited the most robust expression and coordinated peaks of mRNA expression at specific developmental time points in the relevant nuclei, subsequently expression of the γ4-subunit mRNA was examined in a behavioural context. Corresponding mRNA was down-regulated in response to acquisition and production of song (not evident with γ2-subunit mRNA), indicative of a specialised role for these receptors in cognitive processes. Preliminary in vitro RNA interference experiments indicated that γ4-subunit gene expression could be reduced in chicken neurons, paving the way for in vivo gene silencing experiments in zebra finch.
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Bergelid, Linn. "Classification of explicit music content using lyrics and music metadata." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-231461.
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In a world where online information is growing rapidly, the need for more efficient methods to search for and create music collections is larger than ever. Looking at the most recent trends, the application of machine learning to automate different categorization problems such as genre and mood classification has shown promising results. In this thesis we investigate the problem of classifying explicit music content using machine learning. Different data sets containing lyrics and music metadata, vectorization methods and algorithms including Support Vector Machine, Random Forest, k-Nearest Neighbor and Multinomial Naive Bayes are combined to create 32 different configurations. The configurations are then evaluated using precision-recall curves. The investigation shows that the configuration with the lyric data set together with TF-IDF vectorization and Random Forest as algorithm outperforms all other configurations.I en värld där online-information växer snabbt, ökar behovet av effektivare metoder för att söka i och skapa musiksamlingar. De senaste trenderna visar att användandet av maskininlärning för att automatisera olika kategoriseringsproblem så som klassificering av genre och humör har gett lovande resultat. I denna rapport undersöker vi problemet att klassificera stötande innehåll i musik med maskininlärning. Genom att kombinera olika datamängder med låttexter och musik-metadata, vektoriseringsmetoder samt algoritmer så som Support Vector Machine, Random Forest, k-Nearest Neighbor och Multinomial Naive Bayes skapas 32 olika konfigurationer som tränas och utvärderas med precision-recall-kurvor. Resultaten visar att konfigurationen med datamängden som endast innehåller låttexter tillsammans med TF-IDF-vektorisering och algoritmen Random Forest presterar bättre än alla andra konfigurationer.
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Åkerman, Lena, and Beatrice Svensson. "An investigation into the impact of movement and music on learning." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36242.
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This essay investigates what impact different types of movement and music has on overall academic achievement and language learning, both when connected and unconnected to specific curriculum goals and lesson content. The essay looks at both a macro and a micro perspective of the two subject areas to investigate a wider range of possible language learning benefits to be gained from incorporating more movement and music in school, both in and outside of the English as a Second Language classroom. While researchers in these areas agree that academic achievement and language acquisition are benefitted by different types of movement and music, they vary in how and to what degree these benefits show in their results. The essay, therefore, provides a summary of these results and a discussion about what the sum of the results might mean for the Swedish school system.
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Pereira, da Cruz Benetti Lucia. "An Analysis of Pitch Structures in Song Melodies in One Infant’s Music Environment." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1590962678868372.
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Bailey, David J. "Neurobiology of song learning and perception in the zebra finch (Taeniopygia guttata), with a focus on the role of the Hippocampus." Diss., Connect to online resource - MSU authorized users, 2006.
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Dahlberg, Camilla. "Lärandets sångsamling : En studie om vilket språkligt lärande som är möjligt i förskolans sångsamling." Thesis, University of Skövde, School of Humanities and Informatics, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-2914.
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Denna studie syftar till att ta reda på vilket språkligt lärande som blir möjligt iförskolans sångsamling för att därigenom kunna problematisera kring hur musicerandet kan bli till redskap för språkutveckling. För att kunna undersöka detta fenomen, söktes i olika typer av litteratur svaret på frågan hur barn lär sig talspråket. Litteraturen visade bland annat att språket är ett mycket komplext system som kan delas upp i olika komponenter för att lättare förstås. De komponenter denna studie behandlar är språkets: innehåll, form och användning. Dessa tre komponenter innehåller olika delar: semantik, fonologi, fonetik syntax, morfologi och pragmatik som alla är viktiga för språkutvecklingens helhet. För att få svar på frågan vilket språkligt lärande som blir möjligt i förskolans sångsamling videofilmades en förskoleavdelnings barn och pedagoger då de hade olika sångsamlingar. Videoinspelningarna analyserades sedan genom att vissa intressanta händelser ordagrant skrevs ned och sattes i relation till vad litteraturen sa om hur barn lär sig talspråket. Studien visade att det finns möjlighet att på olika sätt lära alla de delar av språket som tillsammans bildar den helhet som gör oss till språkande människor. Utifrån detta resultat diskuterades sedan på vilket sätt vi vuxna kan använda musiken som redskap för språkinlärning.
This study aims to find what linguistic learning can be possible during pre-school singing gatherings and so be able to examine how making music could be used as a tool in language development. To enable an examination of this phenomena, the answer to the question how children learn their colloquial speech was researched in various kinds of literature. These findings indicated that language is an extremely complex system, which could be divided into different components in order to simplify its understanding. The components of contents, form and usage will be considered in this study. These three again consist of different parts, as semantics, phonology, phonetics, syntax, morphology and pragmatics. These are all essential to language development as a whole. To be able to identify what kind of language learning would be possible to gain during musical activities, a class of pre-school pupils with their teachers was videotaped at various song gatherings. These recordings were later analysed and certain occasions and specific incidents or happenings were taken down word by word and then related to current literature on how children learn their colloquial speech. This study indicates that it might be possible learning, by means of various methods, all parts of a language, which together form this wholeness, that makes us speaking individuals. From these findings, the issue of how we as adults can use music, song activiries, as a tool in language was discussed.
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Kaplan, Gisela. "Vocal behaviour of Australian magpies (Gymnorhina tibicen) : a study of vocal development, song learning, communication and mimicry in the Australia magpie /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18686.pdf.
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Mendoza, Ezequiel [Verfasser]. "FoxP1, FoxP2 and FoxP4 in the song control system of zebra finches: molecular interactions and relevance for vocal learning / Ezequiel Mendoza." Berlin : Freie Universität Berlin, 2012. http://d-nb.info/1026695775/34.
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Viljoen, Hermi. "Song learning within group music therapy in combination with Picture Communication Symbols (PCS) for children diagnosed with Autism Spectrum Disorder (ASD)." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/58760.
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An increasing number of research studies have highlighted various links between Autism Spectrum Disorder (ASD) and learning through visual, aural and kinesthetic aids. This study explored the process of song learning using Music Therapy techniques in combination with Picture Communications Symbols (PCS). Music therapy sessions were conducted with two groups of children diagnosed with ASD at Unica School for Autism. For the first 3 sessions Group A’s sessions were conducted making use of music therapy in combination with PCS (referred to as MTPS), whilst Group B only received music therapy techniques (referred to as MT). For session 4 to 6 Group A’s sessions were conducted making use of music therapy techniques (MT) whilst Group B received music therapy techniques in combination with PCS techniques (MTPS). The two groups’ processes were compared with each other in terms of how the participants from both groups learned a new song. A crossover comparative case study method was employed and final themes were identified and linked to relevant literature. This study suggests that both Music Therapy and PCS offered a different learning experience for both groups. When reinforced in combination with each other, a multi-sensory learning experience occurred which offered the participants the tools to be spontaneous, self-expressive and socially and musically flexible thus breaking away from the ritualistic and typical experience of ASD. Both techniques provided the participants with non-verbal and comprehendible cues which promoted and reinforced the recollection of both the songs.Mini Dissertation (MMus)--University of Pretoria, 2017.
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Jansson, Mathias, and Joakim Sjöling. ""Vi sjunger och spelar tillsammans" : En kvalitativ studie om tillfälliga nätverk och professioners lärande inom äldreomsorgen." Thesis, Högskolan Väst, Avd för hälsa, kultur och pedagogik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-7963.
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Denna studie har undersökt professioners lärande inom äldreomsorg, förskola och musikskola i det tillfälliga nätverket "sång- och musikstunden" som är en del av projektet "Barn och äldre sjunger tillsamman". Studien är inspirerad av Aktör-nätverksteorin. Studiens är kvalitativ och data har insamlats med hjälp av intervjuer och observationer. Studien har studerat samspelet mellan mänskliga och icke-mänskliga aktanter och hur dessa påverkat det tillfälliga nätverket. Resultatet visar på att aktanterna har betydelse för hur kommunikationen uppstår i det tillfälliga nätverket. Studien har också visat att det tillfälliga nätverket bidragit till lärande hos professionerna som deltagit.This study examined professions learning in elderly care, kindergarten and music school in the temporary network "song- and music time" as part of the project "Children and the elderly are singing together" The study is inspired by actor-network theory. The study is qualitative and the data was collected through interviews and observations. The study has studied the interaction between human and non-human actants and how these affected the temporary network. The results show that the actants are important for how communication occurs in the temporary network. The study has also shown the temporary network contributed to the learning needs of the profession who participated.
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Bonzi, Francesco. "Lyrics Instrumentalness: An Automatic System for Vocal and Instrumental Recognition in Polyphonic Music with Deep Learning." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2021.
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Human voice recognition is a crucial task in music information retrieval. In this master thesis we developed an innovative AI system, called Instrumental- ness, to address the instrumental song tagging.
An extended pipeline was proposed to fit the Instrumentalness require- ments, w.r.t. the well known tasks of Singing Voice Detection and Singing Voice Segmentation. A deep research on the available datasets was made and two different approaches were tried. The first one involves strongly labeled datasets and tested different neural architectures, while the second one used an attention mechanism to address a weakly labeled dataset, experimenting on different loss functions.
Transfer learning was used to take advantage of the most recent architec- tures in the music information retrieval field, keeping the model efficient and effective.
This work demonstrates that the quality of data is as important as its quan- tity. Moreover, the architectures to address strongly labeled datasets achieved the best performance, but it is remarkable that the attention mechanism used to address the weakly labeled datasets seems to be effective, even if the dataset was imbalanced and small.
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Paulsson, Karlsson Sandra. "Hur börjar nästa vers? : En självobservationsstudie i memorering av sångtext ur ett hermeneutiskt perspektiv." Thesis, Karlstads universitet, Institutionen för konstnärliga studier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-54679.
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Denna självstudies syfte föddes ur ett antagande om mig själv, att jag upplever mig ha svårt för att lära mig sångtexter och framföra dessa utantill. Studien behandlar en djupdykning i min egen instuderingsprocess av sångtexter ur ett hermeneutiskt perspektiv. Studien dokumenterades genom videoinspelning och loggboksskrivande, där jag studerar in två sånger utantill. Tolkningen av resultatet sammanfattas med fyra teman utifrån mina forskningsfrågor: styrkor i instuderingsprocessen vilka tolkas vara förmågan till inlevelse av texten där jag målar upp inre bilder och berättelser, och svagheter i instuderingsprocessen vilka tolkas vara övningsstrategi och pianospel, samt en jämförelse mellan att använda förinspelad musik eller inte där fokus hamnar på i vilket syfte förinspelad musik används och dess konsekvenser för mig, att den förinspelade versionen används som en bekräftelse för korrekt uttal av texten. I diskussionen diskuteras sedan tolkningen av resultatet gentemot bakgrundslitteratur och tidigare forskning på området.The purpose of this self study was born out of an assumption I have made of myself, that I find it difficult to learn song lyrics by heart and perform them by heart. From a hermeneutic perspective the study takes a deep dive into my learning process whilst learning song lyrics. The study is documented by video and logbook writing, where I learn two songs by heart. The analysis results are summarized in four themes based on my research questions: strengths in the rehearsal process, interpreted as empathy of the text where I create inner pictures and stories, and weaknesses in the rehearsal process, interpreted as practice strategy and playing the piano, as well as a comparison between using pre-recorded music or not, a comparison focusing on the purpose of pre-recorded music and its consequences for me; consequently that the pre-recorded music was used as a confirmation for correct pronunciation of the lyrics. The discussion debates the interpretation of the results against the background literature and previous research.
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Liljerud, Anna. "Vad ska vi sjunga idag? : Förskollärares val av musikaliska texter för förskolan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43357.
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Syftet med studien har varit att bidra till en ökad medvetenhet kring vad som påverkar personal i förskolan i urvalet av musikaliska texter för verksamheten. Detta dels genom att lyfta hur förskollärare väljer sånger, visor, låtar och ramsor, samt vad de vill förmedla till barngruppen genom dessa. Dels genom att synliggöra förskollärarnas föreställningar kring vad som är lämpliga musikaliska texter att använda sig av i arbetet med barn. Metoden som använts för datainsamling är mailintervjuer. En kommun med tio förskolor deltog i undersökningen genom att en förskollärare per verksamhet mottog och besvarade såväl grundfrågor som följdfrågor via mail. Studiens resultat visar hur förskollärarna använder sig av musikaliska texter de har med sig från sin egen barndom och tidigare erfarenheter. Många av de sånger som används mest finns också med i den sångkanon som länge varit representativ i förskolan. Hur musiken används som metod för annat ämneslärande kopplat till arbetet med Lpfö-98 synliggörs också genom förskollärarnas beskrivningar, samt hur många av dem skriver nya texter till välkända melodier. Syftet med omskrivningarna varierar, men en slutsats blir ändå att det finns en gemensam upplevelse av att det saknas texter som är anpassade till dagens kunskapande förskoleverksamhet.The purpose of this essay has been to contribute to an increast awareness about what affects preschool staff in their choice of musical lyrics for preschool. This partly by elevating how they select songs, ballads and tracks, and what they wishes to mediate to the children by theese. Partly by revealing the preschool-teachers believes about what’s suitable musical lyrics to use in working with children. The method that’s been used for datacollecting is email interviews. One municipality with ten preschools participated in the study by how one preschool-teacher per preschool received and responded to interview questions as well as follow up questions via email. The studys result shows how the preschool-teachers uses musical lyrics they know from their own childhood and previous experiences. A lot of the songs that’s used the most are also a part of the song cannon wich for a long time has been representative for preschool. How music is used as a method for learning other subjects in connection with Lpfö-98 is also made visible by the preschool-teachers descriptions, and how many of them writes own lyrics to wellknown tunes. The purpose of the paraphrases varies but one conclusion yet is how there’s a common experience of a lack of lyrics that are customized to the knowledge spirited preschool of today
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Su, Linya. "Song of your voices| Violin performance major students' perceptions of their lives in violin learning from childhood to the music schools in New York City." Thesis, Teachers College, Columbia University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3588616.
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The purpose of this heuristic study was to explore and describe conservatory-trained violin performance major students' perceptions of their lived experience in violin learning from childhood to the music schools in New York City. The seven participants were undergraduate, graduate-level violin major students selected from the three major music schools in New York City. The primary data was collected via face-to-face audiotaped interviews, which became the narrative data.
The first question addressed students' perceptions of one-to-one violin instruction regarding expectations and values. The findings suggested that (1) autonomous thinking, boosted confidence, and transcultural learning were invaluable gains from instruction; (2) a reciprocal relationship existed between the amount of new ideas gained and one's performance outcome in lessons, which connoted students' recognition of self-responsibility in determining the quality of lessons; and (3) an ideal teacher encourages independent thinking, provides honest feedback, and respects students' individuality.
The second question asked students' perceptions toward power relationship and degree of autonomy in decision-making. The findings suggested that (1) interpretive demands seemed to cause a stronger impact to student-autonomy when compared to repertoire and technique-related demands; and (2) students adopted different reactive patterns and conflict management strategies to deal with conflicts and power struggle in the violin studio.
The third question explored students' perceptions toward the helpfulness of other courses to violin performance. The findings suggested that while all students were adept at independent learning, some students reported music theory/history courses were helpful in empowering interpretive/performance autonomy.
The last question investigated students' perceptions toward the interrelationships among self, music, violin performance, and culture. The findings suggested that (1) students' self-concept of ability in violin playing might be correlated with degree of autonomy and self-perceived technical competency; (2) the meaning of violin performance was to attain self-fulfillment in two domains: personal and social; and (3) performance autonomy might be circumscribed by socio-cultural expectation and economic condition.
This study implies that students' continued participation in violin learning might be influenced by economic concern, competitive environment, and self-concept of ability in violin playing. Violin teachers may need to help students maintain a sound professional development.
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Halbach, Viola von Bohlen und. "Untersuchungen zu neuroanatomischen Veränderungen beim Gesangslernen des Zebrafinken Taeniopygia guttata." Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät I, 2005. http://dx.doi.org/10.18452/15368.
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Der Gesangserwerb bei Singvögeln ist ein etabliertes Modell zur Erforschung von Lern- und Gedächtnisprozessen. Für die Kontrolle des Gesangsverhaltens von Singvögeln ist ein neuronales Netzwerk verantwortlich, das als Gesangssystem bezeichnet wird. Innerhalb dieses Gesangssystems unterscheidet man zwei Hauptstränge: eine prämotorische Bahn, die für die Steuerung des Gesangs verantwortlich ist, und eine anteriore Vorderhirnschleife („anterior forebrain pathway"; AFP), die mit der Niederlegung eines Gesangsmusters im Gedächtnis und mit dem Abgleich des gehörten Gesangs an dieses Gesangsmuster in Zusammenhang gebracht wird. Bei Zebrafinken (Taeniopygia guttata) lernen nur die Männchen singen, während Weibchen lediglich angeborene Kontaktrufe äußern. Gemeinsam ist beiden Geschlechtern, dass sie arteigenen Gesang, in Form eines Gesangsmusters im Gedächtnis speichern. In der vorliegenden Arbeit wurde gezeigt, dass die Konnektivitäten innerhalb der AFP in beiden Geschlechtern ähnlich verlaufen. Auf diesen Ergebnissen aufbauend wurden die Gesangsareale der AFP adulter Zebrafinken vergleichend zwischen den Geschlechtern bezüglich ihrer Volumenausbildung untersucht und die Anzahl, Dichte und Größe der Neurone und deren Zellkerne innerhalb dieser Gesangsareale bestimmt. Des Weiteren wurden adulte Zebrafinken auf Folgen gesangsdeprivierter Aufzucht untersucht, in der Annahme, dass morphologische Unterschiede zwischen sozial und gesangsdepriviert aufgezogenen Tieren Hinweise auf Ort und Art der Speicherung des erlernten Gesangsmusters geben könnten. Solche Veränderungen wurden bezüglich des Volumens des Nucleus dorsolateralis medialis des anterioren Thalamus (DLM) und der Neuronendichte im Nucleus robustus arcopallii (RA) gesangsdeprivierter Männchen nachgewiesen. Die bei Weibchen ermittelten morphologischen Unterschiede durch gesangsdeprivierte Aufzucht konzentrierten sich auf den RA, in dem sowohl das Arealvolumen als auch die Größe der Neurone und der Nuklei signifikant kleiner waren. Da Zebrafinkenweibchen lediglich angeborene Kontaktrufe äußern, an deren Produktion der RA nicht beteiligt ist, könnten diese deprivationsbedingten Veränderungen in Zusammenhang mit der Speicherung des arteigenen Gesangsmusters stehen.Song learning has emerged as one of the leading model systems for studying learning in vertebrates. In the avian brain there is a specific neuronal network, the so called song system, that controls song behaviour. This song system consists of two major pathways: the motor pathway which is responsible for song production, and the anterior forebrain pathway (AFP) which is important for song acquisition and adjustment of their vocalization to the learned song pattern. In zebra finches (Taeniopygia guttata) males learn to sing, whereas females only produce congenital contact calls. However, both sexes store a species specific song template in their memory. In this study it has been shown that there is high similarity between the connectivities of the AFP in males and females. Based on this, the song nuclei of the AFP of adult male and female zebra finches have been analyzed, concerning their volume, their neuronal number, density and size and whether differences between both sexes do exist. Furthermore, the impact of song deprivation in adult zebra finches has been examined. This study was based on the assumption that morphological differences between social and song deprived reared birds could give evidence for the place and mode of storing the learned song pattern. Differences between social and song deprived reared males were found in both the volume of the dorsolateral nucleus of the anterior thalamus (DLM) and the neuronal density in the robust nucleus of the arcopallium (RA). In females, morphological changes due to song deprivation were mainly found in RA. In this brain area the volume as well as the size of neurons and their nuclei were singnificantly reduced. Since females only produce congenital contact calls and since the production of these calls does not require the RA, the changes induced by song deprivation in females might be related to the storage of the conspecific song pattern.
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Hong, Danfeng [Verfasser], Xiaoxiang [Akademischer Betreuer] Zhu, Xiaoxiang [Gutachter] Zhu, Jocelyn [Gutachter] Chanussot, and Gui-Song [Gutachter] Xia. "Regression-Induced Representation Learning and Its Optimizer: A Novel Paradigm to Revisit Hyperspectral Imagery Analysis / Danfeng Hong ; Gutachter: Xiaoxiang Zhu, Jocelyn Chanussot, Gui-Song Xia ; Betreuer: Xiaoxiang Zhu." München : Universitätsbibliothek der TU München, 2019. http://d-nb.info/1198402385/34.
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Appelholm, Marika. "Dudeladi vadå? : En studie i hur olika sångpedagoger, inom svensk folkmusik, använder sig av "trall" i sin undervisning." Thesis, Karlstads universitet, Institutionen för konstnärliga studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-44426.
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Syftet med denna uppsats är att undersöka hur sångpedagoger inom genren ”svensk folklig sång” använder trall i sin undervisning och om de eventuellt använder den som ett redskap för att förbättra sångteknik. Tre kvalitativa intervjuer med sångpedagoger ligger till grund för undersökningen och ett sociokulturellt perspektiv har varit teoretisk utgångspunkt. Studiens resultat visar att alla informanter använder sig mycket av trall i undervisningen och att de dessutom använder den som ett sångtekniskt redskap. Informanterna anser att trallen har en mängd egenskaper som gör den till ett praktiskt verktyg när de vill öva sångteknik och exempel på områden i vilka trallen kan tjäna som övning är rytm- och puls, andning, artikulation och röströrlighet. Informanterna anser också att trallen har vissa sociala parametrar som gör den till ett bra hjälpmedel för att bli en del av den folkmusikaliska diskursen.The purpose of this essay is to examine how singing-teachers, within the Swedish folk music-genre, use trall when they teach and if they eventually use it as a tool to improve singing technique. The foundation of the research is three qualitative interviews. The socio-cultural perspective has served as the study´s theoretical basis. The result of the study shows that all of the interviewees use trall a lot in their teaching and that they also use it as a tool. The interviewees think that trall has a lot of qualities that makes it a practical tool for practicing singing-technique. Examples of areas where trall can be used as practise is rhythm and pulse, breathing, articulation and movability within the voice. The interviewees also think that trall has social parameters which makes it a good tool for becoming a part of the folk-music discourse.
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Costa, Beatrice Reichen Vasconcelos. "A música como experiência: potencialidades da canção no ensino-aprendizagem de frânces língua estrangeira." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-21072017-154607/.
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Esta pesquisa de mestrado abordou o tema da canção no ensino-aprendizagem do francês língua estrangeira e das línguas estrangeiras em geral, e seu principal objetivo foi investigar as potencialidades da canção, material específico muito utilizado em sala de aula, mas frequentemente subaproveitado. O referencial teórico foi estabelecido nas áreas da linguística (Saussure; Bakhtin; Vigotski), da música (Wisnik; Attali), da neurociência (Patel) e da canção (Beaumont-James; Tatit) e o estudo dos autores citados reforçou a riqueza não apenas dos dois sistemas analisados a linguagem verbal e a música mas, sobretudo, da potencialização de ambos por meio da canção. Em uma pesquisa-ação, foram aplicadas as sequências didáticas desenvolvidas sobre o tema (Itinerários Musicais) junto a alunos e professores de francês língua estrangeira, trabalhando a partir dos postulados do Pós-Método (Kumaravadivelu) e da arte como experiência (Dewey) para a discussão didática. Com base nesses dois autores, novos aspectos integraram o trabalho com a canção: a aprendizagem como experiência e importância da emoção permeando o processo do começo ao fim. As potencialidades do uso da canção em sala de aula de língua estrangeira mostraram-se muito significativas, desde que se atente para cada um de seus múltiplos aspectos, cabendo aos professores e alunos explorá-los ainda mais.This research analyzed the theme of songs in the teaching-learning process of French as a second language and foreign languages in general. Its main objective was to investigate the potentialities of songs which, despite being a specific material widely used in classrooms, is frequently underused. The theoretical framework was established based on the areas of linguistics (Saussure; Bakhtin; Vigotski), music (Wisnik; Attali), neuro-science (Patel) and song (Beaumont-James; Tatit). The study of these authors reinforced the richness not only of the two systems analyzed the verbal language and the music but also and above all, of their enhancement through the song. In an action research, teaching-learning activities regarding the theme (Musical Itineraries) were carried out with French as a second language students and teachers, using Postmethod (Kumaravadivelu) and art as experience (Dewey) postulates to the educational discussion. Based on these two authors, new aspects have been integrated to the analysis of the song: the learning as an experience and the importance of emotion permeating the process from beginning to end. The potentialities of using songs in language classrooms have proven to be considerable provided that careful attention is paid to their multiple aspects and that teachers and students can further explore them.
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Anjos, Célia Regina dos. "Ensino e aprendizado do \'fle\' através de canções: reflexões sobre representações culturais e relatório de experiência." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-08112007-143018/.
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O presente trabalho teve como objetivo, num primeiro momento, o de realizar algumas considerações do ponto de vista pedagógico quanto ao ensino / aprendizagem do FLE - Francês Língua Estrangeira, no tocante à metodologia, às possíveis abordagens e à importância do ensino da civilização, dentro do universo intercultural que leva o indivíduo a se descentrar, a cooperar, a ultrapassar certos pré-julgamentos e a compreender como o outro o vê e as representações do mundo. Os conceitos de Pierre Martinez, Christian Puren, Pierre Dumont, Jean-Claude Beacco e Martine Abdallah-Pretceille, dentre outros, constituíram algumas das postulações das quais pude me valer para estudar estas questões. Ocupou lugar especial a questão da inserção do ensino de línguas dentro do universo da globalização, já que não podemos desatrelar a questão educativa das questões sociais ou econômicas, que aí se fazem refletir diretamente. Os trabalhos de Martin Carnoy, publicados pela Unesco, bem como o \"Cadre Européen de référence pour les langues: apprendre, enseigner, évaluer\", entre outros, constituíram fontes sólidas para essas informações. Num segundo momento, o ensino de FLE ganha dimensão através de estratégias de ensino, de instrumentos poderosos dentro da tarefa a que deve se propor o ensino de línguas estrangeiras: a de ensinar de forma prazerosa e efetiva. Dentro dessa perspectiva, o ensino através de canções se reveste de grande importância, sendo um elemento de grande valia para o desafio que é colocado, permitindo ao aluno a imersão na aprendizagem, grande interação em sala de aula e a obtenção de informações preciosas dentro do contexto cultural ou intercutural, já que, ao lado de outras produções, a canção permite a apreensão de elementos da estrutura social e artística de uma determinada época, produzida num certo momento histórico. Finalmente, o relato da experiência do curso de francês extracurricular ministrado na FFLCH da USP visa dar elementos para presentes e futuras reflexões por parte de colegas que, em busca da motivação e realização da aprendizagem, desenvolvem novas alternativas e formas de ensinar que possam levar o aluno a refletir sobre as questões gerais que estão implícitas quando se fala em ensino de língua estrangeira; afinal, aprender uma língua é, sem dúvida, aprender também sua cultura, o quê e como pensa o povo que fala esta língua; conhecer seus ícones, seus símbolos, em seus vários aspectos ou temas, bem como algumas de suas representações. Foi o que se pretendeu abordar através do Curso de Francês através das Canções.The present work had the objective, at first, of making some considerations on a pedagogical view about the teaching way/learning of the FLE - Francês Língua Estrangeira, when it gets to methodology, possible approaches and the importance of the civilization teaching inside the intercultural universe which leads individuals to cooperate, get trough some pre judgments and to understand how others see themselves and the world representations. The subject of the insertion of the language teaching into the globalization universe, took a special place on this work, as we can\'t separate the educative question from the social or economical questions, which are intrinsically connected. The works of Martin Carnoy, published by UNESCO, as well as, the Cadre Européen de reference pour les langues: apprendre, enseigner, évaluer, among others, served as solid sources to those information. On a second moment, the FLE teaching grows in importance trough teaching strategies, trough powerful instruments inside the task on which the foreign language teaching must reflect on: to teach on a pleasant and affective way. Based on that perspective the teaching trough songs gains great importance, being a very valuable element to the challenge which is set, leading the student to a total focus on the process of learning, great interaction in the classroom and to the attainment of precious information inside the cultural and intercultural context, since among other productions, songs allow the fixation of elements from the social and artistic structure from a determined time, produced at a certain historical moment. Finally, the experience report from the external French course ministered at this Institution, aims the generation of elements to present and future reflection by colleagues which, on the search of motivation and learning accomplishment, develop new alternatives and teaching ways that may lead the student to reflect about the general questions which are implicit when it gets to foreign language teaching; after all, to learn a language is, without question, to learn its culture, what and how the people who speak that language think; to know its icons, its symbols on several aspects or themes, some of its representations. That is what was intended to be demonstrated trough the French Course trough Songs.
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Rong, Hengying. "Étude sur l'écriture comme acte politique chez Ouyang Xiu (1007-1072) : pouvoir lettré sous les Song du Nord (960-1127)." Thesis, Paris, EHESS, 2020. http://www.theses.fr/2020EHES0062.
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Ce travail apporte un éclairage ciblé sur le rapport entre l’action et les écrits de Ouyang Xiu (1007-1072), lettré majeur des Song du Nord (960-1127) et fonctionnaire de première importance par le rôle qu’il occupa dans la consolidation des institutions de cette dynastie. Figure incontournable de l’histoire intellectuelle chinoise, Ouyang Xiu est abordé ici à travers une étude cas de la session 1057 du concours de « doctorat », dont il fut superviseur en chef au niveau métropolitain. À travers la contextualisation minutieuse de cette session, et plus largement la mise en perspective de ce que signifiait, pour les hommes des Song, la sélection des fonctionnaires impériaux par le système des examens, il s’agit d’exposer sous tous ses aspects l’implication réciproque des pratiques lettrées et des enjeux de pouvoir dans le XIe siècle chinois. En démythifiant la légende de 1057 et en redonnant à cette session sa part d’imprévisibilité, l’enquête permet d’en dégager la signification profonde : celle d’un événement tissé d’une pluralité de facteurs, mais dont la dimension exemplaire et la densité d’enjeux ont pu justifier a posteriori une narration rétrospective tendancieuse, indexant la pertinence des choix de Ouyang Xiu sur les accomplissements ultérieurs de ses lauréats. On prend ici le parti d’inverser cette perspective traditionnelle. Plutôt que de partir des conséquences de cet examen singulier, on en revient au moment de ses préparatifs et de son déroulement, afin de comprendre les raisons pour lesquels de tels choix se sont imposés à l’un de ses acteurs-clésThis work sheds light on the relation between action and the writings of Ouyang Xiu (1007-1072), one of the major literati of the Northern Song dynasty (960-1127), and a civil servant of great importance for the role he occupied in the consolidation of institutions of the dynasty. As a key figure in Chinese intellectual history, Ouyang Xiu is approached in the present study through a case study of jinshi examination supervised at the department level by Ouyang Xiu in 1057. Through the detailed contextualization of this session, and more broadly putting into perspective what the selection of officials by the system of examinations meant for the Song literati, we try to expose in all its aspects the reciprocal implication of literate practices and power in the XIth century in China.By demystifying the legend of 1057 and giving back to this session its share of unpredictability, this investigation allows us to identify its deep significance. The event was composed of a plurality of factors, but whose exemplary dimension and density of issues are usually considered to justify a posteriori a tendentious retrospective narrative, indexing the pertinence of Ouyang Xiu's choices on the subsequent achievements of the laureates. However, here we reverse this traditional perspective. Rather than starting from the consequences of this singular examination, we return to the time of its preparations and its development, in order to understand the reasons why such choices were made by one of the key decision makers, Ouyang Xiu
歐陽修作為北宋的重要文人和政治人物，對北宋的一系列以科舉為代表的政治制度的鞏固起到了不可低估的作用。本文試圖針對歐陽修的“從政”與“寫作”之間的關係進行再研究，從嘉佑二年進士科歐陽修任省試知貢舉出發，展開個案研究。通過對歷史背景的深入細緻的考證，尤其是對宋人如何理解科舉取士意義的梳理，來呈現中國十一世紀士人寫作與權力之間的互動。本文旨在整理嘉祐二年貢舉中一系列歷史的不可預見性，去除該事件的神話光環，從而重新解讀其深層的意義。以往對該事件的研究往往從該屆進士的成就出發，解讀嘉祐二年歐陽修選擇的正確性，本文旨在回到該事件的準備階段以及整個進行過程，從而理解作為重要的決策者之一歐陽修,他所作出的重大選擇背後的一系列原因。
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Martinek, Václav. "Rozpoznávání hudebních coververzí pomocí technik Music Information Retrieval." Master's thesis, Vysoké učení technické v Brně. Fakulta elektrotechniky a komunikačních technologií, 2021. http://www.nusl.cz/ntk/nusl-442587.
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This master’s thesis deals with designs and implementation of systems for music cover recognition. The introduction part is devoted to the calculation parameters from audio signal using Music Information Retrieval techniques. Subsequently, various forms of cover versions and musical aspects that cover versions share are defined. The thesis also deals in detail with the creation and distribution of a database of cover versions. Furthermore, the work presents methods and techniques for comparing and processing the calculated parameters. Attention is then paid to the OTI method, CSM calculation and methods dealing with parameter selection. The next part of the thesis is devoted to the design of systems for recognizing cover versions. Then there are compared systems already designed for recognizing cover versions. Furthermore, the thesis describes machine learning techniques and evaluation methods for evaluating the classification with a special emphasis on artificial neural networks. The last part of the thesis deals with the implementation of two systems in MATLAB and Python. These systems are then tested on the created database of cover versions.
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Reiman, Minna, and Philippa Örnell. "Predicting Hit Songs with Machine Learning." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-229705.
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Exploring the possibility of predicting hit songs is both interesting from a scientific point of view and something that could be beneficial to the music industry. In this research we raise the question if it is possible to classify a music track as a hit or a non-hit based on its audio features. We investigated which machine learning algorithms could be suited for a task like this. Four different models were built using various algorithms such as Support Vector Machine and Gaussian Naive Bayes. The obtained results do not indicate that it is possible to predict hit songs on our particular dataset. This stands in contrast to some previous research within this field. We discuss the potential problem in using only audio features, and how this seems not to be sufficient information for predicting a hit.Att förutsäga om en låt når topplistan skulle vara gynnsamt för musikindustrin samtidigt som det är intressant ur ett vetenskapligt perspektiv. I vår undersökning lyfter vi frågan om det är möjligt att klassificera en låt som hit eller icke-hit baserat på låtens ljudegenskaper. Vi utreder vilka algoritmer för maskininlärning som kan vara lämpliga för denna uppgift. Fyra olika modeller byggs utifrån algoritmer såsom Support Vector Machine och Gaussian Naive Bayes. De uppmätta resultaten indikerar att det inte är möjligt att förutsäga en hit på den utvalda datamängden. Dessa resultat motsäger en del av den tidigare forskningen gjord inom detta ämne. Vi diskuterar det potentiella problemet i att bara att analysera ljudegenskaper och hur detta inte tycks vara tillräcklig information för att identifiera en hit.
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Nixdorf-Bergweiler, Barbara Emilie. "Strukturelle Korrelate des Gesangslernens bei Vögeln." Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät I, 2006. http://dx.doi.org/10.18452/13971.
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Das Gesangssystem der Vögel hat sich als ein hervorragendes Modellsystem erwiesen, um Fragen zu Mechanismen entwicklungsbedingter neuronaler Plastizität von Lernprozessen zu erarbeiten. Bei Singvögeln haben sich im Laufe der Phylogenese neuronale Zentren entwickelt, die sich auf das Gesangslernen und die Gesangsproduktion spezialisiert haben. Zebrafinkenmännchen, wie viele andere Singvögel auch, erlernen ihren Gesang, indem sie von einem Tutor ihr artspezifisches Gesangsmuster schon in früher Jugend im Gedächtnis abspeichern und dann ganz allmählich ihr eigenes Vokalisationsmuster über auditorische Rückkopplung an das im Gehirn abgespeicherte Muster angleichen. Parallel zu diesen Verhaltensänderungen, finden auch auf neuronaler Ebene zahlreiche Veränderungen in den Gesangskernen statt, die in der hier vorliegenden Arbeit detailliert untersucht wurden, indem Zebrafinken zum einen mit einem Gesangstutor aufwuchsen oder ohne ein Gesangsvorbild. Die Folgen dieser unterschiedlichen Aufzuchtsbedingungen wurden dann im Gesang und in den neuronalen Strukturen der Gesangskerne mit einer Vielzahl von Techniken analysiert, einschließlich der Golgi-Technik, Elektronenmikroskopie, Immunhistochemie, verschiedener neuronaler Tracersubstanzen und quantitativer Stereologie, sowie intrazellulärer Ableitungen am in vitro Hirnschnittpräparat. Die Daten zeigen u.a., dass dendritische Spines an der Gedächtnisbildung für Gesang maßgeblich beteiligt sind und zwar in einer Vorderhirnregion, der eine wichtige Rolle bei frühen sensorischen Lernprozessen zukommt, dem lateralen magnocellularen Nucleus des anterioren Nidopalliums (LMAN). Zebrafinkenweibchen singen nicht und haben weitaus kleinere Gesangskerne als die Männchen. Zebrafinkenweibchen, die nie einen artspezifischen Gesang hören, weisen im Vergleich zu denen, die mit einem solchen aufgewachsen sind, signifikante Unterschiede in der neuronalen Struktur im Nucleus robustus arcopallii (RA) auf. Diese Befunde zeigen, dass die Gesangskerne bei Weibchen trotz ihrer kleineren Größe dennoch eine wichtige Rolle bei der Gedächtnisbildung eines artspezifischen Gesangsmusters spielen. Man beachte, dass die Nomenklatur des Vogelgehirns 2004 revidiert wurde (Reiner et al, J Comp Neurol 473:377-414, 2004; http://avianbrain.org/papers/RevisedNomenclature.pdf).The song system of birds has been used extensively as a model system for studying basic mechanisms of neuronal plasticity and development underlying a learned behavior. Discrete sets of interconnected nuclei in the avian brain have evolved and are a prerequisite for song learning processes and the production of song. Zebra finch males, like many other song birds, learn their song by memorizing a tutor song model early in life and then gradually matching their vocal output by auditory feedback to the stored memory of that tutor song. In parallel to these behavioural changes, various changes in neuronal structures of song system nuclei take place. These structural correlates of song learning processes have been investigated in great detail in the current research by raising zebra finches with and without a song tutor model and then studying the consequences for song and for neuronal structure in the song system by using a variety of techniques including Golgi-technique, electron microscopy, immunohistochemistry, various neuronal tracer and quantitative stereology, intracellular recordings in the in vitro slice preparation and analyzing sonograms at the behavioral approach. There is strong evidence that, among other findings, dendritic spines are very much involved in memory formation of song in the lateral magnocellular nucleus of the anterior nidopallium (LMAN), a forebrain region particularly involved in sensory learning processes early in life. Female zebra finches do not sing and have much smaller song nuclei than males. Rearing females either with being exposed to species-specific song early in life or deprived of hearing song, exhibit significant differences in neuronal structure particularly in nucleus robustus arcopallii (RA). These data give further evidence that, despite their smaller sizes, song system nuclei in female birds do play an important role in memorization of song. Please note that in 2004 the nomenclature of the avian brain has been revised (Reiner et al, J Comp Neurol 473:377-414, 2004; http://avianbrain.org/papers/RevisedNomenclature.pdf).
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Ludke, Karen M. "Songs and singing in foreign language learning." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5500.
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Educators have claimed that listening to music in a second or foreign language (L2) can provide fun and motivating educational material and that singing can enhance the L2 learning process by improving listening and speaking skills, pronunciation, intonation, and vocabulary. Experiments have shown that under certain conditions, a sung presentation of linguistic material can facilitate verbal learning in the native language. To date, however, there is very little research evidence that singing can increase L2 skills. This thesis begins to methodically evaluate whether listening to songs and singing in a new language can facilitate L2 learning, compared to practising L2 material through more traditional, speech-based instructional methods. The research studies also explore the extent to which individual di erences (IDs) between learners may mediate any observed benefits of using songs in L2 instruction. The first two studies examine under controlled experimental conditions whether singing can support adults’ beginning-level modern language learning compared to speech over a short time period. Results indicate that when no significant group di erences exist for the ID measures, an instructional method that incorporates L2 singing can facilitate short-term learning and memory. Results also showed that IDs between learners, in particular previous language learning experience, musical abilities, mood, and motivation, can mediate the benefits of L2 learning through a singing method. The third study describes a four-week, classroom-based arts intervention exploring the e ects of incorporating songs and dramatic dialogues into the L2 curriculum, both in terms of learning outcomes and the adolescents’ opinions. In addition to increases in French skills, many children reported that the dramatic and musical activities had increased their confidence to speak in French. There was also an overall preference for listening to songs and more children reported that the songs repeated in their heads after class. The thesis concludes by discussing practical implications for L2 instruction and proposes a framework to guide future research exploring how and why singing can support modern foreign language learning.
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Lindqvist, Jenny, and Vuuren Elik Van. "Att använda låttexter : En kvalitativ studie om låttexters funktion inom samhällskunskapsundervisning." Thesis, Umeå universitet, Statsvetenskapliga institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-179479.
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There is a constant struggle for teachers to find new methods that generate learning. Every student learns differently and not everyone benefits from the traditional learning methods that teachers have used for centuries. Therefore, teachers must now variate their teaching methods so that every student gets the same opportunity to learn. This study aims to explore the possibility to use song lyrics as a didactic tool to bring in a practical element in the subject of social studies. Furthermore, the purpose of this study is to see how the students experience this kind of practical element in a theoretical school subject. At last, this study is interested in finding out if this kind of didactic tool and teaching method is an effective way to generate learning. To answer these questions the study uses three qualitative methods - a lesson study, group interviews and a survey. Earlier research has found that is it positive to connect the teaching materials to something that the students can relate to since this can create interest and motivation. The use of song lyrics in this study hopes to use something familiar to the students and connect this to social studies. By analysing collected data using two scientific theories, we can conclude three things. First of all, song lyrics can be used to provide a clear and realistic connection to society. Secondly, the participating students overall seemed to enjoy using song lyrics as a didactic tool. Finally, the study can conclude that song lyrics can generate learning since it creates interest among the students.
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Chmelařová, Gabriela. "Přehrávač hudby pro Android s výběrem skladem dle kontextu zařízení." Master's thesis, Vysoké učení technické v Brně. Fakulta informačních technologií, 2021. http://www.nusl.cz/ntk/nusl-449167.
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Tato práce pojednává o vytvoření mobilní aplikace zvažující kontext zařízení, která vybírá a doporučuje hudební skladby dle aktuálního stavu kontextu zařízení. Kontext je získáván na základě naměřených hodnot, které jsou získány z vestavěných senzorů mobilního zařízení a z ostatních systémových hodnot zařízení. Výběr konkrétní skladby je poté založen na výstupu modelu strojového učení, který klasifikuje kontext na základě aktuálních získaných dat a následně zvolí skladbu připadající k danému kontextu.
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Souza, Jacqueline Araújo de [UNESP]. "Avaliação neuropsicológica atencional de crianças com distúrbios do sono." Universidade Estadual Paulista (UNESP), 2012. http://hdl.handle.net/11449/97452.
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O campo de estudo dentro do universo infantil é amplo e muitas variáveis podem ser aferidas, analisadas e correlacionadas. Dessa forma, a presente pesquisa teve como objetivo investigar a função neuropsicológica atencional de crianças com distúrbios do sono. A metodologia utilizada foi um estudo transversal de coorte, onde, participaram deste estudo 25 crianças de terceiro e quarto anos do ensino fundamental. A presença ou não de distúrbios do sono foi avaliada através do questionário Sleep Disturbance Scale for Children in Portuguese e para a avaliação neuropsicológica foram utilizadas os testes: RAVEN, TDE e TAVIS III. Após análise e discussão dos resultados foi possível concluir que a frequencia encontrada de crianças com distúrbios do sono em uma população de escolares do terceiro e quarto ano do ensino fundamental de 90 participantes foi de 25 crianças (28%). Os tipos de distúrbios encontrados foram: Distúrbios de início e manutenção do sono; Distúrbio respiratório do sono; Distúrbio do despertar; Distúrbio de transição sono/vigília; Sonolência excessiva diurna e Hiperhidrose do sono, sendo o de maior incidência 68% (17 crianças) o Distúrbios respiratórios obstrutivos, e em segundo (8 crianças) 32% a hiperhidrose do sono. O nível intelectual das crianças estudadas apresentou-se na média e o desempenho escolar ficou abaixo da média, no nível inferior. Os níveis neuropsicológicos relacionados à seletividade, a alternância e a sustentação da atenção apresentaram-se deficitários, sendo a tarefa que exigia o nível sustentação da atenção a mais prejudicada. Ao correlacionar a presença de distúrbios do sono ao perfil de aprendizagem e as funções neuropsicológicas atencionais, apenas uma correlação ocorreu com significância...
The field of stury within the child's universe is vast and many variables can be measured, analyzed and correlated. Thus, this study aimed to investigate attentional neuropsychological function in children with sleep disorders. The methodology used was a cross-sectional cohort, where 25 children participated in this study of third and fourth of elementary school. The presence or absence of sleep disorders was assessed by questionnaire Sleep Disturbance Scale for Children in Portuguese and the neuropsychological tests were used: RAVEN, TDE and TAVIS III. After analysis and discussion of results it was concluded that the frequency found in children with sleep disorders in a population of schoolchildren of third and fourth years of elementary school 90 participants were 25 children (28%). The types of disorders were: disorders of onset and sleep maintenance, sleep breathing disorder, disorder of awakening; disorder transition sleep/walke cycle; hyperhidrosis excessive daytime sleepiness and sleep, with the highest incidence of 68% (17 children) the DROS and second (8 children) 32% hyperhydrosis sleep. The intellectual level of children studied had on the average and academic performance was below average at the lower level. The neuropsychological levels related to slectivity, switching and sustained attention deficit is presented, and the task that required sustained attention at the most affected. By correlating the presence of sleep disorders to the profile of learning attentional neuropsychological functions, only one occurred with significant positive correlation, which is between school performance and attentional task of sustained attention. It was concluded that during childhood, for better learning and... (Complete abstract click electronic access below)
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Souza, Jacqueline Araújo de. "Avaliação neuropsicológica atencional de crianças com distúrbios do sono /." Bauru : [s.n.], 2012. http://hdl.handle.net/11449/97452.
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Orientador: Tânia Gracy Martins do ValleBanca: Silke Anna Theresa Weber
Banca: Ana Cláudia M. Almeida Verdu
Resumo: O campo de estudo dentro do universo infantil é amplo e muitas variáveis podem ser aferidas, analisadas e correlacionadas. Dessa forma, a presente pesquisa teve como objetivo investigar a função neuropsicológica atencional de crianças com distúrbios do sono. A metodologia utilizada foi um estudo transversal de coorte, onde, participaram deste estudo 25 crianças de terceiro e quarto anos do ensino fundamental. A presença ou não de distúrbios do sono foi avaliada através do questionário Sleep Disturbance Scale for Children in Portuguese e para a avaliação neuropsicológica foram utilizadas os testes: RAVEN, TDE e TAVIS III. Após análise e discussão dos resultados foi possível concluir que a frequencia encontrada de crianças com distúrbios do sono em uma população de escolares do terceiro e quarto ano do ensino fundamental de 90 participantes foi de 25 crianças (28%). Os tipos de distúrbios encontrados foram: Distúrbios de início e manutenção do sono; Distúrbio respiratório do sono; Distúrbio do despertar; Distúrbio de transição sono/vigília; Sonolência excessiva diurna e Hiperhidrose do sono, sendo o de maior incidência 68% (17 crianças) o Distúrbios respiratórios obstrutivos, e em segundo (8 crianças) 32% a hiperhidrose do sono. O nível intelectual das crianças estudadas apresentou-se na média e o desempenho escolar ficou abaixo da média, no nível inferior. Os níveis neuropsicológicos relacionados à seletividade, a alternância e a sustentação da atenção apresentaram-se deficitários, sendo a tarefa que exigia o nível sustentação da atenção a mais prejudicada. Ao correlacionar a presença de distúrbios do sono ao perfil de aprendizagem e as funções neuropsicológicas atencionais, apenas uma correlação ocorreu com significância... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The field of stury within the child's universe is vast and many variables can be measured, analyzed and correlated. Thus, this study aimed to investigate attentional neuropsychological function in children with sleep disorders. The methodology used was a cross-sectional cohort, where 25 children participated in this study of third and fourth of elementary school. The presence or absence of sleep disorders was assessed by questionnaire Sleep Disturbance Scale for Children in Portuguese and the neuropsychological tests were used: RAVEN, TDE and TAVIS III. After analysis and discussion of results it was concluded that the frequency found in children with sleep disorders in a population of schoolchildren of third and fourth years of elementary school 90 participants were 25 children (28%). The types of disorders were: disorders of onset and sleep maintenance, sleep breathing disorder, disorder of awakening; disorder transition sleep/walke cycle; hyperhidrosis excessive daytime sleepiness and sleep, with the highest incidence of 68% (17 children) the DROS and second (8 children) 32% hyperhydrosis sleep. The intellectual level of children studied had on the average and academic performance was below average at the lower level. The neuropsychological levels related to slectivity, switching and sustained attention deficit is presented, and the task that required sustained attention at the most affected. By correlating the presence of sleep disorders to the profile of learning attentional neuropsychological functions, only one occurred with significant positive correlation, which is between school performance and attentional task of sustained attention. It was concluded that during childhood, for better learning and... (Complete abstract click electronic access below)
Mestre
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Park, In-Ryang. "Encouraging motivation using songs and cooperative learning to improve intercultural understanding." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1754.
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The purpose of this study is to explore the students' motivation using songs and cooperative learning to improve intercultural understanding and to achieve communicative competence. The target level is the English as a Foreign Language (EFL) intermediate level students in South Korea.
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Boyer, Eric. "Continuous auditory feedback for sensorimotor learning." Thesis, Paris 6, 2015. http://www.theses.fr/2015PA066165/document.
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Notre système sensorimoteur a développé une relation particulière entre nos actions et le retour sonore qui en découle. Les systèmes de captation gestuelle et les technologies audio permettent de manipuler ce retour sonore par la sonification interactive du mouvement. Nous explorons dans divers cadres expérimentaux la contribution de la sonification à l'apprentissage moteur dans les systèmes interactifs. Tout d'abord, nous montrons que le système auditif intègre des indices acoustiques issus du mouvement pour le contrôle moteur. Des représentations de l'espace émergent de ces indices et sont transformées en commandes motrices. Le cas d'un objet virtuel sonore nous apprend que ces représentations audiomotrices influencent les stratégies d'exploration et permettent des cas de substitution sensorielle par le son. Ensuite, nous mesurons qu'un retour sonore continu permet d'améliorer significativement la performance à une tâche de poursuite. La sonification de l'erreur et des paramètres de la tâche aident à la performance mais montrent des effets différents sur l'apprentissage. Nous observons également que la sonification du mouvement de l'utilisateur augmente l'énergie contenue dans le geste et prévient la dépendance au retour sonore. Enfin, nous présentons le concept de tâche sonore dans lequel la cible est présentée et s'exprime sous forme de paramètres sonores à reproduire. Les résultats montrent qu'une adaptation motrice peut être provoquée par des indices acoustiques seuls. Ce travail permet de dégager des principes importants du design de l'interaction geste-son, et présente des applications originales comme des scénarios interactifs pour la rééducationOur sensorimotor system has developed a specific relationship between our actions and their sonic outcomes, which it interprets as auditory feedback. The development of motion sensing and audio technologies allows emphasizing this relationship through interactive sonification of movement. We propose several experimental frameworks (visual, non-visual, tangible, virtual) to assess the contribution of sonification to sensorimotor control and learning in interactive systems. First, we show that the auditory system integrates dynamic auditory cues for online motor control, either from head or hand movements. Auditory representations of space and of the scene can be built from audio features and transformed into motor commands. The framework of a virtual sonic object illustrates that auditory-motor representations can shape exploratory movement features and allow for sensory substitution. Second, we measure that continuous auditory feedback in a tracking task helps significantly the performance. Both error and task sonification can help performance but have different effects on learning. We also observe that sonification of user’s movement can increase the energy of produced motion and prevent feedback dependency. Finally, we present the concept of sound-oriented task, where the target is expressed as acoustic features to match. We show that motor adaptation can be driven by interactive audio cues only. In this work, we highlight important guidelines for sonification design in auditory-motor coupling research, as well as applications through original setups we developed, like perceptual and physical training, and playful gesture-sound interactive scenarios for rehabilitation
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DeSilva, Dominique Carmen. "MUSIC LEARNING THROUGH TRADITION: COUNTY CLARE SINGING SESSIONS AND POTENTIAL BENEFITS OF CLASSROOM ADAPTATION." Master's thesis, Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/591453.
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Music EducationM.M.
The Irish singing session has provided a safe community where singers of all abilities are welcome to share with and learn from one another. Through British occupation and into independence, the Irish session has transformed tremendously from its original form. Still, the session carries on the Irish tradition of music learning and enculturation through oral transmission. Singing sessions provide a unique opportunity for the many songs of Irish history to be sung and learned; passed down from generation to generation! Singers learn new songs through listening to and watching other singers, imitating material, experimenting with new ideas, and discussing musical performances with others. Session leaders may attempt to create an encouraging and accepting environment where singers feel secure, resulting in the unbridled sharing of singers’ deep connections with a song. Such methods, including personal choice and a safe environment, have been observed through field research and have shown to positively affect singers and communities related to singing sessions in County Clare, Ireland. In this study, I pose that the methods used in singing sessions may also be beneficial when adapted for use in the music classroom.
Temple University--Theses