Rozprawy doktorskie na temat „Music – Psychological aspects”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 50 najlepszych rozpraw doktorskich naukowych na temat „Music – Psychological aspects”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj rozprawy doktorskie z różnych dziedzin i twórz odpowiednie bibliografie.
McDonald, Jennifer Ann. "Music and me : measuring and understanding real-life music preferences". Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608208.
Pełny tekst źródłaKirsch, Simone Hillary. "Psychological aspects of one-on-one instrumental teaching at the tertiary level". Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/17372.
Pełny tekst źródłaENGLISH ABSTRACT: Of an inter-disciplinary nature, this thesis examines certain pertinent psychological aspects with regard to one-on-one instrumental teaching at the tertiary level. It is apparent that this area has not been the focus of much investigation. However, in recent years, together with research into new, forward-thinking philosophies in music education, there has been an examination of some psychological aspects pertaining to instrumental teaching by researchers such as Mackworth-Young (1990), Kennell (2002), and Creech & Hallam (2003). Although most researchers have focused primarily on students of school-going age, more recently attention has begun to be given to tertiary level instrumental teaching. There are many ways to approach one-on-one instrumental teaching. There is no doubt that these have been tried and tested, and, in their own way, have been successful. They range from the traditional to the master-apprenticeship model, the latter most commonly used in university music departments. While it is not the purpose of this thesis to discuss pedagogical principles per se, the researcher proposes a student-centred model based on humanistic trends in psychology, with particular reference to Rogers. This model emphasises the importance of the teacher/student relationship and a holistic view of students. In addition, the developmental stage of university students is investigated in order to provide more insight and understanding of students’ place in the life cycle. Such psychological knowledge can equip teachers with skills, which would assist them to deal with sensitive issues that may be beyond their common sense and expertise. Consequently, the application of these psychological principles to instrumental teaching at the tertiary level is investigated by examining both the teacher/student relationship and a student-centred approach in the studio. A student-centred focus is one where the teacher has a facilitative function. Such a teacher leads students to be proactive and to be full participants in their own learning process. Consequently students would develop critical thinking and problem-solving skills. At the same time they would learn how to take responsibility for their actions. In such a milieu they are given the freedom to express themselves without fear of reprisal, and are made aware that they are valued and accepted unconditionally as unique individuals. This kind of environment should encourage the development of both cognitive and affective aspects of their personalities while simultaneously being conducive to optimal learning and to the maximising of their full potential at this stage. This researcher believes that the student-centred approach offers a more humanizing view than the traditional view of teaching. It is not the intention of the researcher to reject other styles of teaching, since it is fully appreciated that there are diverse views, which have their merit and should be recognised. However, there is a need to investigate whether student-centred teaching can be used exclusively, or whether it can offer an alternative to more conventional approaches, working independently of or perhaps complementarily to these.
AFRIKAANSE OPSOMMING: Hierdie tesis is van interdissiplinêre aard en eksamineer daarom pertinente psigologiese aspekte met betrekking tot individuele (een-tot-een) instrumentale onderrig op tersiêre vlak. Klaarblyklik het navorsing nog nie veel op hierdie terrein gefokus nie. In die onlangse verlede is navorsing egter wel gedoen oor nuwe, progressiewe musiekopvoedingsfilosofieë, onder andere in verband met psigologiese aspekte van instrumentale onderrig, deur navorsers soos Mackworth-Young (1990), Kennel (2002), en Creech & Hallam (2003). Hoewel die meeste navorsers primêr op studente van skoolgaande ouderdom gefokus het, is daar meer onlangs begin om aandag te skenk aan instrumentale onderrig op tersiêre vlak. Individuele instrumentale onderrig kan op baie maniere geskied. Ongetwyfeld is hierdie metodes deeglik beproef en is hulle, in eie reg, suksesvol. Dit sluit uitgangspunte in wat strek vanaf die tradisionele- tot die meester-vakleerlingmodel. Laasgenoemde is die model wat oorwegend in musiekdepartemente van universiteite gebruik word. Omdat die primêre doelstelling van hierdie tesis nie die bespreking van pedagogiese beginsels as sodanig is nie, stel die navorser 'n studentgesentreerde model, gebaseer op humanistiese tendense in die sielkunde met besondere verwysing na Rogers, voor. Dié model beklemtoon die belangrikheid van die dosent/studentverhouding asook 'n holistiese siening van studente. Daarbenewens word die persoonlike ontwikkelingsfaktore van universiteitstudente ondersoek met die oog op verkryging van insig in en begrip van die plek wat die studentfase in die lewenssiklus beklee. Sielkundige kennis van dié aard kan dosente vaardighede bied wat kan help om doeltreffend om te gaan met sensitiewe kwessies wat dalk buite die grense van ouderwetse gesonde verstand en vakkennis val. Gevolglik word die toepassing van hierdie psigologiese beginsels op instrumentale onderrig op tersiêre vlak nagespoor deur 'n ondersoek na die dosent/studentverhouding en 'n studentgesentreerde benadering in die onderrigstudio. 'n Studentgesentreerde pedagogiese fokus behels dat die dosent 'n fasiliterende funksie moet verrig. So 'n dosent lei studente om pro-aktief te wees en om volledige deelnemers in hul eie leerproses te word. Studente sal gevolglik kritiese denke en vaardighede in probleemoplossing ontwikkel. Terselfdertyd leer hulle verantwoordelikheid vir hul aksies aanvaar. In so 'n milieu word aan hulle vryheid van selfuitdrukking, sonder vrees vir vergelding, gebied en raak hulle bewus daarvan dat hulle, as unieke individue, onvoorwaardelik aanvaar en waardeer word. Hierdie soort omgewing behoort die ontwikkeling van beide die kognitiewe en affektiewe persoonlikheidsaspekte aan te moedig terwyl dit terselfdertyd bevorderlik is vir optimale leer en die maksimale ontplooiing van hul volle potensiaal op hierdie stadium. Hierdie navorser glo dat die studentgesentreerde benadering 'n meer humaniserende gesigspunt bied as dié van die tradisionele onderrrigmodel(le). Die navorser beoog nie om ander onderrigstyle te verwerp nie, want daar is waardering vir die feit dat diverse merietedraende sienings bestaan wat erkenning verdien. Tog bestaan die behoefte om na te vors of studentgesentreerde onderrig eksklusief gebruik kan word en of dit 'n alternatief kan bied vir meer konvensionele benaderings waarmee dit òf onafhanklik òf dalk komplimenterend in verhouding kan staan.
Novak, Jennifer J. Doud. "Music Preferences 1980 Versus 1989 and Their Relationship With Selected Environment and Listener Variables". Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278214/.
Pełny tekst źródłaMarshall, Daniel N. "Music With and Without Lyrics Increases Motivation, Affect, and Arousal during Moderate-Intensity Cycling". Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011790/.
Pełny tekst źródłaQuinn, Sandra. "The perception of time in music". Thesis, University of Stirling, 2005. http://hdl.handle.net/1893/17763.
Pełny tekst źródłaChiu, Wing-sze Ivy, i 趙詠詩. "Effect of music on anxiety management during dental procedures". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45171695.
Pełny tekst źródłaHutchins, Sean. "Implicit memory for music : factors affecting musical priming and their time courses". Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115889.
Pełny tekst źródłaMa, Duan-yang, i 馬端陽. "Music and emotions reconsidered : towards a holistic approach to understanding musical experience". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/193468.
Pełny tekst źródłapublished_or_final_version
Music
Master
Master of Philosophy
Cherry, Harriet Rose. "Music-a structural way of thinking". Thesis, Georgia Institute of Technology, 1986. http://hdl.handle.net/1853/23939.
Pełny tekst źródłaVines, Bradley W. "Seeing music : integrating vision and hearing in the perception of musical performances". Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86058.
Pełny tekst źródłaShortway, Nicholas. ""This one goes to eleven--" : a methodological study of the recording and evaluation of emotional response to music". Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99605.
Pełny tekst źródłaStellings, Alan. "Music cognition as musical culture, a philosophical investigation of cognitivist theory of music". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0005/NQ28131.pdf.
Pełny tekst źródłaBravo, Fernando. "Human emotion processing through the systematic control of musical dissonance in audiovisual paradigms". Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708589.
Pełny tekst źródłaBoucher, Hélène. "[The] occurrence of music performance anxiety in early childhood". Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=109913.
Pełny tekst źródłaPerformance anxiety is a common experience for many musicians, firmly engrained in them by the age of eight. While it has been suggested throughout the literature that this is a learned condition developed during childhood, its appearances in younger children have not yet been studied. The purpose of this study was to document the performance experiences of very young children with respect to performance anxiety.[...]
L'anxiété de performance est vécue par plusieurs musiciens et serait déjà enracinée chez certains apprentis musiciens des l' âge de huit ans. Bien que plusieurs chercheurs considèrent qu'il s'agit la d'un phénomène acquis, se développant pendant l'enfance, ses premières manifestations n'ont jamais été étudiées. L'objectif de cette recherche est donc de documenter l'existence du stress lie a la performance musicale chez les très jeunes enfants.[...]
Chow, Yuen-yi, i 周婉儀. "Pre-operative music intervention to reduce patients' pre-operative anxiety in acute care setting". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44623021.
Pełny tekst źródłaAgenbag, Gustel. "Musical expressivity in choral singing". Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13614.
Pełny tekst źródłaBassalé, Parfait Adegboyé. "Music and Conflict Resolution: Can a Music and Story Centered Workshop Enhance Empathy?" PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1122.
Pełny tekst źródłaZehr, Melisa-J. "Exploring the relationship between music preference and aggression". Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1312664.
Pełny tekst źródłaDepartment of Counseling Psychology and Guidance Services
Tham, Edgar Kok Kuan. "Effects of Music on Vividness of Movement Imagery". Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278984/.
Pełny tekst źródłaAu, Man-yee, i 區敏儀. "Appropriateness and feasibility of music intervention in reducing anxiety for patients undergoing minor operative procedures in Accidentand Emergency Department". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44622740.
Pełny tekst źródłaTarr, Christopher J. "Practising jazz performance: An investigation into the process that underpins optimal instrumental practice in the jazz idiom". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1921.
Pełny tekst źródłaBerkland, Darren Gary. "Androcentrism and misogyny in late twentieth century rock music". Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/d1021199.
Pełny tekst źródłaMeinz, Elizabeth J. "Musical experience, musical knowledge and age effects on memory for music". Thesis, Georgia Institute of Technology, 1996. http://hdl.handle.net/1853/30881.
Pełny tekst źródłaHu, Shu-Chen 1968. "How to Practice in an Efficient Way". Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc935617/.
Pełny tekst źródłaRyan, Charlene Anne. "A study of the differential responses of male and female children to musical performance anxiety /". Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36788.
Pełny tekst źródłaLee, Ka-kui, i 李家駒. "Music therapy on mechanically ventilated patients in reducing psychological and physiological distress in ICU and HDU". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44623987.
Pełny tekst źródłaZane, Frank. "Effects of dichotic listening on aerobic performance". CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/561.
Pełny tekst źródłaLehmann, Sharon Fincher. ""Wiggles and Volcanos": an Investigation of Children's Graphing Responses to Music". Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278601/.
Pełny tekst źródłaIwamasa, Dawn A. "The effect of music-assisted relaxation training on measures of state anxiety and heart rate under music performance conditions for college music students". Scholarly Commons, 1998. https://scholarlycommons.pacific.edu/uop_etds/2324.
Pełny tekst źródłaGerstley, Lawrence D. "Cross-modal and synaesthetic perception in music and vision". Thesis, University of Stirling, 1997. http://hdl.handle.net/1893/2223.
Pełny tekst źródłaCahn, Dan. "The effects of practice procedure and task difficulty on tonal pattern accuracy". Thesis, connect to online resource, 2003. http://www.library.unt.edu/theses/open/20031/cahn%5Fdan/index.htm.
Pełny tekst źródłaSpencer, William David 1952. "An Attitude Assessment of Amateur Musicians in Adult Community Bands". Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277924/.
Pełny tekst źródłaClemen, Hannah E. "The use of principles and techniques derived from meditation for the design and creation of co-participatory musical systems". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/644.
Pełny tekst źródłaPonchione, Cayenna R. "Tracking authorship and creativity in orchestral performance". Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:038d450e-f009-4ab0-879f-71d8f77bd77b.
Pełny tekst źródłaLove, Diana Bonham. "The relationship of tempo, pattern length, and grade level on the recognition of rhythm patterns". Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/77909.
Pełny tekst źródłaEd. D.
Albert, Kimberly Joy. "Using music therapy and visuals to facilitate language in exceptional preschoolers". CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3245.
Pełny tekst źródłaHui, Viny Wan-Fong. "Music preferences, music and non-music media use, and leisure involvement of Hong Kong adolescents". Thesis, connect to online resource. Access restricted to the University of North Texas campus, 2001. http://www.library.unt.edu/theses/open/20013/hui%5Fviny/index.htm.
Pełny tekst źródłaMeinz, Elizabeth J. "When can experience reduce age differences in cognitive tasks? : a study of musical memory". Diss., Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/28791.
Pełny tekst źródłaChen, Ti Wei. "Role and efficacy of verbal imagery in the teaching of singing : case study and computer vocal analysis". HKBU Institutional Repository, 2006. http://repository.hkbu.edu.hk/etd_ra/716.
Pełny tekst źródłaMarais, Terence Wilmot Eugene. "A strange counterpoint : classical music performance and identities in Grahamstown, South Africa". Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1007491.
Pełny tekst źródłaMurdock, Mervin Charles. "An Investigation of the Relationship Between Seventh, Tenth, and Twelfth Graders' Participation in School Choir and Their Perceived Levels of Self-Concept and Social Support". Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332715/.
Pełny tekst źródłaKramer, Marci D. "Relationship between frequency of musical activity participation, sense of coherence, and subjective reports of health in non- institutionalized older adults". Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027116.
Pełny tekst źródłaFisher Institute for Wellness
Feasel, Brandon L. "The relationship between attitudes towards women and violence and music preference". Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1293372.
Pełny tekst źródłaDepartment of Sociology
Cahill, Clark Jennifer L. "String student self-efficacy and deliberate music practice: Examining string students' musical background characteristics, self-efficacy beliefs and practice behaviors". Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9116/.
Pełny tekst źródłaFiorillo, Risa Maree. "Music handbook for primary grade teachers". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1739.
Pełny tekst źródłaBruenger, Susan Dill. "The Relationship of Selected Personal Investment Behaviors to the Meaning Non-Select Choir Members Attach to Their Choral Experience". Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc278230/.
Pełny tekst źródłaThurber, Myron Ross. "Effects of Heart-Rate Variability Biofeedback Training and Emotional Regulation on Music Performance Anxiety in University Students". Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5428/.
Pełny tekst źródłaChan, Wai-lan Candy, i 陳惠蘭. "Music extra-curricular activities and students' sense of belonging to the school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37604569.
Pełny tekst źródłaMay, Brack M. (Brack Miles). "An Investigation into the Stability of Students' Timbre Preferences from the Sixth through the Tenth Grade". Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277703/.
Pełny tekst źródłaMCDONALD, JUNE CLARKSON. "THE APPLICATION OF EDWIN GORDON'S EMPIRICAL MODEL OF LEARNING SEQUENCE TO TEACHING THE RECORDER". Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184116.
Pełny tekst źródła