12/28/2022 0 Comments Practica musica not responding![]() ![]() Estos hallazgos llevan a concluir que tanto la práctica rítmico-corporal como la asociación entre lenguaje verbal y ritmo, son mecanismos especialmente eficientes en la formación rítmica de estudiantes de educación primaria. ![]() Por otro lado, existe una fuerte asociación entre ritmo y movimiento desde el punto de vista perceptivo-motor (Álamos y Tejada, 2020b), y el uso de elementos relacionados con el lenguaje verbal facilitarían la adquisición de habilidades rítmicas. La literatura revisada indica, por un lado, que hay elementos fundamentales para el aprendizaje rítmico-musical: pulso, rangos de tempi específicos, metro, acentuaciones (Álamos y Tejada, 2021), agrupación y patrones rítmicos (Álamos y Tejada, 2020a). En este trabajo se presenta un panorama teórico respecto al procesamiento cognitivo de información rítmico-musical y se plantean posibles caminos para el logro de aprendizajes rítmicos perceptivo-productivos por parte de estudian-tes de Educación Primaria. En relación a la formación rítmico-musical, se sabe que es fundamental desde los primeros años de vida, puesto que el ritmo es un componente integral dentro del desarrollo humano y el aprendizaje. The study also revealed a significant influence of bilingual and musical instruction on self-efficacy, which may partially account for their effect on L2 SRF.Ĭon el propósito de optimizar el escaso tiempo asignado a la clase de música y responder a las necesidades de aprendizaje musical del estudiantado, uno de los caminos es considerar teorías y hallazgos de investigación sobre el pro-cesamiento cognitivo. Self-efficacy was also included in the MANOVA model as a covariate and was shown to have an influence on L2 SRF. Our ANOVA analysis shows bilingual instruction having the strongest influence of the three groups analysed, followed by the music training and the standard group. The silent reading of 252 Spanish secondary school students was examined to show if bilingual instruction, music training, and self-efficacy influenced second language silent reading fluency (L2 SRF). Our study intends to throw light on their potential for reading in a second language and the relationship they keep to self-efficacy, a key factor in such a complex realm as learning a foreign language. Educational bilingualism and musical instruction have been shown to facilitate reading in a foreign language. ![]() The connections between music and language are still to be clarified in educational terms despite the great deal of literature on the common mechanisms underlying their working in learning, memory, and some other related factors, there is not robust research on their combined potential. Such results suggest a separation in processing between the phonological loop and SWM, and give evidence for shared processing mechanisms between music and language syntax. Musicians performed differently from non-musicians, suggesting that the processing of musical and linguistic syntax differs with musical ability. Word lists, however, are thought to be primarily accessing the phonological loop, and therefore did not show effects of shared processing. ![]() This suggests that both sentences and music with a syntactic irregularity are accessing SWM. As predicted, memory for sentences declined when paired with the syntactic manipulation compared to the other two music manipulations, but the same pattern did not occur in word lists. To examine this, word lists and complex sentences were paired with three music conditions: normal syntactic manipulation (out-of-key chord) and a control condition with an instrument manipulation. This research combines theory from the shared syntactic integration resource hypothesis (SSIRH Patel, 2008) and syntactic working memory (SWM) theory (Kljajevic, 2010), and suggests there will be shared processing costs when music and language concurrently access SWM. The cognitive processing similarities between music and language is an emerging field of study, with research finding evidence for shared processing pathways in the brain, especially in relation to syntax. ![]()
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