Time and the mind: Personal tempo—The key to normal and pathological mental conditions.

Babcock, Harriet

doi:10.1037/14651-000

Cited by 7 publications

(8 citation statements)

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“…In fact, participants in this study had the lowest overall mean for steady beat accuracy at the fast tempo. Researchers have claimed that varied tempi may present greater challenges to younger students (Babcock, 1941; Cox, 1977; Ellis, 1992; Walters, 1983); however, researchers (Rohwer, 1998; Weikart, 1989; Weikart et al, 1987) have suggested that teachers incorporate movement activities and prepare students with varied tempi to aid in the development of motor skills, as well as steady beat accuracy.…”

Section: Discussionmentioning

confidence: 99%

“…Babcock (1941) believed that everyone has an internal tempo. When asked to demonstrate tasks, such as steady beat, participants will generally start or gravitate toward that individual tempo.…”

Section: Steady Beat and Tempomentioning

confidence: 98%

“…Researchers have examined steady beat accuracy with varying tempo conditions (Babcock, 1941; Cox, 1977; Drake et al, 2000; Duke, 1989a, 1989b, 1994; Duke, Geringer, & Madsen, 1991; Ellis, 1992; Kuhn, 1987; Loong, 1999; Malbrán, 2000; Phillips-Silver & Trainor, 2007; Rohwer, 1998; Rose, Fisher, & Shewmaker, 2012; Vaughan, 1981; Walters, 1983). Babcock (1941) believed that everyone has an internal tempo. When asked to demonstrate tasks, such as steady beat, participants will generally start or gravitate toward that individual tempo.…”

Section: Steady Beat and Tempomentioning

confidence: 99%

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Effects of movement, tempo, and gender on steady beat performance of kindergarten children

Rose

2014

International Journal of Music Education

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The purposes of this research were to discover the effects of manual (hand) and pedal (foot) movements, tempo, and gender on steady beat accuracy. Participants (N = 119) consisted of male (n = 63) and female (n = 56) kindergarten students randomly divided into two groups, counterbalanced with regard to school, homeroom, and gender. Participants performed steady beat by either tapping or stepping on MIDI controllers. Given a visual model, students were asked to synchronize to the steady beat of musical examples at slow (80 bpm), medium (100 bpm), and fast (120 bpm) tempi. Participants had lowest overall accuracy scores at the fast tempo and highest accuracy scores at the medium tempo. Lowest scores for both males and females were found with pedal movement at a fast tempo. Females performed best with manual movement at a slow tempo, while males performed best with manual movement at a medium tempo. Overall, participants in the manual group scored higher than participants in the pedal group at all tempi. Results of the two-way mixed analysis of variance revealed no main effect for tempi or gender and no statistically significant interactions. There was a main effect for manual/pedal grouping, with manual participants scoring higher than pedal participants.

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Section: Discussionmentioning

confidence: 99%

Section: Steady Beat and Tempomentioning

confidence: 98%

Section: Steady Beat and Tempomentioning

confidence: 99%

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Effects of movement, tempo, and gender on steady beat performance of kindergarten children

Rose

2014

International Journal of Music Education

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“…Studies of all-aged children will be included in this section of the literature review. Babcock (1941) theorized that all people have an internal personal tempo, a tempo to which they will consistently return when asked to perform a generic, steady beat. This theory was also held by Jaques-Dalcroze as he developed his eurhythmic method of music education (Jaques-Dalcroze, 1921).…”

Section: Types Of Movements Performed By Childrenmentioning

confidence: 99%

The Role of Movement in Elementary Music Education: A Literature Review

Ferguson

2005

Update: Applications of Research in Music Education

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This literature review will first give a historical context for the use of movement in American music classrooms and then list the body of research dealing with the use of movement in music education. Findings of studies done in music classrooms will be discussed, using the categories of positive findings of large-motor-movement use in music classrooms, inconclusive or negative findings of fine-motor-movement use in music classrooms, studies of ambiguously defined movement instruction, and movement used with other nonverbal response. Studies of the types of movements performed by children will be discussed using the categories of developmental considerations, relationships of movements to musical understanding, and movement used with other nonverbal response modes.

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“…Separate attempts have been made to measure the intelligence of adults (4,5,6). Attempts have also been made to trace the decline of intelligence as age advances (7,~,9), and to assess its degree of impairment in senility (10).…”

Section: Introductionmentioning

confidence: 99%

THE COMPARATIVE ASSESSMENT OF INTELLECTUAL ABILITY¹

Raven

1948

British Journal of Psychology. General Section

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Time and the mind: Personal tempo—The key to normal and pathological mental conditions.

Cited by 7 publications

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Effects of movement, tempo, and gender on steady beat performance of kindergarten children

Effects of movement, tempo, and gender on steady beat performance of kindergarten children

The Role of Movement in Elementary Music Education: A Literature Review

THE COMPARATIVE ASSESSMENT OF INTELLECTUAL ABILITY¹

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Time and the mind: Personal tempo—The key to normal and pathological mental conditions.

Cited by 7 publications

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Effects of movement, tempo, and gender on steady beat performance of kindergarten children

Effects of movement, tempo, and gender on steady beat performance of kindergarten children

The Role of Movement in Elementary Music Education: A Literature Review

THE COMPARATIVE ASSESSMENT OF INTELLECTUAL ABILITY1

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Resources

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THE COMPARATIVE ASSESSMENT OF INTELLECTUAL ABILITY¹