A 'Female Columbus' in 1887 America: Marking New Social Territory

As a self-styled 'female Columbus', E. Catherine Bates took a transcontinental journey across North America with a woman companion in the late 1880s and, on her return to England, published A Year in the Great Republic . This paper, following critical theory approaches to the study of travel writing, explores the ways in which several of Bates's many-layered social identities as a woman of the British e lite class came to the fore in her travel narrative. I argue that Bates constructed her narrative primarily around her shifting gender identities- as 'feminine' and 'feminist'- and suggest that imperialistic writing was less apparent because she was travelling to a place that had an 'empire-to-empire' rather than a 'colony-to-empire', relationship to Britain during its 'Age of Empire'. In this paper I am searching for a middle ground between what I have termed 'modernist' interpretations of women's travel writing and the more recent post-structural interpretations. I make the case that Victorian women travellers' revisionist commentary on gender roles, as well as their observations of domestic scenes, should remain in focus as we continue to mark them for historical study.

Recognition of familiar and unfamiliar music in normal aging and Alzheimer's disease

We tested normal young and elderly adults and elderly Alzheimer’s disease (AD) patients on recognition memory for tunes. In Experiment 1, AD patients and age-matched controls received a study list and an old/new recognition test of highly familiar, traditional tunes, followed by a study list and test of novel tunes. The controls performed better than did the AD patients. The controls showed the “mirror effect” of increased hits and reduced false alarms for traditional versus novel tunes, whereas the patients false-alarmed as often to traditional tunes as to novel tunes. Experiment 2 compared young adults and healthy elderly persons using a similar design. Performance was lower in the elderly group, but both younger and older subjects showed the mirror effect. Experiment 3 produced confusion between preexperimental familiarity and intraexperimental familiarity by mixing traditional and novel tunes in the study lists and tests. Here, the subjects in both age groups resembled the patients of Experiment 1 in failing to show the mirror effect. Older subjects again performed more poorly, and they differed qualitatively from younger subjects in setting stricter criteria for more nameable tunes. Distinguishing different sources of global familiarity is a factor in tune recognition, and the data suggest that this type of source monitoring is impaired in AD and involves different strategies in younger and older adults.

Implicit Memory for Music in Alzheimer's Disease

Short, unfamiliar melodies were presented to young and older adults and to Alzheimer's disease (AD) patients in an implicit and an explicit memory task. The explicit task was yes–no recognition, and the implicit task was pleasantness ratings, in which memory was shown by higher ratings for old versus new melodies (the mere exposure effect). Young adults showed retention of the melodies in both tasks. Older adults showed little explicit memory but did show the mere exposure effect. The AD patients showed neither. The authors considered and rejected several artifactual reasons for this null effect in the context of the many studies that have shown implicit memory among AD patients. As the previous studies have almost always used the visual modality for presentation, they speculate that auditory presentation, especially of nonverbal material, may be compromised in AD because of neural degeneration in auditory areas in the temporal lobes.

A summary of the 2004 Ohio Music Education Association research forum presented by Dr. Patricia J. Flowers.

Each year, the Research Committee of the Ohio Music Education Association sponsors a half-day Research Forum prior to the beginning of the state music education association conference. In 2004, Dr. Patricia J. Flowers, Professor of Music at the Ohio State University was the guest speaker. This article summarizes her talk on the process of becoming a music education researcher