Effects Of Intensive Instruction Research Articles

Effect of Intensive Instruction on Elementary Students’ Memory for Culturally Unfamiliar Music

Previous researchers have found that both adults and children demonstrate better memory for novel music from their own music culture than from an unfamiliar music culture. It was the purpose of this study to determine whether this “enculturation effect” could be mediated through an extended intensive instructional unit in another culture’s music. Fifth-grade students in four intact general music classrooms (two each at two elementary schools in a large U.S. city) took part in an 8-week curriculum exclusively concentrated on Turkish music. Two additional fifth-grade classes at the same schools served as controls and did not receive the Turkish curriculum. Prior to and following the 8-week unit, all classes completed a music memory test that included Western and Turkish music examples. Comparison of pretest and posttest scores revealed that all participants ( N = 110) were significantly more successful overall on the second test administration. Consistent with previous findings, participants were significantly less successful remembering items from the unfamiliar music culture, a result that was consistent across test administrations and between instruction and control groups. It appears that the effect of enculturation on music memory is well established early in life and resistant to modification even through extended instructional approaches.

The long‐term effect of intensive instruction on the open exploration behavior of ninth grade students

AbstractThis study reports the long‐term effects of intensive instruction (II) in the cue attendance (CA) or hypothesis generation (HG) on open‐exploration behavior. The five dependent measures included: the number of observed details; the number and quality of hypotheses; and the number and diversity of questions. In the original study, Ss receiving either form of II performed significantly better than control Ss on all dependent measures. Both experimental groups performed equally well except for a large number of details observed by the II group. Fifteen months later, Ss II in CA were able to describe more details and ask more questions with greater diversity than the II in HG group or the control Ss. Ss II in HG produced more hypotheses than the control Ss and a higher quality of hypotheses than either the control Ss or the II in CA group.

Effect of intensive instruction in cue attendance on solving formal operational tasks

Effect of intensive instruction in cue attendance on solving formal operational tasks