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Diaz, Frank M. – Update: Applications of Research in Music Education, 2015
Music educators often use guided listening strategies as a means of enhancing engagement during music listening activities. Although previous research suggests that these strategies are indeed helpful in facilitating some form of cognitive and emotional engagement, little is known about how these strategies might function for music of differing…
Descriptors: Music, Music Education, Music Teachers, Learner Engagement
Spruyt, Adriaan; De Houwer, Jan; Everaert, Tom; Hermans, Dirk – Cognition, 2012
We examined whether semantic activation by subliminally presented stimuli is dependent upon the extent to which participants assign attention to specific semantic stimulus features and stimulus dimensions. Participants pronounced visible target words that were preceded by briefly presented, masked prime words. Both affective and non-affective…
Descriptors: Priming, Semantics, Attention Control, Attention
Eggers, Kurt; De Nil, Luc F.; Van den Bergh, Bea R. H. – Journal of Fluency Disorders, 2010
Purpose: The purpose of this study was to determine whether children who stutter (CWS) and typically developing children (TDC) differ from each other on composite temperament factors or on individual temperament scales. Methods: Participants consisted of 116 age and gender-matched CWS and TDC (3.04-8.11). Temperament was assessed with a Dutch…
Descriptors: Stuttering, Rating Scales, Personality, Children
Blacher, Jan; Lauderdale, Stacy – Exceptional Parent, 2010
Joint attention involves the organization of attention between oneself, an object or event, and another person with the purpose of sharing interest. Simply put, joint attention requires a child to "socially coordinate the attention with other people." This initiating of joint attention (as opposed to responding to joint attention) is particularly…
Descriptors: Autism, Attention, Social Development, Affective Behavior
Perez-Edgar, Koraly; Fox, Nathan A. – Brain and Cognition, 2007
Seven-year-old children (N=65) participating in a study of the influence of infant temperament on socioemotional development performed an auditory selective attention task involving words that varied in both affective (positive vs. negative) and social (social vs. nonsocial) content. Parent report of contemporaneous child temperament was also…
Descriptors: Personality, Attention, Attention Control, Children