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Artículos de revistas sobre el tema "Listening"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 10 de marzo de 2023

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1

Vanhee, Sarah y Flore Herman. "listening to listening/listening letter". FORUM+ 28, n.º 3 (1 de octubre de 2021): 44–51. http://dx.doi.org/10.5117/forum2021.3.006.vanh.

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Abstract During her PhD research bodies of knowledge – the public space as a forum for the exchange of repressed or underexposed knowledge, Sarah Vanhee tries to bring about an exchange of underexposed knowledge by non-dominant voices. During this process, Vanhee and her collaborator Flore Herman were repeatedly confronted with the importance of deep listening, and the lack of it. The following texts are an attempt to understand what deep listening is, as a mental, physical and political practice, and from a feminist perspective.

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2

Lucas, Cássio de Borba. "Listening to Beethoven’s Ninth as communicational production". Semiotica 2022, n.º 245 (21 de febrero de 2022): 213–28. http://dx.doi.org/10.1515/sem-2021-0074.

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Abstract This paper (1) discusses the communicability of musical listening, (2) proposes a semanalytical perspective to approach it in terms of communicational production, and (3) summarizes an analysis of the production of musical listenings in the case of Beethoven’s Ninth Symphony. Instead of assuming that verbal talk on music banalizes listening (Barthes), or that musical arrangers are the privileged authorities when it comes to transmitting a personal listening (Szendy), our suggestion is that communication produces – in the post-structuralist sense of the word – musical listenings even when it seems to simply try and account for it. In a transmissive, “phenotextual” (Kristeva) comprehension, listening may be understood as a phenomenological, receptive act that pre-exists its communication. Instead, our communicational research on musical listening turns to the listening-accounts in order to grasp the “listenabilities” as they emerge (are permitted or interdicted) within specific listening-territories that “genotextually” produce their regulations and habits (modes of listening). This semiotic production is methodologically investigated, here, in terms of interpretant signs, especially as Normal Interpretants (Peirce), within a particular listening-territory (Brazilian newspapers’ repercussion around the Ninth Symphony’s 1918 debut in Rio). Three remarks are made on the genotextual operations that produce “insufficiency,” “monumentality,” and “distinção” as listening normalities.

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3

Nicolucci, Sandra. "Listening Tips: Listening repertoire". Music Educators Journal 77, n.º 7 (marzo de 1991): 49–50. http://dx.doi.org/10.1177/002743219107700705.

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4

Lipetz, Liora, Avraham N. Kluger y Graham D. Bodie. "Listening is Listening is Listening: Employees’ Perception of Listening as a Holistic Phenomenon". International Journal of Listening 34, n.º 2 (6 de agosto de 2018): 71–96. http://dx.doi.org/10.1080/10904018.2018.1497489.

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5

Germano, Gustavo, Alexandre Fernandez, Daniel Tápia, Henrique Lima, Lílian Campesato, Marina Mapurunga, Valéria Valéria Bonafé y Vicente Farias. "Listening to/with Mar Paradoxo: a collective practice for sharing listenings". Revista Vórtex 9, n.º 2 (10 de diciembre de 2021): 1–26. http://dx.doi.org/10.33871/23179937.2021.9.2.1.

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This paper presents an experimental methodology developed by the collective Laura: Place for Research on Aurality for approaching listening as a shared experience. As a motif for the application of this methodology, we take the work Mar Paradoxo (Raquel Stolf, 2016) as a proposition for experiencing multiple modes of listening. To contextualize our understanding of Stolf’s work, we refer to the concept of otography as a way of approaching the listening experience as something that makes and is made out of traces. By means of the production, sharing, and analysis of listening reports, we outline different modes through which our listening navigates. These modes help us understand listening as an experience that is multi-mediated and relational, singular and situated. In the end, we emphasize the presence of the other in the listening subject, resonating the thesis that the listening activity is driven by a desire of making one’s listening listened.

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6

Fernald, Peter S. "Teaching Students to Listen Empathically". Teaching of Psychology 22, n.º 3 (octubre de 1995): 183–86. http://dx.doi.org/10.1207/s15328023top2203_5.

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During an intensive 5-week period of studying and practicing empathic-listenig skills, senior undergraduates engaged in 14 different learning activities, after which they completed a course assignment designed to assess their empathic-listening skills. The students rated both the learning activities and the empathic-listening assignment very favorably.

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7

Barrass, Stephen, Mitchell Whitelaw y Guillaume Potard. "Listening to the Mind Listening". Media International Australia 118, n.º 1 (febrero de 2006): 60–67. http://dx.doi.org/10.1177/1329878x0611800109.

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The Listening to the Mind Listening concert was a practice-led research project to explore the idea that we might hear information patterns in the sonified recordings of brain activity, and to investigate the aesthetics of sonifications of the same data set by different composers. This world-first concert of data sonifications was staged at the Sydney Opera House Studio on the evening of 6 July 2004 to a capacity audience of more than 350 neuroscientists, composers, sonification researchers, new media artists and a general public curious to hear what the human brain could sound like. The concert generated 30 sonifications of the same data set, explicit descriptions of the techniques each composer used to map the data into sound, and 90 reviews of these sonifications. This paper presents the motivations for the project, overviews related work, describes the sonification criteria and the review process, and presents and discusses outcomes from the concert.

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8

Schmidt, Jenne. "Eco-Listening: Listening to Place". Listening 56, n.º 2 (2021): 175–83. http://dx.doi.org/10.5840/listening202156224.

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9

Mathew, Nicholas. "Listening(s) Past". Representations 154, n.º 1 (2021): 143–55. http://dx.doi.org/10.1525/rep.2021.154.11.143.

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This essay is about the long-standing and tenacious audile technique of listening past—that is, the discrimination of music, musical performances, and even sound amid the ostensibly broader range of vibrations conveyed by any media form. For some time, an assortment of musicians, sound artists, and theoreticians have lined up to maintain that this cognitive-discursive technique, which suppresses or diminishes the processes of mediation, is in some sense ideological: illusory, contingent, and even exclusionary. Cagean theories of sound, feminist valorizations of embodiment and presence, ecological ethics of the soundscape, tech-focused philosophies of mediation, ethnographic conceptions of aurality, and Deleuzian vibrational ontologies—all are united in their foundational skepticism. Centered on digital transfer of an early electric recording of a performance of Beethoven’s Sixth from 1927 conducted by Felix Weingartner, this essay seeks to reevaluate the political implications of listening past by drawing out its submerged relationships to the traditional historicist project of recovering what I call past listenings—lost modes of listening that are supposedly indivisible from particular spaces, historical moments, and radically situated subjectivities.

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10

Fessler, Michael. "Listening". Iowa Review 45, n.º 1 (marzo de 2015): 106–25. http://dx.doi.org/10.17077/0021-065x.7584.

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11

Hawkins-Walsh, Elizabeth. "Listening". American Journal of Nursing 100, n.º 9 (septiembre de 2000): 24BBB. http://dx.doi.org/10.2307/3522219.

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12

Long, Donna Reseigh, Anne Anderson y Tony Lynch. "Listening". Modern Language Journal 78, n.º 2 (1994): 238. http://dx.doi.org/10.2307/329013.

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13

Van Sant, Ann F. "Listening". Pediatric Physical Therapy 20, n.º 4 (2008): 291. http://dx.doi.org/10.1097/pep.0b013e31818ce627.

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14

WAGONER, DAVID. "LISTENING". Yale Review 96, n.º 2 (abril de 2008): 74. http://dx.doi.org/10.1111/j.1467-9736.2008.00394.x.

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15

Williams, Nina. "Listening". Transactions of the Institute of British Geographers 44, n.º 4 (2 de julio de 2019): 647–49. http://dx.doi.org/10.1111/tran.12324.

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16

Bly, R. "Listening". Literary Imagination 3, n.º 3 (1 de enero de 2001): 401. http://dx.doi.org/10.1093/litimag/3.3.401.

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17

Toumey, Chris. "Listening". Nature Nanotechnology 13, n.º 7 (julio de 2018): 526–27. http://dx.doi.org/10.1038/s41565-018-0199-7.

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18

Bunkers, Sandra Schmidt. "Listening". Nursing Science Quarterly 28, n.º 2 (24 de marzo de 2015): 103–6. http://dx.doi.org/10.1177/0894318415571606.

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19

Hawkins-Walsh, Elizabeth. "Listening". American Journal of Nursing 100, n.º 9 (septiembre de 2000): 24BBB—24DDD. http://dx.doi.org/10.1097/00000446-200009000-00029.

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20

Hewitt, S. E. K. "Listening?" Police Journal: Theory, Practice and Principles 69, n.º 2 (abril de 1996): 178–80. http://dx.doi.org/10.1177/0032258x9606900213.

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21

Allen, Victoria. "Listening". Journal of Obstetrics and Gynaecology Canada 38, n.º 2 (febrero de 2016): 104–7. http://dx.doi.org/10.1016/j.jogc.2015.11.006.

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22

Gawne-Kelnar, Gabrielle. "Listening". Palliative and Supportive Care 11, n.º 6 (25 de marzo de 2013): 531–33. http://dx.doi.org/10.1017/s1478951512000910.

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23

Likis, Frances E. "Listening". Journal of Midwifery & Women's Health 55, n.º 2 (4 de marzo de 2010): 89. http://dx.doi.org/10.1016/j.jmwh.2010.01.003.

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24

Bennett, Katy, Allan Cochrane, Giles Mohan y Sarah Neal. "Listening". Emotion, Space and Society 17 (noviembre de 2015): 7–14. http://dx.doi.org/10.1016/j.emospa.2015.10.002.

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25

Louthan, McIntyre R. "Listening". Journal of Failure Analysis and Prevention 9, n.º 3 (18 de abril de 2009): 183–84. http://dx.doi.org/10.1007/s11668-009-9239-9.

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26

Wachs, Joy E. "Listening". AAOHN Journal 43, n.º 11 (noviembre de 1995): 590–92. http://dx.doi.org/10.1177/216507999504301106.

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27

Austin, Stephen F. "Listening". Ear and Hearing 16, n.º 4 (agosto de 1995): 434–35. http://dx.doi.org/10.1097/00003446-199508000-00013.

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28

Tindall, Evie y Deanna Nisbet. "Listening". International Journal of Learning: Annual Review 15, n.º 6 (2008): 121–28. http://dx.doi.org/10.18848/1447-9494/cgp/v15i06/45802.

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29

Brownell, Judi. "Listening". Cornell Hotel and Restaurant Administration Quarterly 27, n.º 4 (febrero de 1987): 64–71. http://dx.doi.org/10.1177/001088048702700419.

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30

REILLY, JOAN. "Listening". Gastroenterology Nursing 14, n.º 6 (junio de 1992): 310–12. http://dx.doi.org/10.1097/00001610-199206000-00008.

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31

Montgomery, Carolyne J. "Listening". Canadian Medical Association Journal 191, n.º 16 (22 de abril de 2019): E451—E452. http://dx.doi.org/10.1503/cmaj.181479.

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32

Eastment, D. "Listening". ELT Journal 55, n.º 4 (1 de octubre de 2001): 420–23. http://dx.doi.org/10.1093/elt/55.4.420.

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33

Martinez, Cherry. "Listening". Geriatric Nursing 10, n.º 3 (mayo de 1989): 143. http://dx.doi.org/10.1016/s0197-4572(89)80149-1.

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34

Malinow, Ana. "Listening". JAMA 309, n.º 10 (13 de marzo de 2013): 963. http://dx.doi.org/10.1001/jama.2012.110986.

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35

Kraus, Nina. "Listening in on the listening brain". Physics Today 64, n.º 6 (junio de 2011): 40–45. http://dx.doi.org/10.1063/1.3603917.

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36

Kraus, Nina y Travis White-Schwoch. "Listening in on the Listening Brain". Hearing Journal 73, n.º 7 (julio de 2020): 46. http://dx.doi.org/10.1097/01.hj.0000689460.50136.1d.

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37

Sims, Wendy L. "Listening to Listen – Listening to Learn". Perspectives: Journal of the Early Childhood Music & Movement Association 1, n.º 1 (1 de junio de 2006): 4–5. http://dx.doi.org/10.1386/ijmec_0003_1.

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38

Wolvin, Andrew D. "Listening Leadership: Hillary Clinton's Listening Tour". International Journal of Listening 19, n.º 1 (enero de 2005): 29–38. http://dx.doi.org/10.1080/10904018.2005.10499071.

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39

Hamdi Khosroshahi, Hamideh y Ali Merç. "Listening self-efficacy beliefs, L2 listening proficiency, and listening strategy training". ELT Forum: Journal of English Language Teaching 9, n.º 2 (30 de noviembre de 2020): 1–14. http://dx.doi.org/10.15294/elt.v9i2.41855.

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Self-efficacy plays an important role in language learners’ performances in language learning. Studies report that explicit teaching of strategies, self-efficacy, and better learner performance are interdependent concepts. This entails the fact that language teachers should focus on the first two in order to increase the learners’ performance. The aim of this study is to find out how teaching cognitive and metacognitive strategies affect EFL learners’ performances and self-efficacy beliefs in listening comprehension tasks. Ninety students participated in this study, thirty of whom were part of the control group. Their listening self-efficacy and listening proficiency were measured before and after a four-week training. During the intervention sessions, instructors taught cognitive and metacognitive strategies in an explicit way, which included teacher modeling and teacher feedbacks. The results revealed that learners’ listening proficiency scores increased while their self-efficacy scores did not change significantly after the training. These findings led to the conclusion that low self-efficacy does not necessarily lead to low listening proficiency. Another finding was that teaching only cognitive and metacognitive strategies does not help learners with their self-efficacy in a short time period. Implications and suggestions for L2 listening are provided considering the results of the study.

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40

Tangkakarn, Boonyarit y Chanika Gampper. "The Effects of Reading-While-Listening and Listening-Before-Reading-While-Listening on Listening and Vocabulary". International Journal of Instruction 13, n.º 3 (1 de julio de 2020): 789–804. http://dx.doi.org/10.29333/iji.2020.13353a.

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41

TEKIN GURGEN, Elif. "Social and Emotional Function of Musical Listening: Reasons for Listening to Music". Eurasian Journal of Educational Research 16, n.º 66 (19 de diciembre de 2016): 1–30. http://dx.doi.org/10.14689/ejer.2016.66.13.

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42

Sierra Nieto, José Eduardo y Nieves Blanco García. "El Aprendizaje de la Escucha en la Investigación Educativa". Qualitative Research in Education 6, n.º 3 (27 de octubre de 2017): 303. http://dx.doi.org/10.17583/qre.2017.2783.

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Despite the fact that listening is at the core of teaching, pedagogical literature has paid very little attention to listening. In this paper, we echo this absence of research and try to explore some of listening’s pedagogical and training possibilities. We move away from the kind of listening that underlies relationships of power, trying to find a pattern of listening in which our presence becomes important and related research activity is seen as a transformational experience. We address these matters on the basis of some learning experiences arising from a recent study in which we analyzed, by means of a narrative methodology, the experiences of academic failure of three adolescents. The article concludes with proposals of some principles which served as the basis and guidelines for our conduct in the course of the study, and which are an example of our concept of listening for educational research.

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43

Sheldon, Deborah A. "Effects of Multiple Listenings on Error-Detection Acuity in Multivoice, Multitimbral Musical Examples". Journal of Research in Music Education 52, n.º 2 (julio de 2004): 102–15. http://dx.doi.org/10.2307/3345433.

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This study is an investigation of the effects of multiple listenings on error-detection identification and labeling accuracy among brass and woodwind instrumentalists. Examples derived from band music used balanced four-voice incipits performed with differing timbres, and errors that occurred in one or multiple voices. Response rates for correct and incorrect identification and labeling of errors were greatest during the first listening, less for the second, and least for the third. Identification mistakes outnumbered correct responses in the last two listenings. Error-labeling mistakes outnumbered correct responses in all listenings. Most correct responses in the first listening were made in the top two lines. During all listenings, the fewest correct identification and labeling responses occurred in the bottommost voice. Data suggest that multiple listenings and a correct aural referent may not help error-detection acuity in multitimbral, multivoice settings. These data may be useful in informing practice in conducting and methods instruction during teacher-preparation programs.

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44

Li, Yuyao. "Foreign Language Listening Anxiety and Listening Performance: Results of A Mixed-Method Study". International Journal of Languages, Literature and Linguistics 8, n.º 1 (marzo de 2022): 1–4. http://dx.doi.org/10.18178/ijlll.2022.8.1.313.

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This study explored the relationship between listening anxiety and listening performance in a total of 30 bilingual learners. Both quantitative and qualitative methods were distributed: (a) the Foreign Language Listening Anxiety Scale tested listeners’ anxiety level, and (b) the semi-structured interview looked further into participants’ perceptions. The results programmed by SPSS Statistics 25 showed that anxiety level has no significant impact on listening performance. Interview results did fully support the relationship found in the survey. Most participants did not perceive themselves to be anxious in the middle of listening but they showed highest anxiety towards the pre-listening stage. They indicated that there is a positive relationship between performance and listening skills, as well as between anxiety and listening skills. This study presents results and discusses the related pedagogical implications.

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45

Rashidova, Nodira, Mashhura Shohidova, Hilola Yusupova y Mashrabova Dilnoza. "Strategies For Teaching Listening". American Journal of Social Science and Education Innovations 03, n.º 04 (30 de abril de 2021): 572–77. http://dx.doi.org/10.37547/tajssei/volume03issue04-93.

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This article discusses the importance of teaching listening strategies and using it during the lesson. Moreover it can define different useful ways for improving listening skills while learning foreign language.

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46

HaiyoungLee y 박지연. "The Correlation among Korean Listening Comprehension Ability, Listening Self-efficacy, Listening Strategy, Listening Comprehension Anxiety, and Listening Exposure Time for Thai Korean Learners". Journal of Korean Language Education 28, n.º 3 (septiembre de 2017): 85–104. http://dx.doi.org/10.18209/iakle.2017.28.3.85.

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47

Digim’Rina, Iinus S. "The Value of Listening, and Really Listening …". Asia Pacific Journal of Anthropology 22, n.º 2-3 (11 de abril de 2021): 232–34. http://dx.doi.org/10.1080/14442213.2021.1906549.

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48

Morger, Martina. "Pro(Found) listening: Suggesting compassion through listening". Journal of Arts Writing by Students 6, n.º 1 (1 de junio de 2020): 47–52. http://dx.doi.org/10.1386/jaws_00014_1.

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This article is about a sonic piece suggesting a way of compassion towards the female, the Other, learnt through listening to noisy sonic structures. With honest, active listening, we find ourselves in a compassionate state of mind towards our environment. We ourselves define these relationships with our surroundings and, as such, define the ways in which we perform or act in such a relation. If we acknowledge and support each other, we can go forward with personal and artistic integrity and attain even more agency through the method of honest listening. I suggest first listening to the sound piece.

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49

Denham, Charles R., Jennifer Dingman, Mary E. Foley, Dan Ford, Becky Martins, Patti O'Regan y Arlene Salamendra. "Are You Listening…Are You Really Listening?" Journal of Patient Safety 4, n.º 3 (septiembre de 2008): 148–61. http://dx.doi.org/10.1097/pts.0b013e318184db52.

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50

Browning, Sharon y Roberta Waite. "The Gift of Listening: JUST Listening Strategies". Nursing Forum 45, n.º 3 (3 de agosto de 2010): 150–58. http://dx.doi.org/10.1111/j.1744-6198.2010.00179.x.

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