Acquisition Of Rhythm Research Articles

Can you feel the rhythm? Comparing vibrotactile and auditory stimuli in the rhythm video game Jump‘n'Rhythm

ABSTRACT Rhythm is essential in early music education. To acquire rhythm abilities, the synchronisation between body and rhythm patterns is fundamental. Extensive research has shown the link between the auditory-motor system and rhythm acquisition; however, other sensorimotor systems also improve rhythm skills. Rhythm acquisition can be trained using new technologies, such as video games; however, most of these use mainly auditory stimuli to improve it. Therefore, in this work, we explore tactile stimuli to improve rhythm skills using a video game and how visual elements affect rhythm perception using different stimuli. We evaluate and compare the synchronisation of 27 participants following either vibrotactile or auditory stimuli emitted through a rhythm video game in two difficulty levels and we evaluated the user experience. Consistent with the literature, our results indicate that participants synchronised slightly better using auditory than vibrotactile stimuli and players’ performance was better when they had visual guides. A fatigue effect persisted and increased over playtime in both conditions. In the current study, usability measures indicate no significant differences. These findings suggest that vibrotactile stimuli are also suitable to train rhythm skills in a video game environment and the game-elements play an important role in players' performance.

L2 rhythm acquisition and rhythmic transfer in Galician learners of English: A pilot study

Languages have been classified with regard to their rhythm into stress-timed, syllable-timed and mora-timed languages. The aim of this pilot study is to verify the existence of rhythmic transfer from a syllable-timed language, Galician (L1), to the English spoken by Galician learners (L2), as well as to determine whether the proficiency level in the L2 may have an effect on the degree of rhythmic transfer observed. Two groups of six Galician learners of English and two groups of six native speakers of Galician and Southern British English were recorded and analyzed. Rhythm metrics (ΔC, %V, ΔV, CrPVI, and VnPVI) were calculated for all four groups so as to have objective measures to compare the rhythm of the source language (Galician), the rhythm of the target language (English), and the rhythm of the learner language at different proficiency levels. The data show that there is rhythmic transfer between Galician and English L2, and that the degree of transfer decreases as the proficiency level in the L2 increases.

Isochrony, vocal learning, and the acquisition of rhythm and melody.

A cross-species perspective can extend and provide testable predictions for Savage et al.'s framework. Rhythm and melody, I argue, could bootstrap each other in the evolution of musicality. Isochrony may function as a temporal grid to support rehearsing and learning modulated, pitched vocalizations. Once this melodic plasticity is acquired, focus can shift back to refining rhythm processing and beat induction.

Le metriche ritmiche applicate allo studio del parlato bilingue. Stato dell’arte e implicazioni per possibili studi nell’Alpe Adria

While the rhythm of natural languages has been extensively studied, also by calculating the rhythm metrics, the acquisition of rhythm in (early) simultaneous bilingual speakers is a field of research that remains under-investigated. This article critically assesses the most important recent studies on the rhythm of bilingual speakers and offers reflections on their application in future research, exemplarily applied to the Alps-Adriatic region.

On the Rhythm Acquisition and Instruction of Chinese Primary Japanese Learner

Rhythm; Long syllable; Non-syllabic mora; Japanese acquisition; Foot

LEARNING DIRECTION MATTERS

AbstractThis study examines the acquisition process of speech rhythm in Dutch learners of Spanish (DLS) and Spanish learners of Dutch (SLD) at different proficiency levels to determine whether learning direction affects the success of rhythm acquisition in a foreign language (L2). Analyses of lengthening effects showed that the two learner groups followed different developmental paths in their acquisition of accentual and final lengthening: Both groups showed transfer effects from the L1, but while the DLS systematically approached their target until attainment, the SLD showed more variability in their development. In addition, syllable structure complexity affected L2 rhythm acquisition, and to a substantially larger extent for the SLD compared to the DLS. The results support a model of L2 rhythm acquisition in which learning direction is included as a factor, and that allows for the interaction of various language-specific properties that contribute to speech rhythm, like syllable structure complexity.

L2 ACQUISITION OF PROSODIC PROPERTIES OF SPEECH RHYTHM

This study examines the development of speech rhythm in second language (L2) learners of typologically different first languages (L1s) at different levels of proficiency. An empirical investigation of durational variation in L2 English productions by L1 Mandarin learners and L1 German learners compared to native control values in English and the learners’ L1s showed that the L1 groups followed comparable developmental paths in their acquisition of vocalic variability and accentual lengthening. However, the two L1 groups diverged in the proportion of vocalic materials in their L2 utterances, exhibiting L2 acquisition patterns that are consistent with direct transfer from the L1. The results support a multisystemic model of L2 rhythm acquisition in which the various linguistic-systemic properties that contribute to speech rhythm are acquired at different proficiency levels and depend on different acquisition processes with respect to L1 influence and universal effects. We conclude that theories of L2 phonology need to be able to accommodate the multisystemic nature of L2 prosodic acquisition. Additionally, L2 phonological acquisition theories, and SLA theories more generally, should take into account the nonuniform manner in which the various prosodic properties of the interlanguage reflect L1 transfer effects as well as universal constraints on acquisition.

Optimization of cardiopulmonary resuscitation using the iRCP/iCPR smartphone application

Objective: Analyze in hospital care provided to the patient in cardiac arrest (CA) prior to ALS Team arrival. This will be included in an improvement cycle in the context of commissioning a Cardiac Arrest management hospital plan. Material andmethods:Prospective observational study including CA alerts to the ALS Team (ICU of the University Hospital “Santa Lucia”, Cartagena, Spain) from January-2012 toMay-2013. It is done descriptive analysis of ward and emergencies personnel performance prior to the arrival of ALS team. Results: There were collected 73 patients. Mean age: 70.54 years (CI 95%: 67.25–73.83), Gender Male: 67.1%. Limitation of life support in 21.9%. Alert’s source: Internal Medicine ward (45.2%), followed by ER (36.9%). Basic life support was started at 45.2%. Delay CA team alert: 212.8′′ (CI 95%: 158.4–267.2′′), delay in cardiac rhythm acquisition: 381” (CI: 298.8–478.8). Delay in the onset of ALS manoeuvres: 325.26” (CI 340.0–410.5′′). The most common initial rhythm was Asystole (45.2%). Any kind of defibrillator was used by 8.33%. The teamperformed ALS in 79.5% of the alerts, 13.7% were falsearrests.Outcome:75.3%deadathospital discharge, 61.1% of the patients discharged alive had a Glasgow-Pittsburgh cerebral performance categories 1–2. Conclusions:

The role of body movement in learning to play the shaker to a samba rhythm: An exploratory study

Rhythm is an essential element of music, but how we acquire it has not been investigated in detail. Some argue that learners acquire rhythms mentally, and others argue that body movements are involved. This study, therefore, investigated how body movements affect the rhythmic performances of learners in the course of rhythm acquisition. We used accelerometers to measure the arm and lumbar accelerations of 17 participants who took samba lessons regularly for 10 months. Detailed analyses revealed that all learners who learnt to play the shaker to a samba rhythm exhibited samba-like rhythmic patterns in both lumbar and arm movements. This indicates that the coordination contributing to the lumber movement has something to do with the acquisition of samba rhythm, and this is consistent with the argument that body movements are involved in acquiring rhythms.

Acquisition of rhythm: evidence from spontaneous L2 speech

This study examined the acquisition of Japanese rhythm by comparing the rhythmic characteristics of elicited spontaneous speech of English learners in the setting of an oral proficiency test. Two metrics for the quantification of speech rhythm that have been shown to reliably discriminate rhythmic classes in both L1 and L2 speech (White and Mattys, 2007) were utilized for the analysis - 1) the proportion of vowel intervals within the sentence (%V), and 2) the standard deviation of vowel intervals divided by the mean vowel interval duration and multiplied by 100 (VarcoV). A difference in the rhythm scores of novice-mid and intermediate-high learners of Japanese was found. Furthermore, the learners' scores were significantly different from Japanese native speakers' scores, suggesting that speakers start acquiring speech rhythm relatively early, but they are still short of the target at the intermediate level of proficiency. By comparing the obtained scores with scores of stress-timed languages, such as English, the difference in the scores may be attributed to an L1 transfer into the rhythmic organization of the L2 speech.

The Acquisition of Speech Rhythm by Bilingual Spanish- and English-Speaking 4- and 5-Year-Old Children

In this study, the authors investigated speech rhythm acquisition by bilingual Spanish-English-speaking children, comparing their performance with functionally monolingual peers in both languages and to monolingual and bilingual adults. Participants included younger children (3;9 [years;months] to 4;5.15[years;months.days]), older children (4;6.18 to 5;2), and adults (over 18 years). Twenty-six sentences were elicited and analyzed using the normalized vocalic and intervocalic Pairwise Variability Indices (PVIs) that express the level of variability in successive duration measurements, on the basis of E. Grabe and E. L. Low (2002). Younger bilingual children displayed distinct speech rhythm patterns for their target languages, and they deviated from their monolingual English-speaking peers. Older bilingual children also separated speech rhythm by language, and differences between older bilingual children and their monolingual peers speaking English were also found. Younger and older bilingual children differed on the vocalic PVI, but not the intervocalic PVI, providing partial support for age differences. Bilingual adults showed separation of their languages and performed similarly to their monolingual peers. Bilingual children show distinct speech rhythm patterns for their target languages but with some early equal timing bias that diminishes over time, on the basis of the vocalic measurements. Overall, the vocalic PVI is more robust than the intervocalic PVI, but further research is necessary.

Characterization of formation and trace rhythm reproduction by rabbit hippocampal neurons during early and late ontogeny

The formation and reproduction of memory traces by hippocampal neurons were studied and a relationship between the number of presented series of periodical electrocutaneous stimulation and degree of trace acquisition of the rhythm, on the one hand, and rabbit age (6-30 days, 1, 4-5, and 7 years), on the other, was detected. The hippocampus of 6-7-day and 7-year-old rabbits is characterized by low neuron activity and inability to trace acquisition of rhythm. The pulse frequency and trace acquisition of the rhythm in animals aged 8-14 days and 4-5 years (middle age) formed slower than in adult animals (after 2-4 stimulation series on days 2-4 of experiment) and could not be reproduced on the next day without reminding. In rabbits aged 25-30 days and 1 year the basal activity reached the optimum level and trace acquisition of rhythm was observed after 1-2 series on days 1-2 of experiment and was reproduced without reminding on the next day. The detected physiological stages are in good correlation with the morphochemical organization of the rabbit hippocampus at the stages of early and late ontogeny.

Analysis of EEG Pattern Measured at Eight Electrodes on L2 English Rhythm Acquisition

Analysis of EEG Pattern Measured at Eight Electrodes on L2 English Rhythm Acquisition