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The Leading Tone Project

Description
The idea that everything occurs linearly, over the course of time, is evident in the way we construct our sentences and track our understanding of our own lives. It is within this understanding we perform, compose, and listen to music. Since language occurs over time, there is the understanding that…

The idea that everything occurs linearly, over the course of time, is evident in the way we construct our sentences and track our understanding of our own lives. It is within this understanding we perform, compose, and listen to music. Since language occurs over time, there is the understanding that words and ideas are uttered like marks on a continuous line, some closer together, others with large gaps in-between. It has been the work of linguists and philosophers to understand the patterns, or the rhythm, of speech and language in this way, and while there is no definitive or consistent model for how language is rhythmically produced in any language, it has been determined that rhythm is considered and perceived when language is spoken or heard. It is this perception of rhythm in speech that defines how language comprehension is acquired before phonetic skills. This paper will explore the effects of rhythm in language during infant's prelexical period, the correlations of rhythm and developing reading skills, and finally, explore how the intervals between vocalic utterances become normalized and consistent in poetic readings.
ContributorsZillich, Nicolette Isabel (Author) / Mantie, Roger (Thesis director) / Laing, Alexander (Committee member) / School of Music (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
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A Comparison of Self-Explanation and Note-Taking for Improving Scientific Text Comprehension

Description
The present studies experimentally compared the effectiveness of self-explaining versus taking notes for improving comprehension of a difficult science among readers who varied in prior knowledge, reading skill, and later vocabulary skill. Study 1 (N = 70) examined how instructions to simply “note-take” or “self-explain” influenced text-based and inferential…

The present studies experimentally compared the effectiveness of self-explaining versus taking notes for improving comprehension of a difficult science among readers who varied in prior knowledge, reading skill, and later vocabulary skill. Study 1 (N = 70) examined how instructions to simply “note-take” or “self-explain” influenced text-based and inferential comprehension. Task did not influence comprehension performance but, as expected, readers with higher science prior knowledge outperformed their less knowledgeable peers, who also earned lower scores on inferential questions compared to text-based questions. To replicate and extend these findings, Study 2 (N = 60) provided readers with more specific, distinct instructions and examples for self-explanation and note-taking tasks prior to engaging in the same task. The results showed that, in the self-explanation task, high-knowledge readers outperformed low-knowledge readers on the text-based questions. These results suggest that self-explanation supported more knowledgeable and skilled readers for text-based questions.
ContributorsGoblirsch, Emily (Author) / McNamara, Danielle (Thesis director) / Butterfuss, Reese (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor) / Department of Psychology (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor)
Created2022-05