INMI tunes were found to have more common global melodic contours and less common average gradients between melodic turning points than non-INMI tunes, in relation to a large pop music corpus. These 2 groups of tunes were compared using 83 statistical summary and corpus-based melodic features and automated classification techniques. A set of 100 of these frequently named INMI tunes was then matched to 100 tunes never named as INMI by the survey participants, in terms of popularity and song style. music charts were reported more frequently as INMI. It was found that songs that had achieved greater success and more recent runs in the U.K. The present study examined whether a song’s popularity and melodic features might also help to explain whether it becomes INMI, using a dataset of tunes that were named as INMI by 3,000 survey participants. Involuntary musical imagery (INMI or “earworms”)-the spontaneous recall and repeating of a tune in one’s mind-can be attributed to a wide range of triggers, including memory associations and recent musical exposure. Furthermore, standardized instruments such as anxiety scales, rather than profiling within the profession, offer a differentiated and therefore more promising depression risk analysis for training musicians. Taken together these results suggest that the culture of teaching institutions may play a vital role in the experience of depression in student musicians. While anxiety accounted for the highest variance (58%), a combination of factors best predicted depression: high anxiety combined with a low-level of burnout with teaching staff.
TOP SING ALONG SONGS PROFESSIONAL
A hierarchical multiple linear regression and a regression tree analysis indicated that professional identification was not a significant predictor for depression. The depression factors of anxiety and pain processing were lower in both musicians’ groups compared to non-music students, despite the latter group perceiving pain for shorter periods of time than all musicians.
Music college students had a significantly higher depression prevalence (31.2%) compared to musicians at university (9.3%), but not compared to university non-musicians (19.4%).
102 under- and postgraduate students (75% UK, 16% other EU countries, 9% USA age mean = 23.6 years) from various institutions and with different primary subjects (62% music, 38% medicine, psychology, biology) participated in an online survey featuring standardized scales for the above-mentioned depression predictors. Moreover, it investigates the extent to which professional identification has an effect on musicians’ levels of depression, and if this factor could be used as a depression predictor for student musicians. This study examines known depression predictors such as anxiety, pain processing, depersonalization and coping strategies, and compares how they affect a music and non-music student population. Despite this fact, it remains unknown whether contributory and standardized factors have the potential to identify whether early career musicians are at risk of depression. The level of mental health problems experienced by musicians is comparable to that found in professions with high stress levels such as physicians or air-craft engineers. Professional musicians are more at risk of developing mental health problems, such as depression, compared to the general population. Therefore, songs are recommended in EFL classrooms as supplementary activities or at home for self-study. They enjoyed learning English through songs. Students generally responded positively by intimately watching videos and participating in activities. These findings contribute to facilitating a more creative learning environment. This study revealed that the materials presented in songs and videos align with the learning principles of young learners, such as they have short attention and are easy to distract, they can gain understanding from direct experience through objects and visual aids, they are enthusiastic and positive about learning, and they are being responsive to the instruction.
Twelve students were included in a case study at a private elementary school in Jakarta. This study investigates what learning principles young learners observe in songs and how they respond to songs during the online learning experience. Using songs as an engaging technique in audiovisual offers meaningful sources of interesting and relevant listening materials. There are currently a variety of technologically-based techniques for creating an attractive English-learning environment for young learners.
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