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Correlation between the ability to memorize a sentence and the ability to memorize a melody in children in the last year of kindergarten and the first year of primary school

Katja Repe (2012) Correlation between the ability to memorize a sentence and the ability to memorize a melody in children in the last year of kindergarten and the first year of primary school. Diploma thesis.

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    Abstract

    In school situations, the ability to memorize is very important for successful integration of children in the school process. When examining various literatures, I have come to conclusion that the majority of students deals with this kind of difficulties. Since in many children signs of learning disabilities appear already in preschool education, we can predict them with early diagnosis and moderate or even prevent them. In the diploma seminar paper, I have focused on establishing the short-term memory skills in children who attend the last year of kindergarten and the first year of primary school. I also wanted to ascertain if there is a statistically important correlation between the ability of memorizing a sentence and the ability of memorizing a melody. Children were arranged into two groups: the first group consisted of children who had reached the score below the 25thpercentilein the A part of the Questionnaire for profile formation of five- and seven-year-olds before or at the beginning of primary school (Zver, 2011). These children were called children at risk for subsequent learning difficulties and were arranged into experimental group. The second group were children that had gained scores above the 25th percentile in the A part of the questionnaire and were named children who are not at risk for subsequent learning difficulties. They were placed into control group. I compared the test results of both groups. The research was performed on the pattern of 60 children (30 from the kindergarten and 30 from primary school). In the process, kindergarten and school teachers/teaching assistants filled in the questionnaire mentioned above for each individual student, and I carried out a test of sentence and melody memorizing. Cronbach Alfa coefficient showed the appropriate reliability of both tests (0,745 on the test of memorizing a sentence and 0,823 on the test of memorizing a melody). Through descriptive statistics and non-parametric statistical tests hypotheses were confirmed or disproved. Results showed that on average children in the experimental group gained lower results than children in the control group at both tests. As expected, primary school children did better at the test of memorizing a sentence whereas they achieved lower results at the test of melody memorizing – especially primary school girls – than children in the kindergarten. I find this to be connected with the reduction of music and art lessons in primary school in comparison to the kindergarten. What is more, there is a possibility that girls accommodate faster to a school situation that emphasizes analytical thinking than boys. In my research, girls therefore achieved better results in the test of sentence memorizing than boys. Children that go to music school gained in both tests on average better results than those who do not visit it. To conclude, music has a positive effect on other fields of school activity and I have come to conclusion that music as a means of teaching has a good influence on children and could be used more often as a goal activity in class lessons or in afterschool lessons. On the basis of statistically important correlation between the ability of sentence and melody memorizing, I can conclude that with the training of music-melodic memory the memory on the verbal field could indirectly be trained, which appears to be a very important ability for child’s successful school progress.

    Item Type: Thesis (Diploma thesis)
    Keywords: sentence, music, melody, sentence memorizing, melody memorizing, literacy, learning disabilities
    Number of Pages: 115
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Martina OzbičMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=9317449)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 953
    Date Deposited: 19 Jul 2012 12:24
    Last Modified: 19 Jul 2012 12:24
    URI: http://pefprints.pef.uni-lj.si/id/eprint/953

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