Skill Development in Music Reading. The Eye-Movement Approach

This dissertation examined skill development in music reading by focusing on the visual processing of music notation in different music-reading tasks. Each of the three experiments of this dissertation addressed one of the three types of music reading: (i) sight-reading, i.e. reading and performing completely unknown music, (ii) rehearsed reading, during which the performer is already familiar with the music being played, and (iii) silent reading with no performance requirements. The use of the eye-tracking methodology allowed the recording of the readers’ eye movements from the time of music reading with extreme precision. Due to the lack of coherence in the smallish amount of prior studies on eye movements in music reading, the dissertation also had a heavy methodological emphasis. The present dissertation thus aimed to promote two major issues: (1) it investigated the eye-movement indicators of skill and skill development in sight-reading, rehearsed reading and silent reading, and (2) developed and tested suitable methods that can be used by future studies on the topic. Experiment I focused on the eye-movement behaviour of adults during their first steps of learning to read music notation. The longitudinal experiment spanned a nine-month long music-training period, during which 49 participants (university students taking part in a compulsory music course) sight-read and performed a series of simple melodies in three measurement sessions. Participants with no musical background were entitled as “novices”, whereas “amateurs” had had musical training prior to the experiment. The main issue of interest was the changes in the novices’ eye movements and performances across the measurements while the amateurs offered a point of reference for the assessment of the novices’ development. The experiment showed that the novices tended to sight-read in a more stepwise fashion than the amateurs, the latter group manifesting more back-and-forth eye movements. The novices’ skill development was reflected by the faster identification of note symbols involved in larger melodic intervals. Across the measurements, the novices also began to show sensitivity to the melodies’ metrical structure, which the amateurs demonstrated from the very beginning. The stimulus melodies consisted of quarter notes, making the effects of meter and larger melodic intervals distinguishable from effects caused by, say, different rhythmic patterns. Experiment II explored the eye movements of 40 experienced musicians (music education students and music performance students) during temporally controlled rehearsed reading. This cross-sectional experiment focused on the eye-movement effects of one-bar-long melodic alterations placed within a familiar melody. The synchronizing of the performance and eye-movement recordings enabled the investigation of the eye-hand span, i.e., the temporal gap between a performed note and the point of gaze. The eye-hand span was typically found to remain around one second. Music performance students demonstrated increased professing efficiency by their shorter average fixation durations as well as in the two examined eye-hand span measures: these participants used larger eye-hand spans more frequently and inspected more of the musical score during the performance of one metrical beat than students of music education. Although all participants produced performances almost indistinguishable in terms of their auditory characteristics, the altered bars indeed affected the reading of the score: the general effects of expertise in terms of the two eye- hand span measures, demonstrated by the music performance students, disappeared in the face of the melodic alterations. Experiment III was a longitudinal experiment designed to examine the differences between adult novice and amateur musicians’ silent reading of music notation, as well as the changes the 49 participants manifested during a nine-month long music course. From a methodological perspective, an opening to research on eye movements in music reading was the inclusion of a verbal protocol in the research design: after viewing the musical image, the readers were asked to describe what they had seen. A two-way categorization for verbal descriptions was developed in order to assess the quality of extracted musical information. More extensive musical background was related to shorter average fixation duration, more linear scanning of the musical image, and more sophisticated verbal descriptions of the music in question. No apparent effects of skill development were observed for the novice music readers alone, but all participants improved their verbal descriptions towards the last measurement. Apart from the background-related differences between groups of participants, combining verbal and eye-movement data in a cluster analysis identified three styles of silent reading. The finding demonstrated individual differences in how the freely defined silent-reading task was approached. This dissertation is among the first presentations of a series of experiments systematically addressing the visual processing of music notation in various types of music-reading tasks and focusing especially on the eye-movement indicators of developing music-reading skill. Overall, the experiments demonstrate that the music-reading processes are affected not only by “top-down” factors, such as musical background, but also by the “bottom-up” effects of specific features of music notation, such as pitch heights, metrical division, rhythmic patterns and unexpected melodic events. From a methodological perspective, the experiments emphasize the importance of systematic stimulus design, temporal control during performance tasks, and the development of complementary methods, for easing the interpretation of the eye-movement data. To conclude, this dissertation suggests that advances in comprehending the cognitive aspects of music reading, the nature of expertise in this musical task, and the development of educational tools can be attained through the systematic application of the eye-tracking methodology also in this specific domain.

Achados de necropsia relacionados com a morte de 335 eqüinos: 1968-2007

Os protocolos de necropsia de 335 eqüinos necropsiados no LPV-UFSM entre 1968-2007 foram revisados com o objetivo de determinar os achados de necropsia relacionados com a causa da morte ou razão de eutanásia. A distribuição desses achados de acordo com os sistemas afetados foi a seguinte: digestivo (79/335 [23,6%]), músculo-esquelético (47/335 ([14,0%]), nervoso (37/335 [11,0%]), respiratório (35/335 [10,4%]), tegumentar (31/335 [9,3%]), hematopoético (24/335 [7,2%]), cardiovascular (13/335 [3,9%]), reprodutor (12/335 [3,5%]), urinário (7/335 [2,1%]) e endócrino (3/335 [0,9%]). Não foi possível determinar a causa da morte em 47 (14,0%) eqüinos necropsiados. As principais afecções do sistema digestivo foram as alterações na posição dos intestinos (17/79 [21,5%]), seguidas pelas obstruções e impactações (14/79 [17,7%]). As torções foram as principais alterações da posição dos intestinos (14/17 [82,4%]). Dentre as torções, as mais prevalentes foram as localizadas no intestino delgado (7/14 [50%]). A maioria dos eqüinos que morreram em razão de fratura óssea tinham idades entre 1-5 anos. As duas doenças mais freqüentemente diagnosticadas no sistema nervoso foram leucoencefalomalacia e tripanossomíase. Depressão respiratória causada por anestesia foi a principal causa de morte relacionada com o sistema respiratório. A anemia infecciosa eqüina foi a doença infecciosa mais diagnosticada e a principal razão para eutanásia observada neste estudo.

Rainfall effect on dissipation and movement of diuron and simazine in a vineyard soil

From 2003 to 2007, a field study was performed in a vineyard in Chile to investigate diuron and simazine soil behavior and the effect of additional rainfall. Both herbicides were applied once a year at a rate of 2.0 kg ha-1 a.i. Herbicide concentrations in soil were measured at 0, 10, 20, 40, 90 and 340 days after application, under two pluviometric conditions, natural rainfall and natural rainfall plus irrigation with 180 mm of simulated rainfall during the first 90 days after application. Soil partition coefficient (Kd) varied in the soil profile (0 to 90 cm deep) from 6.75 to 2.04 mL g-1 and from 1.4 to 0.66 mL g-1 and the maximum soil adsorption capacity was approximately 18.3 mg g-1 and 8.3 mg g-1 for diuron and simazine, respectively. Diuron and simazine reached up to 90 and 120 cm of soil depth, with an average of 8.3% and 62.4% of herbicide moved below 15 cm in the soil, respectively. Simazine soil half-life (DT50) was 38.1 days and 7.5 days, whereas the half life for diuron varied from 68.0 and 24.6 for natural rainfall and irrigated, respectively. The average of residual simazine remaining in the whole soil profile after 90 DAA was 25.4% and 39.9% for diuron, with no effect of additional rainfall amount. At 340 DAA the amount of simazine in the whole soil profile corresponded to 13.2% of the initial amount applied, being diuron more persistent with 21.5% of the initial herbicide applied. The high movement in soil of both herbicides could be due to a non-equilibrium sorption process explained by preferential flow, low Kd and high desorption.

Zehn Stücke für Bläserquintett (1968)

Soitinnus: huilu, oboe, käyrätorvi, klarinetti, fagotti.

Integrating Student Learning into the Repository Ecosystem

Presentation at Open Repositories 2014, Helsinki, Finland, June 9-13, 2014

Rapid eye movement (REM) sleep deprivation reduces rat frontal cortex acetylcholinesterase (EC 3.1.1.7) activity

Rapid eye movement (REM) sleep deprivation induces several behavioral changes. Among these, a decrease in yawning behavior produced by low doses of cholinergic agonists is observed which indicates a change in brain cholinergic neurotransmission after REM sleep deprivation. Acetylcholinesterase (Achase) controls acetylcholine (Ach) availability in the synaptic cleft. Therefore, altered Achase activity may lead to a change in Ach availability at the receptor level which, in turn, may result in modification of cholinergic neurotransmission. To determine if REM sleep deprivation would change the activity of Achase, male Wistar rats, 3 months old, weighing 250-300 g, were deprived of REM sleep for 96 h by the flower-pot technique (N = 12). Two additional groups, a home-cage control (N = 6) and a large platform control (N = 6), were also used. Achase was measured in the frontal cortex using two different methods to obtain the enzyme activity. One method consisted of the obtention of total (900 g supernatant), membrane-bound (100,000 g pellet) and soluble (100,000 g supernatant) Achase, and the other method consisted of the obtention of a fraction (40,000 g pellet) enriched in synaptic membrane-bound enzyme. In both preparations, REM sleep deprivation induced a significant decrease in rat frontal cortex Achase activity when compared to both home-cage and large platform controls. REM sleep deprivation induced a significant decrease of 16% in the membrane-bound Achase activity (nmol thiocholine formed min-1 mg protein-1) in the 100,000 g pellet enzyme preparation (home-cage group 152.1 ± 5.7, large platform group 152.7 ± 24.9 and REM sleep-deprived group 127.9 ± 13.8). There was no difference in the soluble enzyme activity. REM sleep deprivation also induced a significant decrease of 20% in the enriched synaptic membrane-bound Achase activity (home-cage group 126.4 ± 21.5, large platform group 127.8 ± 20.4, REM sleep-deprived group 102.8 ± 14.2). Our results suggest that REM sleep deprivation changes Ach availability at the level of its receptors through a decrease in Achase activity

Becoming a caring nurse : the heart of the matter in nurse education

This thesis in caring science didactics is based on a thinking, where the fundamental basis for the didactic is science-based, i.e. it does not emanate from the nursing profession but brings forward a didactic that grows out of caring science and its core substance and ethos. This view on didactics arises from the caritative theory developed by Eriksson. The overall aim of the study is to clarify the meaning and essence of understanding, as well as to explore and deepen the understanding of student nurses' processes of understanding and becoming with the intention of developing a theory model for caring didactics. The overarching research questions are: What is the essence of understanding (of caring science knowledge)? What are the possibilities and importance of understanding in the appropriation of caring science? What characterizes and impels the process of becoming? The thesis consists of four sub studies and a summary section. The overall methodological approach is hermeneutic involving quantitative as well as qualitative methods. The data for the study has been collected through a longitudinal research project that followed student nurses at three universities during their entire education. The empirical sub studies form the basis for the interpreted knowledge that is formulated in the new understanding. This new understanding have, through additional theory-charging with the theory fragments from Gadamer, generated the heuristic synthesis which is illustrated in the theory model. The findings shows that understanding can be described as something unlimited, as an endless movement, which can be illustrated as a lying eighth, a lemniscate. The lemiscate of understanding is characterized by seeing, knowing and becoming and consists of seven differently named phases; the acquired horizon of understanding, the encounter of horizons, the dialogue of horizons, the fusion of horizons, application, reflection and shaping a new horizon of understanding. Bildung (formation), is the ultimate imprint of the endless spiral movement of understanding. Ethos and arête constitute the hubs around which the lemniscate of understanding circles. These include the spirit and driving force that the student carries within. The caring culture encloses the lemniscate of understanding. The caring culture provides the life space of understanding and the prevailing basic values are evinced in the culture.

Operaatio Tonava : Tšekkoslovakian miehitysoperaatio 1968

Tšekkoslovakian miehitys vuonna 1968 oli merkittävä Euroopan turvallisuus- ja puolustuspoliittisia rakenteita koetellut tapahtuma. Tammikuussa 1968. Tšekkoslovakian valtion politiikan muutettua suuntaansa kommunistisesta järjestelmästä liberaalimpaan suuntaan johti se erimielisyyksiin Neuvostoliiton johtaman Varsovan liiton sisällä. Tšekkoslovakian tilanne pyrittiin ratkaisemaan erilaisin neuvotteluin kevään ja kesän 1968 aikana, mutta ratkaisua ei saatu aikaan. Neuvostoliitto suunnitteli jo tässä vaiheessa miehitysoperaatiota tilanteen ratkaisemiseksi. Ennen miehitysoperaatiota Neuvostoliitto painosti Tšekkoslovakiaa suurien sotaharjoitusten, verhoiltujen uhkausten sekä tiedotusvälineiden avulla. Tilanne kärjistyi lopulta siihen, että Tšekkoslovakian miehittivät viisi sen liittolaismaata 20–21. elokuuta 1968. Miehitysoperaatio oli erityisen kiinnostava sen vuoksi, että se toteutettiin lähes ennennäkemättömällä nopeudella ja erittäin suurella voimalla. Neuvostoliitto onnistui toteuttamaan operaation käytännössä tappioitta, ja operaatio sujui täysin suunnitelmien mukaisesti. Operaatiota onkin jälkeenpäin kutsuttu ”kaappaushyökkäykseksi”. Miehitysoperaation jälkeen Tšekkoslovakiaan jäi pysyvästi neuvostodivisioonia, ja maa palasi takaisin Prahan kevättä edeltäneeseen vanhoilliseen politiikkaan. Niin kutsutun ”normalisoinnin” aikana kaikki uudistukset purettiin vähitellen. Neuvostojoukot olivat maassa aina Neuvostoliiton romahtamiseen asti. Miehitysoperaation poliittista puolta ja kriisin yleistapahtumia on tutkittu runsaasti kirjallisuudessa ja lehtiartikkeleissa, mutta itse miehitysoperaation sotilaallista puolta on tutkittu melko vähän. Tutkielmassa tarkastellaan Tšekkoslovakian miehitysoperaatiota 20-21.elokuuta 1968, painopisteenä operaation toteutustapa, siihen käytetyt eri puolustushaarojen ja aselajien joukot sekä niiden suuntautuminen. Itse miehitysoperaation tarkastelun ohella tarkastellaan myös operaation loppuasetelmaa ja jälkiseurauksia. Tutkimustyö on tehty perehtymällä useisiin eri lähteisiin, analysoimalla sekä vertailemalla näiden tarjoamaa informaatiota keskenään. Lopputuloksena on näistä tehty synteesi.