A. Describe how each of the following relates to the results of the written exam. Definitions alone will not receive points; you must describe/explain. o Predictive validity A. Predictive validity is how a test can predict how well they will do on certain things in the future. The written exam may show predictive validity about how well the student will do in future. If they do well on the exam, they may do well in the near future. o Standardization A. Standardization is the processing of making sure tests are uniform and non-bias. If this exam has not been standardized, then it is not a fair measurement of that student's knowledge about the subject. Tests must be based on facts only. o Declarative Memory A. If the student doesn't do well on …show more content…
The hippocampus is responsible for our memory. This part of the brain is also where we store long- term memories. If the student needs to recall information during the exam, then it is expected to be stored in their long- term memory. B. Describe how each of the following might influence Zane's ability to perform on his oboe during the performance evaluation. Definitions alone will not earn points. o Operant conditioning A. Operant conditioning is when your behavior is based on consequences. If Zane has never been praised for playing his oboe well, then he might not be as confident as if he had been complimented. If he has gotten compliments from playing before then he is expected to do better during his evaluation. o Mental Imagery A. Mental imagery allows Zane to mentally practice the evaluation. Running through the evaluation in his head will help him because he doesn't actually need to play his oboe, but he can go through what it might be like. If he knows he is prepared, he will be more confident during the real performance. o Cerebellum A. The cerebellum is the part of the brain that controls motor movement. His cerebellum allows him to play the oboe by moving his fingering in the positons he needs. If there was something wrong with this part of his brain, then it would cause him to be
“Operant conditioning is a method of learning that occurs through rewards and punishments for behavior. Through operant conditioning, an association is made between a behavior and a consequence for that behavior” (Cherry). Positive reinforcement which is praising a person for doing something good verses negative reinforcement which is an unpleasant remark a punishment. B.F. Skinner did an experiment on a rat, the rat was taught to push two buttons, one to receive food and the other was a light electric shock. The rat tried both buttons and realized which button was good and which one was bad. This experiment goes to show that upon the rewards and punishment system one can learn their rights from their wrongs through a series of lessons. Kincaid and Hemingway both use operant conditioning to show human behavior under stimulus control.
(3) Comparing the results of the tests with the description of the client’s behaviour (e.g. good auditory com...
The extent of empirical evidence available concerned with testing the Mozart effect fails to include babies as participants and is instead limited to testing children to adults. A study conducted by Jones and Estell (2007) attempted to test the neurological and arousal theories of the Mozart effect and fill the gaps of previous experiments that were typically conclusive of college-aged students. The study included 86 high school participants aged between 14 and 18 who were randomly assigned to either an experimental or control group. The experimental group were exposed to a 7.5-minute segment of Mozart’s sonata whilst sitting quietly in a classro...
The Mozart Effect is a phenomenon taking both the scientific world and public eye by storm. The controversy over the Mozart Effect has allowed the spread of a misconception that listening to Mozart can enhance general intelligence. The term “Mozart Effect” relates specifically to the neuropsychology research paper, carried out by Rauscher, Shaw, & Ky in 1993, that reported temporary increases in college students’ ability to perform spatial reasoning tasks after briefly listening to Mozart’s sonata K. 448 (Taylor & Rowe 2012). Although spatial reasoning is important for generating and theorising solutions to problems, this alone does not mean that listening to Mozart’s music will make babies, or anyone smarter.
The Mozart effect is falsifiable as the original study conducted by Rauscher et al (1993) proved no long-term improvement on intelligence. In the study participants were exposed the condition of silence, relaxation audio or Mozart’s sonata for two pianos in D major, followed by a spatial reasoning task from the Stanford-Binet intelligence scale (Rauscher et al, 1993). Despite the Mozart group yielding the most significant improvement in IQ scores (eight-nine points) and an increase in spatial reasoning, no permanent effect endured after testing had concluded (Rauscher et al, 1993). These findings render the Mozart effect questionable, as t...
(b) Learners’ efforts and persistence in learning. For instance, students will achieve a high standard if they increase their level of attention and spend more time on a difficult object of learning,
Researchers investigated this effect with non-musical selections and noticed that Mozart was the one that increased spatial temporal abilities. It is recommended to listen to a musical composition like Mozart’s Sonata for two pianos in D major before taking an exam. This type of melodies helps the body to de-stress therefore; it allows the person to have better results.
Scientists and skeptics have different beliefs about the benefits of the Mozart Effect. Scientists found that Mozart “enhanced synchrony between the neural activity in the right frontal and left tempoparietal cortical areas of the brain,” and that this effect continued for “over 12 minutes” (Rauscher & Shaw, 1998, p. 839). Based on these results, Leng and Shaw speculated that “listening to Mozart could be stimulating the neural firing patterns in the parts of the cerebral cortex responsible for spatial-temporal skills, which subsequently enhances the spatial-temporal abilities that are housed in those parts of the cortex”[Dowd]. However nonbelievers suggest that the research is incomplete and misleading. The Irvine study that launched the phenomenon has been widely criticized. The Startling results announced by the initial paper were misleading. First, the researchers claimed that the undergraduates improved on all three spatial-reasoning tests. But as Shaw later clarified, the only enhancement came from one task—paper folding and cutting. Further, the researchers presented the data in the form...
Operant conditioning is a system of learning that transpires through punishment and rewards for behaviors (Kalat, 2011). Through this, a connection linking a behavior and a consequence is made. For instance a kid could be told that she will not get recess privileges if she talks in class. This possibility of being punished leads to decrease in disruptive behaviors from her. The major components of operant condition are punishment and reinforcement (Kalat, 2011).
In conclusion it is apparent that the Mozart effect does not actually exist in the way that it has been promoted. The effect is related to changes in arousal states from listening to music. The initial findings may indicate a researcher bias and preference for Mozart’s music. Further examination would have lead the researchers to conclude the effects are not limited to Mozart’s music. Unfortunately, this information was misrepresented and has lead to the wide spread belief that listening to Mozart’s music results in an increase in intelligence.
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There is limited literature centered on an infant age group to support the notion that babies will become smarter through exposure to Mozart’s symphonies. Rauscher, Shaw and Ky (1993) devised an experiment initiating the theory now known as the ‘Mozart Effect’. The study examined the possible effect the exposure to three differing conditions; silence, a relaxation tape and a Mozart piece had on college student’s ability to perform spatial tasks, and hence the effect on their spatial IQ scores (Rauscher et al. 1993). Rauscher et al. (1993) concluded there was an increase in these scores for studen...
Standardized testing is a simple definition is an assessment. The definition of assessment is a grouped examination of skills and talents about students. When society say the tests will be standardized, this means the certain group and type of students will all take the same test and be counted and investigated the same way. According to Joe when the test scores come in they are compared to students in their school and also schools worldwide to see how they did and compared to other students with the same grade. The standardized test requires everyone taking the test to answer the same question or something very similar to it, so it is fair. Every student is scored in a reliable way then it makes it possible to compare how students do.
The act of performing music exercises parts of the brain that students use for language and recall. Daniel J. Levitin, a highly respected neuroscientist and author, discusses the parts of the brain involved when an individual performs music. In his book This is Your Brain on Music: The Science of a Human Obsession, Levitin explains, “Performing music—regardless of what instrument you play, or whether you sing, or conduct—involves the frontal the frontal lobes again for the planning of your behavior, as well as the motor cortex in the posterior part of the frontal lobe just underneath the top of your head, and the sensory cortex, which provides the tactile feedback that you have pressed the right key on your instrument, or moved the baton where you thought you did. Reading music involves the visual cortex, in the back of your head in the occipital lobe.” Reading, interpreting, and playing music involves many parts of the brain that are involved when students read, interpret, and recall academic material. Because of this, performing music helps with students’ academic
Staddon, J. E. (2003). Operant conditioning. Annual Review of Psychology, Vol 54, 2003. pp. 115-144., 30. doi:10.1146/annurev.psych.54.101601.145124