心理学
阅读(过程)
节奏
学习障碍
发展心理学
音乐剧
学习障碍
班级(哲学)
认知心理学
语言学
视觉艺术
计算机科学
美学
哲学
艺术
人工智能
标识
DOI:10.1177/0305735685132005
摘要
In the United States, learning-disabled children have been mainstreamed into general music classes where group instruction predominates without adequate evaluation of possible learning strengths and deficits. Three separate research projects have indicated that learning-disabled readers, aged seven, eight and nine, discriminate rhythm patterns similarly to matched normal- achieving readers but are unable to perform the same patterns in a similar manner. The two reading ability groups also differ at age seven and eight in tonal discrimination. The findings suggest that learning-disabled children may not be able to learn music in a class instructional setting as easily as their age-level peers. These exceptional learners need prior evaluation of input, integration and output capacities before being placed in learning situations where they will be unsuccessful.
科研通智能强力驱动
Strongly Powered by AbleSci AI