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Perseveration Errors in the Performance of Dichotic Listening Tasks by Schizophrenics: The Role of Stimulus Fusion

Description: The purpose of the present study was to compare the number of perseverations on fused (no delay) versus unfused (0.5 msec delay) CV-DL tasks with measures on a battery of executive functions across three groups: Schizophrenics (SCZ), Manic-Depressives (MD), and normal controls (NC).
Date: December 1995
Creator: Gard, Diane M.
Partner: UNT Libraries

Operationalizing Listening-to-Question and Questioning-to-Listen in Mathematics Teaching

Description: This study focused on the evaluative listening practices of four teachers who participated in an algebra professional development involving lesson study. This instrumental case study operationalizes the enactment of teacher listening followed by teacher questions and responses to define listening-to-question. Also, questioning-to-listen is operationalized as the enactment of purposefully posing questions to posture oneself to listen to students' mathematical thinking. Because of the tacit aspect of teacher listening and the visibility of teacher questioning, interrelating listening and questioning affords teachers an accessible point of entry into developing listening practices. In response to participants wondering as to when evaluative listening is appropriate in the mathematics classroom, this study discusses six instances of teaching excerpts along a continuum of listening orientations from directive to observational to responsive. The results indicate positive aspects of evaluative listening towards an observational and responsive listening stance. Results of the study also confirm a reliance on low-order gathering information questions as the predominant type of teacher question posed in mathematics teaching. This study reveals the necessity of contextualizing teacher questions to inform appropriate uses of evaluative listening. Future professional development should consider emphasizing positive aspects of evaluative listening in mathematics teaching.
Date: August 2018
Creator: Kuehnert, Eloise Aniag
Partner: UNT Libraries

The Effects of Listening Skills Instruction on Students' Academic Performance

Description: Although it is widely assumed that listening is among the most important learning skills (Wolvin & Coakley, 1988), an examination of the literature indicates that it has been woefully neglected as subject matter in schools. Listening has also been neglected as an area of research. Surveys have been conducted to see if listening is being taught or can effectively be taught, but little evidence exists to suggest that effectively teaching listening improves students' academic performance. This study investigated the relationship between listening skills instruction and academic performance among university students. The purpose was to determine if teaching university students comprehensive listening skills improves their academic performance. It was assumed that listening can be effectively taught. The goal of the study was to compare 75 students who were enrolled in a listening course to a similar group of 75 students not enrolled in a listening course. The students were compared on the basis of grade point improvement the semester after the experimental group had completed the listening course. The t test was chosen because it can be used for testing the significance of the difference between the means of two independent samples. The grade point averages of the two groups were collected and the means and standard deviations of the two groups were determined. The t-value and the probability of rejection of the null hypothesis were also determined. The data showed little difference between the mean scores of the two groups or between the standard deviations of the two groups. The observed t-value did not support the hypothesis; therefore, there was insufficient evidence to reject the null, and the conclusion was that listening skills instruction has no impact on university students' academic performance.
Date: May 1993
Creator: Mangrum, C. W. (Clifton William)
Partner: UNT Libraries

The Effect of Time-Compressed Speech on Comprehensive, Interpretative and Short-Term Listening

Description: Contemporary definitions of human listening suggest that it is a multi-dimensional phenomenon. Short-term and interpretative listening may be viewed as important aspects of the listening process. However, research in time-compressed speech has focused on listening comprehension while not adequately treating other important types of listening. A broader view of the listening process would include all of the skills considered relevant to everyday human communication. This study examined the effect of time-compressed speech on comprehensive, interpretative and short-term listening. The Kentucky Comprehensive Listening Test was used to measure the three types of listening. Cut and splice tape editing was employed in the development of four master test tapes: a control tape presented at normal rate and tapes with test stimuli time-compressed by 30%, 45%, and 60%. Each of four randomly selected groups, 120 total subjects, was exposed to one of the four test tapes. The data from the test administrations was analyzed by analysis-of-variance and simple means tests. Results indicate that a statistically significant amount of the variance in comprehensive, interpretative and short-term listening scores may be explained by the manipulated variable, time-compression. However, the amount of variance-accounted-for is relatively low for both short-term and interpretative listening. Closer examination of the data indicates that short-term and interpretative listening test scores do not significantly decay until a high level of time-compression (60%) is reached. Conversely, in the case of comprehensive listening, a relatively linear relation exists between degree of time-compression and test scores. Significant drops in mean scores were found at more moderate levels of time-compression. The findings are discussed in light of differences between short-term and long-term memory. Comprehensive listening, which relies upon long-term memory, may suffer from a lack of adequate processing and encoding time which may be induced by time-compression. Short-term and Interpretative listening are processes which rely primarily ...
Date: August 1985
Creator: King, Paul Elvin
Partner: UNT Libraries

An Evaluation of Music Appreciation Courses in Selected Institutions of Higher Learning by Measuring Change in the Sensitivity of the Students to Form and Style in Unfamiliar Music

Description: The present study is an evaluation of music appreciation courses in selected institutions of higher learning by measuring change in the sensitivity of the students to form and style in unfamiliar music.
Date: August 1969
Creator: Smith, George Francis, 1931-
Partner: UNT Libraries

The Effect of Interruptions on the Listening Comprehension of Fourth Grade Children

Description: The purpose of this study was to determine the effect of certain interruptions upon fourth-grade pupils' comprehension when listening to the teacher's oral reading of stories. The interruptions made were (1) music being played over the address system (2) announcements being made over the public address system, and (3) pupils entering and leaving the rooms.
Date: 1953
Creator: Teague, Mary Delle
Partner: UNT Libraries

The Effect of Music and Sound Effects on the Listening Comprehension of Fourth Grade Students

Description: The purpose of this study was to determine if the addition of music and sound effects to recorded stories increased the comprehension and retention of information for fourth grade students. The data were analyzed by a two-factor analysis of variance, with repeated measures for both comprehension and retention tests, for the total population. Each reading level group was analyzed separately by an analysis of variance. Of eight hypotheses tested, six showed a significant difference. The conclusions drawn from this study indicated that the addition of music and sound effects 1) Increases the listening comprehension and retention of fourth grade students; 2) Is more effective for retention for students with a high reading level; and 3) Is more effective for initial listening comprehension for students with low reading level but the effect is not significant for retention.
Date: May 1979
Creator: Mann, Raymond E.
Partner: UNT Libraries

Show 22 - Smack Dab in the Middle on Route 66: A skinny dip in the easy listening mainstream. [Part 1]

Description: Conceptualized in 1967 after attending the Monterey International Pop Music Festival, John Gilliland’s “The Pop Chronicles” traces the history of popular music from the 1950’s through the 1960’s. Mr. Gilliland wrote, narrated and produced these 55 hours of broadcasting first airing at KRLA Pasadena, CA. in February 1969. The pop music history is told by an interleaving of Mr. Gilliland’s narration, music, and comments from the interviews of the people directly involved in the music scene of the day. The guests are: Frank Sinatra, Nat Cole, Johnny Mathis, Nelson Riddle and others.
Date: unknown
Creator: Gilliland, John
Partner: UNT Music Library

The Effects of Teaching Study Skills and Reading, Writing, and Listening Skills as a Specific Course of Study for Ninth Grade Students

Description: The problem of this study was to test the effects of teaching selected study skills and reading, writing, and listening skills as a specific course of study for ninth grade students. To study this problem, the performance of students enrolled in a study skills and reading, writing, and listening skills course was compared to that of a comparable group of ninth graders, electing the course but not permitted to take it, on the basis of performance as measured by mean gain on alternate forms of the Spitzer Study Skills Test and on the Sequential Test of Educational Progress--Reading-Writing-Listening.
Date: May 1969
Creator: Fillman, Tony Wayne
Partner: UNT Libraries

Music Preferences 1980 Versus 1989 and Their Relationship With Selected Environment and Listener Variables

Description: The purpose of this study was to determine differences between the same subjects' music preferences at the elementary and high school levels, and the relationship between these findings and the following variables: peer preferences, musical training, excerpt familiarity, grade, gender, and race.
Date: August 1994
Creator: Novak, Jennifer J. Doud
Partner: UNT Libraries

A Comparison of Two Methods of Listening and Reading Training in an Eighth Grade Language Arts Program

Description: The purpose of this study was to compare the effects of two methods of listening and reading instruction when used in the language arts programs at the eighth-grade level as related to listening, reading, study skills, and English achievement. Two groups were studied; one was an experimental group receiving programed material present by the Listen and Read Program and a control group receiving instruction through the regular classroom program.
Date: August 1963
Creator: Kraner, Robert Eugene, 1933-
Partner: UNT Libraries

A Normative Study of the Pitch Pattern Sequence and Dichotic Digits Tests in Children Aged 6 through 12

Description: Responses of 122 children were obtained on two measures of central auditory processing to establish normative data. Children aged 6.5 through 12.5 years were tested for humming and tapping responses to the Pitch Pattern Sequence Test (PPST) and the two- and four-digit Dichotic Digit Tests (DDT). Children between ages 6.5 and 9.5 years showed progressively better scores on the tapping response of the PPST and on the four-digit DDT. Children above 9.5 years of age demonstrated adult-like responses on both tests. No differences were demonstrated in performance of children aged 6.5 through 12.5 years on the two-digit DDT or on the humming response of the PPST.
Date: August 1989
Creator: Caudle, Judith A. (Judith Ann)
Partner: UNT Libraries

An Investigation of Teacher Initiated Listening Activities in the Elementary General Music Classroom

Description: This study investigated how and to what extent music listening was initiated by elementary general music teachers. The specific problems of the study were (1) identification of activities and materials related to music listening and (2) the determination of how and to what extent assigned and assumed music listening was initiated in the selected classrooms. Systematic observation was chosen to investigate these problems. An observation instrument, the Elementary Music Listening Schedule (EMLS), was developed by which eighteen elementary general music teachers were observed during ten lessons.
Date: August 1981
Creator: Baldridge, William Russell
Partner: UNT Libraries

Improving Staff Tutoring in a Special Education Class Through Active Listening Skills

Description: According to the U.S. Department of Education, in 2015, Texas special education programs were rated among the lowest in the nation. School districts in the state have a substantial need for effective and efficient staff training. In this study, researchers implemented TAPS: A Talk Aloud Problem Solving Approach Packet to teach active listener qualities to staff members in a life skills special education classroom. A multiple baseline across staff members was used to evaluate the effects of the TAPS training on the presence and absence of the staff members' active listener qualities during a pre-test, a post-test, and probes. The staff members that underwent TAPS training acquired all of the active listener qualities as a function of the TAPS training, and the effects of the training maintained during probe sessions. Additionally, TAPS training appeared to improve staff members' scores on the Whimbey Analytical Skills Inventory (WASI) Test and anecdotally improved the quality of staff and student tutoring interactions. Several areas of potential research and improvement are discussed.
Date: May 2017
Creator: Neri-Hernandez, Lucero
Partner: UNT Libraries

The Effects of Preinstructional Strategies on Receiver State Anxiety Fluctuation and Aural Message Comprehension

Description: The use of preinstructional strategies frequently results in improved comprehension as evidenced by test scores. Although empirical support for this phenomenon is inconsistent, the potential utility of preinstructional strategies warrants further consideration. The rationale of this study suggests that intervening situational factors, or individual learner characteristics, account for the inconsistencies. The knowledge of factors that influence the effectiveness of preinstructional strategies would be beneficial in assisting educators' attempts to apply the strategies for their students' best advantages. The problem of this study was an analysis of the effects preinstructional strategies have upon students' state anxiety and listening comprehension. The purpose was to compare the state anxiety fluctuations and listening comprehension scores of students given advance organizers, pretests, cognitive objectives or overviews with a control group given no prefatory assistance.
Date: August 1981
Creator: Froelich, Deidre Lumpkins
Partner: UNT Libraries

A Comparison of the Effectiveness of Three Oral Language Systems in Improving the Receptive Language of Kindergarten Children

Description: This study investigates the differences in receptive language of kindergarten children who are taught by different language systems. This study compares the effectiveness of the three most widely adopted oral language systems in the state of Texas. The systems used were (A) Alpha Time, (B) Beginning Readiness Kit; Beginning to Read, Write, and Listen Kits I and II, and (c) McMillan Series R, Bank Street, Threshold K. S. Analysis of variance techniques were used to analyze statistically pretest and posttest scores derived from the sample. The .05 level of significance was used throughout the statistical analyses for rejection or retention of the null hypotheses. Preliminary analysis of data determined no systematic bias for teacher variability or for within group variability. Hypotheses 1, 2, 3, and 5 were tested using a 2 x 3 analysis of covariance. The pretest was used as the covariant in this analysis. No statistically significant differences in the classroom mean scores were determined between teaching methods, teaching methods with only girls as subjects, teaching methods with only boys as subjects, and boys and girls. Hypothesis 4, concerning the pretest differences between boys and girls, was tested using a t-test for independent samples. No statistically significant differences were found. From the findings several conclusions can be drawn. The receptive language of kindergarten children can be expected to improve when taught by any of the three selected oral language systems. Boys do not need different oral language experiences from girls; therefore the sex of the children need not be a major consideration when an oral language system is selected. Other factors which need not be major considerations in the selection of an oral language system are the race and socioeconomic level of the children.
Date: May 1978
Creator: Francis, Patricia Sue Bryant
Partner: UNT Libraries

The Relative Impact of Oral Reading Combined with Direct Teaching Methodology on Reading Comprehension, Listening and Vocabulary Achievement of Third-Grade Students

Description: The problem of this study was to measure the impact of a read-aloud approach combined with direct teaching methodology on student achievement/attitudes and school expenditures. The purpose of this study was twofold. First, the study was to determine the relative impact of three treatments on student reading and listening skills, vocabulary development, and attitude towards reading. The first treatment was read-aloud based on specific recommended texts combined with direct teaching methodology. The second treatment was read-aloud based on specific recommended texts. The third treatment, the control, was simply a read-aloud-based program. The second purpose of the study was to compare the relative cost and effort required by the three treatments. The 226 subjects in this study were selected from the population of third—grade students from three metropolitan early childhood centers. The subjects were pretested and posttested with the Iowa Tests of Basic Skills (ITBS), a criterion-referenced vocabulary test and the Estes Attitudinal Scale. Analyses of covariance and after F-test multiple comparisons were used to compare the relative impact of the three treatments on a preselected set of criterion variables.
Date: December 1986
Creator: Lopez, Joseph G. (Joseph Guzman)
Partner: UNT Libraries

Within-Channel Redundancy Versus Between-Channel Redundancy in Instructional Material and Its Association with Amount Learned

Description: The problem of this study is whether between-channel redundancy in an instructional audio-visual message enhances immediate recall of information more than within—channel redundancy. A secondary purpose was to compare three forms of between—channel redundancy! audio—video, audio—video—caption, and audio-caption with one form of within-channel redundancy: video-caption. These comparisons were designed to demonstrate which form of redundancy had a higher association with recall of information. The subjects were administered the Kentucky Comprehensive Listening Inventory to measure listening skills, and the Receiver Apprehension Inventory to identify subjects who experienced significantly high apprehension as receivers of information. Then the subjects were randomly divided into four treatment groups and shown an eight minute newscast. All four groups were presented the same instructional message, but the mode of presentation differed depending upon the treatment group. After viewing the instructional program each member of each group was given a forty item multiple-choice retention inventory based on the information presented in the newscast. The data were presented in terms of correct responses on the Kentucky Comprehensive Listening Inventory and the forty item retention inventory. Discriminate analysis was used to determine which items from the multiple-choice retention inventory accounted for the most variance. Thirteen items were found to account for the greatest amount of variance. Reliability estimates were calculated for all four story categories and for the forty items collectively. All reliability estimates were acceptable.
Date: May 1985
Creator: Evans, Sharon A. (Sharon Ann), 1954-
Partner: UNT Libraries

[Woman at Music Listening Lab]

Description: Photograph of a female student at the Music Listening Lab at North Texas State University. She sits at a desk with dividers, and wears headphones over her ears. She holds a record for Symphony number 3 by Walter Piston.
Date: June 1961
Partner: UNT Libraries Special Collections