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Gary E. Mcpherson - One of the best experts on this subject based on the ideXlab platform.
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a mixed methods approach to studying co regulation of student autonomy through teacher student interactions in Music Lessons
Psychology of Music, 2015Co-Authors: Elisa Kupers, Marijn Van Dijk, Paul Van Geert, Gary E. McphersonAbstract:Interactions that occur between teacher and student during instrumental Music Lessons are complex and multifaceted and embrace a full range of promotive and demotive factors that not only underpin effective learning, but also have an impact on whether children will persist with their learning long-term (McPherson, Davidson, & Faulkner, 2012). Such interactions also provide the context in which students gain a sense of personal control and autonomy over their learning (Evans, McPherson, & Davidson, 2012). In this article, we present new ways of conceptualizing autonomy by taking the teacher–student interaction as a unit of analysis to examine the processes of co-regulation of student autonomy. In Study 1, we performed an in-depth qualitative analysis of four teacher – student dyads in individual string Lessons. We found large differences between these dyads in the way autonomy is co-regulated from moment to moment. These differences are theorized to be in part connected to the general need for autonomy of ...
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A dynamic model that links skill acquisition with self-determination in instrumental Music Lessons
Musicae Scientiae, 2013Co-Authors: Elisa Kupers, Marijn Van Dijk, Gary E. Mcpherson, Paul Van GeertAbstract:Music education researchers have sought to clarify two fundamental issues. The first concerns ‘the extent to which Musical progress is sequenced and orderly, and why some children’s progress appears to be effortless in contrast to others who struggle’ (McPherson, 2005, p. 5). The second concerns how successful learners are able to acquire the resilience needed to ‘bounce back’ despite stresses and distractions which impact on motivation and a desire to continue learning (West & Rostvall, 2003; Costa-Giomi, Flowers, & Sasaki, 2005). This article aims to contribute to research on these issues in the context of instrumental Music Lessons, by presenting a dynamic model linking skills acquisition (from the perspective of scaffolding theory) and self-determination theory. We argue that Musical development is a transactional, dynamic process in which the scaffolding of the Music student’s skills and self-determination are deeply intertwined. Within this conception, teacher-student interactions are conceptualized...
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A mixed-methods approach to studying co-regulation of student autonomy through teacher–student interactions in Music Lessons
Psychology of Music, 2013Co-Authors: Elisa Kupers, Marijn Van Dijk, Paul Van Geert, Gary E. McphersonAbstract:Interactions that occur between teacher and student during instrumental Music Lessons are complex and multifaceted and embrace a full range of promotive and demotive factors that not only underpin effective learning, but also have an impact on whether children will persist with their learning long-term (McPherson, Davidson, & Faulkner, 2012). Such interactions also provide the context in which students gain a sense of personal control and autonomy over their learning (Evans, McPherson, & Davidson, 2012). In this article, we present new ways of conceptualizing autonomy by taking the teacher–student interaction as a unit of analysis to examine the processes of co-regulation of student autonomy. In Study 1, we performed an in-depth qualitative analysis of four teacher – student dyads in individual string Lessons. We found large differences between these dyads in the way autonomy is co-regulated from moment to moment. These differences are theorized to be in part connected to the general need for autonomy of ...
Elisa Kupers - One of the best experts on this subject based on the ideXlab platform.
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Changing Patterns of Scaffolding and Autonomy During Individual Music Lessons : A Mixed Methods Approach
Journal of the Learning Sciences, 2016Co-Authors: Elisa Kupers, Marijn Van Dijk, Paul Van GeertAbstract:Learning implies change. Inside and outside schools, we aim for students to change into people with more skills and knowledge as well as with a growing sense of agency and responsibility. Furthermore, education itself is subject to constant change. In this article, we examine change in 3 case studies in the context of individual Music Lessons from a complex dynamic systems approach. Three beginning string instrument students and their teacher were followed for 18 months (28 Lessons per dyad) by means of video observations. We combine cluster analyses on longitudinal data with qualitative illustrations of moment-to-moment teacher–student transactions to gain insight into how and why change in teaching and learning occurs. The 3 cases show distinct profiles of change: the development of strong suboptimal attractor states, the emergence of optimal attractor states, and a profile that is characterized by falling back into suboptimal attractor states. We discuss how optimal and suboptimal learning and teaching...
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a mixed methods approach to studying co regulation of student autonomy through teacher student interactions in Music Lessons
Psychology of Music, 2015Co-Authors: Elisa Kupers, Marijn Van Dijk, Paul Van Geert, Gary E. McphersonAbstract:Interactions that occur between teacher and student during instrumental Music Lessons are complex and multifaceted and embrace a full range of promotive and demotive factors that not only underpin effective learning, but also have an impact on whether children will persist with their learning long-term (McPherson, Davidson, & Faulkner, 2012). Such interactions also provide the context in which students gain a sense of personal control and autonomy over their learning (Evans, McPherson, & Davidson, 2012). In this article, we present new ways of conceptualizing autonomy by taking the teacher–student interaction as a unit of analysis to examine the processes of co-regulation of student autonomy. In Study 1, we performed an in-depth qualitative analysis of four teacher – student dyads in individual string Lessons. We found large differences between these dyads in the way autonomy is co-regulated from moment to moment. These differences are theorized to be in part connected to the general need for autonomy of ...
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A dynamic model that links skill acquisition with self-determination in instrumental Music Lessons
Musicae Scientiae, 2013Co-Authors: Elisa Kupers, Marijn Van Dijk, Gary E. Mcpherson, Paul Van GeertAbstract:Music education researchers have sought to clarify two fundamental issues. The first concerns ‘the extent to which Musical progress is sequenced and orderly, and why some children’s progress appears to be effortless in contrast to others who struggle’ (McPherson, 2005, p. 5). The second concerns how successful learners are able to acquire the resilience needed to ‘bounce back’ despite stresses and distractions which impact on motivation and a desire to continue learning (West & Rostvall, 2003; Costa-Giomi, Flowers, & Sasaki, 2005). This article aims to contribute to research on these issues in the context of instrumental Music Lessons, by presenting a dynamic model linking skills acquisition (from the perspective of scaffolding theory) and self-determination theory. We argue that Musical development is a transactional, dynamic process in which the scaffolding of the Music student’s skills and self-determination are deeply intertwined. Within this conception, teacher-student interactions are conceptualized...
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A mixed-methods approach to studying co-regulation of student autonomy through teacher–student interactions in Music Lessons
Psychology of Music, 2013Co-Authors: Elisa Kupers, Marijn Van Dijk, Paul Van Geert, Gary E. McphersonAbstract:Interactions that occur between teacher and student during instrumental Music Lessons are complex and multifaceted and embrace a full range of promotive and demotive factors that not only underpin effective learning, but also have an impact on whether children will persist with their learning long-term (McPherson, Davidson, & Faulkner, 2012). Such interactions also provide the context in which students gain a sense of personal control and autonomy over their learning (Evans, McPherson, & Davidson, 2012). In this article, we present new ways of conceptualizing autonomy by taking the teacher–student interaction as a unit of analysis to examine the processes of co-regulation of student autonomy. In Study 1, we performed an in-depth qualitative analysis of four teacher – student dyads in individual string Lessons. We found large differences between these dyads in the way autonomy is co-regulated from moment to moment. These differences are theorized to be in part connected to the general need for autonomy of ...
Paul Van Geert - One of the best experts on this subject based on the ideXlab platform.
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Changing Patterns of Scaffolding and Autonomy During Individual Music Lessons : A Mixed Methods Approach
Journal of the Learning Sciences, 2016Co-Authors: Elisa Kupers, Marijn Van Dijk, Paul Van GeertAbstract:Learning implies change. Inside and outside schools, we aim for students to change into people with more skills and knowledge as well as with a growing sense of agency and responsibility. Furthermore, education itself is subject to constant change. In this article, we examine change in 3 case studies in the context of individual Music Lessons from a complex dynamic systems approach. Three beginning string instrument students and their teacher were followed for 18 months (28 Lessons per dyad) by means of video observations. We combine cluster analyses on longitudinal data with qualitative illustrations of moment-to-moment teacher–student transactions to gain insight into how and why change in teaching and learning occurs. The 3 cases show distinct profiles of change: the development of strong suboptimal attractor states, the emergence of optimal attractor states, and a profile that is characterized by falling back into suboptimal attractor states. We discuss how optimal and suboptimal learning and teaching...
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a mixed methods approach to studying co regulation of student autonomy through teacher student interactions in Music Lessons
Psychology of Music, 2015Co-Authors: Elisa Kupers, Marijn Van Dijk, Paul Van Geert, Gary E. McphersonAbstract:Interactions that occur between teacher and student during instrumental Music Lessons are complex and multifaceted and embrace a full range of promotive and demotive factors that not only underpin effective learning, but also have an impact on whether children will persist with their learning long-term (McPherson, Davidson, & Faulkner, 2012). Such interactions also provide the context in which students gain a sense of personal control and autonomy over their learning (Evans, McPherson, & Davidson, 2012). In this article, we present new ways of conceptualizing autonomy by taking the teacher–student interaction as a unit of analysis to examine the processes of co-regulation of student autonomy. In Study 1, we performed an in-depth qualitative analysis of four teacher – student dyads in individual string Lessons. We found large differences between these dyads in the way autonomy is co-regulated from moment to moment. These differences are theorized to be in part connected to the general need for autonomy of ...
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A dynamic model that links skill acquisition with self-determination in instrumental Music Lessons
Musicae Scientiae, 2013Co-Authors: Elisa Kupers, Marijn Van Dijk, Gary E. Mcpherson, Paul Van GeertAbstract:Music education researchers have sought to clarify two fundamental issues. The first concerns ‘the extent to which Musical progress is sequenced and orderly, and why some children’s progress appears to be effortless in contrast to others who struggle’ (McPherson, 2005, p. 5). The second concerns how successful learners are able to acquire the resilience needed to ‘bounce back’ despite stresses and distractions which impact on motivation and a desire to continue learning (West & Rostvall, 2003; Costa-Giomi, Flowers, & Sasaki, 2005). This article aims to contribute to research on these issues in the context of instrumental Music Lessons, by presenting a dynamic model linking skills acquisition (from the perspective of scaffolding theory) and self-determination theory. We argue that Musical development is a transactional, dynamic process in which the scaffolding of the Music student’s skills and self-determination are deeply intertwined. Within this conception, teacher-student interactions are conceptualized...
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A mixed-methods approach to studying co-regulation of student autonomy through teacher–student interactions in Music Lessons
Psychology of Music, 2013Co-Authors: Elisa Kupers, Marijn Van Dijk, Paul Van Geert, Gary E. McphersonAbstract:Interactions that occur between teacher and student during instrumental Music Lessons are complex and multifaceted and embrace a full range of promotive and demotive factors that not only underpin effective learning, but also have an impact on whether children will persist with their learning long-term (McPherson, Davidson, & Faulkner, 2012). Such interactions also provide the context in which students gain a sense of personal control and autonomy over their learning (Evans, McPherson, & Davidson, 2012). In this article, we present new ways of conceptualizing autonomy by taking the teacher–student interaction as a unit of analysis to examine the processes of co-regulation of student autonomy. In Study 1, we performed an in-depth qualitative analysis of four teacher – student dyads in individual string Lessons. We found large differences between these dyads in the way autonomy is co-regulated from moment to moment. These differences are theorized to be in part connected to the general need for autonomy of ...
E. Glenn Schellenberg - One of the best experts on this subject based on the ideXlab platform.
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Revisiting the association between Music Lessons and intelligence: Training effects or Music aptitude? ☆
Intelligence, 2017Co-Authors: Swathi Swaminathan, E. Glenn Schellenberg, Safia KhalilAbstract:Abstract We examined whether the link between intelligence and Musical expertise is better explained by formal Music Lessons or Music aptitude. Musically trained and untrained adults completed tests of nonverbal intelligence (Raven's Advanced Progressive Matrices) and Music aptitude (Musical Ear Test). They also provided information about their history of Music Lessons and socioeconomic status (SES). Duration of Music training was associated positively with SES (mother's education), nonverbal intelligence, melody aptitude, and rhythm aptitude. Intelligence and Music aptitude were also positively associated. The association between Music training and intelligence remained evident after controlling for SES, but it disappeared after controlling for Music aptitude. By contrast, Music aptitude had a strong correlation with intelligence even after accounting for Music training and SES. Thus, the association between Music training and intelligence may arise because high-functioning individuals are more likely than other individuals to have good aptitude for Music and to take Music Lessons.
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Predicting who takes Music Lessons: parent and child characteristics.
Frontiers in Psychology, 2015Co-Authors: Kathleen A Corrigall, E. Glenn SchellenbergAbstract:Studies on associations between Music training and cognitive abilities typically focus on the possible benefits of Music Lessons. Recent research suggests, however, that many of these associations stem from niche-picking tendencies, which lead certain individuals to be more likely than others to take Music Lessons, especially for long durations. Because the initial decision to take Music Lessons is made primarily by a child’s parents, at least at younger ages, we asked whether individual differences in parents’ personality predict young children’s duration of training. Children between 7 and 9 years of age (N = 170) with varying amounts of Music training completed a measure of IQ. Their parents provided demographic information as well as ratings of their own and their child’s Big Five personality dimensions. Children’s personality traits predicted duration of Music training even when demographic variables and intelligence were held constant, replicating findings reported previously with 10- to 12-year-olds and 17-year-olds. A novel finding was that parents’ openness-to-experience predicted children’s duration of training, even when characteristics that pertained to children (demographic variables, intelligence, and personality) were controlled statistically. Our findings are indicative of passive and active gene-environment correlations, whereby genetic predispositions influence the likelihood that a child will have certain experiences, such as Music training.
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Music Lessons, Emotional Intelligence, and IQ
Music Perception, 2011Co-Authors: E. Glenn SchellenbergAbstract:Musically trained and untrained participants were administered tests of emotional intelligence and IQ. As in previous research, trained participants scored higher than untrained participants on the IQ Composite score and on its Verbal and Nonverbal subtests. The advantage for the trained group on the Composite score and on the Nonverbal subtest was evident even when gender, parents9 education, family income, and first language were held constant. The groups performed similarly, however, on the test of emotional intelligence, and scores on the IQ test were only weakly correlated with scores on the emotional intelligence test. The results imply that (1) associations between Music Lessons and nonMusical abilities are limited to intellectual abilities, and/or (2) associations between Music Lessons and emotional intelligence are not evident on visual- and/or text-based tests of emotional intelligence such as the one used here.
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Examining the association between Music Lessons and intelligence
British journal of psychology (London England : 1953), 2011Co-Authors: E. Glenn SchellenbergAbstract:Although links between Music training and cognitive abilities are relatively well-established, unresolved issues include the generality of the association, the direction of causation, and whether the association is mediated by executive function. Musically trained and untrained 9- to 12-year olds were compared on a measure of IQ and five measures of executive function. IQ and executive function were correlated. The Musically trained group had higher IQs than their untrained counterparts and the advantage extended across the IQ subtests. The association between Music training and executive function was negligible. These results provide no support for the hypothesis that the association between Music training and IQ is mediated by executive function. When considered jointly with the available literature, the findings suggest that children with higher IQs are more likely than their lower-IQ counterparts to take Music Lessons, and to perform well on a variety of tests of cognitive ability except for those measuring executive function.
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Music Lessons, pitch processing, and g:
Psychology of Music, 2009Co-Authors: E. Glenn Schellenberg, Sylvain MorenoAbstract:Musically trained and untrained participants were administered tests of pitch processing and general intelligence (g). Trained participants exhibited superior performance on tests of pitch-processing speed and relative pitch. They were also better at frequency discrimination with tones at 400 Hz but not with very high tones (4000 Hz). The two groups also performed similarly on a measure of g. The findings suggest that Music training is associated positively with various aspects of pitch processing for tones in the typical pitch range for Music. They also imply that general associations between Music Lessons and nonMusical cognitive functioning stem from individual differences in psychological mechanisms distinct from g.
Marijn Van Dijk - One of the best experts on this subject based on the ideXlab platform.
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Changing Patterns of Scaffolding and Autonomy During Individual Music Lessons : A Mixed Methods Approach
Journal of the Learning Sciences, 2016Co-Authors: Elisa Kupers, Marijn Van Dijk, Paul Van GeertAbstract:Learning implies change. Inside and outside schools, we aim for students to change into people with more skills and knowledge as well as with a growing sense of agency and responsibility. Furthermore, education itself is subject to constant change. In this article, we examine change in 3 case studies in the context of individual Music Lessons from a complex dynamic systems approach. Three beginning string instrument students and their teacher were followed for 18 months (28 Lessons per dyad) by means of video observations. We combine cluster analyses on longitudinal data with qualitative illustrations of moment-to-moment teacher–student transactions to gain insight into how and why change in teaching and learning occurs. The 3 cases show distinct profiles of change: the development of strong suboptimal attractor states, the emergence of optimal attractor states, and a profile that is characterized by falling back into suboptimal attractor states. We discuss how optimal and suboptimal learning and teaching...
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a mixed methods approach to studying co regulation of student autonomy through teacher student interactions in Music Lessons
Psychology of Music, 2015Co-Authors: Elisa Kupers, Marijn Van Dijk, Paul Van Geert, Gary E. McphersonAbstract:Interactions that occur between teacher and student during instrumental Music Lessons are complex and multifaceted and embrace a full range of promotive and demotive factors that not only underpin effective learning, but also have an impact on whether children will persist with their learning long-term (McPherson, Davidson, & Faulkner, 2012). Such interactions also provide the context in which students gain a sense of personal control and autonomy over their learning (Evans, McPherson, & Davidson, 2012). In this article, we present new ways of conceptualizing autonomy by taking the teacher–student interaction as a unit of analysis to examine the processes of co-regulation of student autonomy. In Study 1, we performed an in-depth qualitative analysis of four teacher – student dyads in individual string Lessons. We found large differences between these dyads in the way autonomy is co-regulated from moment to moment. These differences are theorized to be in part connected to the general need for autonomy of ...
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A dynamic model that links skill acquisition with self-determination in instrumental Music Lessons
Musicae Scientiae, 2013Co-Authors: Elisa Kupers, Marijn Van Dijk, Gary E. Mcpherson, Paul Van GeertAbstract:Music education researchers have sought to clarify two fundamental issues. The first concerns ‘the extent to which Musical progress is sequenced and orderly, and why some children’s progress appears to be effortless in contrast to others who struggle’ (McPherson, 2005, p. 5). The second concerns how successful learners are able to acquire the resilience needed to ‘bounce back’ despite stresses and distractions which impact on motivation and a desire to continue learning (West & Rostvall, 2003; Costa-Giomi, Flowers, & Sasaki, 2005). This article aims to contribute to research on these issues in the context of instrumental Music Lessons, by presenting a dynamic model linking skills acquisition (from the perspective of scaffolding theory) and self-determination theory. We argue that Musical development is a transactional, dynamic process in which the scaffolding of the Music student’s skills and self-determination are deeply intertwined. Within this conception, teacher-student interactions are conceptualized...
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A mixed-methods approach to studying co-regulation of student autonomy through teacher–student interactions in Music Lessons
Psychology of Music, 2013Co-Authors: Elisa Kupers, Marijn Van Dijk, Paul Van Geert, Gary E. McphersonAbstract:Interactions that occur between teacher and student during instrumental Music Lessons are complex and multifaceted and embrace a full range of promotive and demotive factors that not only underpin effective learning, but also have an impact on whether children will persist with their learning long-term (McPherson, Davidson, & Faulkner, 2012). Such interactions also provide the context in which students gain a sense of personal control and autonomy over their learning (Evans, McPherson, & Davidson, 2012). In this article, we present new ways of conceptualizing autonomy by taking the teacher–student interaction as a unit of analysis to examine the processes of co-regulation of student autonomy. In Study 1, we performed an in-depth qualitative analysis of four teacher – student dyads in individual string Lessons. We found large differences between these dyads in the way autonomy is co-regulated from moment to moment. These differences are theorized to be in part connected to the general need for autonomy of ...
