The purpose of this study was to examine the cognitive development in music of first- to third-grade children, with particular interest in the mean level of development for each age and the role that gender may play. Participants included 224 students (115 girls and 109 boys) from grades 1-3. Using a developed research protocol, a trained committee of music educators rated children's drawings for cognitive development with respect to melodic line. The study found significant difference among grade levels with F = 6.9702, df = 2, 222, p = .0012 at the .01 level using a three-group ANOVA. However, there were no significant difference between genders, with F = 0.0487, df = 1, 222, p =.9008 at the .05 level using a two-group ANOVA.
|Advisor:||Lee, William R.|
|Commitee:||Ford, Joseph K., Harris, Lee|
|School:||The University of Tennessee at Chattanooga|
|School Location:||United States -- Tennessee|
|Source:||MAI 52/02M(E), Masters Abstracts International|
|Subjects:||Music, Developmental psychology, Cognitive psychology|
|Keywords:||Acquisition, Cognitive, Development, Melodic, Notation|
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