The Effects of Modeling, Self-Evaluation, and Self-Listening on Junior High Instrumentalists' Music Performance and Practice Attitude

By Michael P. Hewitt. 2001

122 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Computer Vision and Pattern Recognition, Music

View Paper: https://www.semanticscholar.org/paper/51b894e4fdd2beab5091f73bd41399cf9e09e7f8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Margaret H. Berg
2. James R. Austin
3. Jeremy A. Polk
4. Robert Duke
5. Lois R. Harris
6. C. D. Cash
7. Gavin T. L. Brown
8. Heidi L. Andrade

In Computer Vision and Pattern Recognition

1. Margaret H. Berg
2. James R. Austin
3. Jeremy A. Polk
4. Lois R. Harris
5. Gavin T. L. Brown
6. Heidi L. Andrade

In Music

1. Margaret H. Berg
2. James R. Austin
3. Jeremy A. Polk
4. Robert Duke
5. Lois R. Harris
6. C. D. Cash
7. Gavin T. L. Brown
8. Peter Miksza

Citations in the corpus

• Exploring music practice among sixth-grade band and orchestra students (2006, background): “Existing research seldom draws on self-regulation theory or does so in a limited fashion (Barry, 1992; Brokaw, 1983; Hewitt, 2001; O’Neill, 1997; Pitts et al., 2000) by focusing on only one aspect of self-regulated practice and/or ignoring the motivational facets of practice.”
• It's Not How Much; It's How (2009, background): “Much of the extant research about music practice comprises comparisons among practice interventions or imposed strategies, testing the relative efficacy of modeling (Henley, 2001; Hewitt, 2001; Rosenthal, 1984; Rosenthal,Wilson, Evans, & Greenwalt, 1988), mental practice (Coffman, 1990; Lim & Lippma”
• The Future of Self-Assessment in Classroom Practice: Reframing Self-Assessment as a Core Competency. (2014, methodology): “These three categories contain a wide variety of procedures; for example, (a) using a model answer as a reference (Hewitt, 2001), (b) integrating teacherevaluation with self-evaluation (Olina & Sullivan, 2002), (c) self-correction (Harward, Allred, & Sudweeks, 1994), (d) using a computerized prompt…”
• Accuracy in student self-assessment: directions and cautions for research (2015, background): “Samples of target performances, particularly exemplars, are associated with improved performance (Andrade et al., 2010; Hewitt, 2001), and might enhance accuracy if the models are used as benchmarks (Dunning et al., 2004).”
• Traits of Effective Teachers (2006, methodology): “…be an effective technique for increasing student achievement or performance (Dickey 1991; Madsen 2003; Nagle 1976; Sang 1987), with or without accompanying verbal instruction (Rosenthal 1984), and especially in the presence of an audio or video exemplar (Dickey 1992; Hewitt 2001; Linklater 1997).”