mind blower...

[NoHall]

http://scienceline.org/2007/10/29/ask-hsu-spinning-girl-right-left-brain-hemispheres/



I used da Google cause I is no brained.

Here's a couple of little things I've read for school lately, and all of them deal with hemisphericity (yes, that's a word) and cerebral dominance:

Brathwaite, A. (1988). Suzuki training: Musical growth or hinderance? Music Educators Journal 75 (2), 42-45.

Campbell, P.; Scott-Kassner, C. (2002). Music in childhood from preschool through the Elementary grades. Stamford, CT; Schirmer/Thompson Learning.

Dunn, R. (1984). Learning Style: State of the science. Theory into Practice 23 (1), 10- 19.

Fennema, E.; Sherman, J. (1977). Sex-related differences in mathematics achievement, spatial visualization and affective factors. American Educational Research Journal14 (1), 51-71.

Franklin, E.; Franlin, A. D. (1978). The brain research bandwagon: Proceed with caution. Music Educators Journal 65 (3), 38-43.

Gardner, H. (1978). What we know (and don?t know) about the two halves of the brain. Journal of Aesthetic Education 12 (1), 113-119.

Gardner, H. (1995). ?Multiple intelligences? as a catalyst. The English Journal 84 (8), 16-18.

Gates, E. (1994). Why have there been no great women composers? Psychological theories, past and present. Journal of Aesthetic Education 28, (2), 27-34.

Green, L. (2005). The music curriculum as lived experience: Children?s ?natural? music-learning processes. Music Educators Journal 91 (4), 27-32.

Harrison, C.; Asmus, E.; Serpe, R. (1994). Effects of musical aptitude, academic ability, music experience, and motivation on aural skills. Journal of Research in Music Education 42 (2), 131-144.

Healy, J. (2004). Your child?s growing mind. New York, NY; Broadway Books.

Hetland, L. (2000). Learning to make music enhances spatial reasoning. Journal of Aesthetic Education 34, (3 & 4), 179-238.

Hetland, L. (2000). Learning to make music enhances spatial-temporal reasoning: Evidence for the ?Mozart Effect.? Journal of Aesthetic Education 34, (3 & 4), 105-148.

Hiatt, J., & Cross, S. (2006). Teaching and using audiation in classroom instruction and applied lessons with advanced students. Music Educators Journal 92 (5), 46-49.

Jordan-Decarbo, J. (1997). A sound-to-symbol approach to learning music. Music Educators Journal 84 (2), 34-37, 54.

Kassell, C. (1998). Music and the theory of multiple intelligences. Music Educators Journal 84 (5), 29-32, 60.

Kendall, M. (1988). Suzuki?s mother tongue tied. Music Educators Journal 72 (6). 47- 50.

Kendall, M. (1988). Two Instructional Approaches to the Development of Aural and Instrumental Performance Skills. Journal of Research in Music Education 36, (4), 205-219.

Korenman, L. & Peynircioglu, Z. (2007). Individual differences in learning and remembering music: Auditory versus visual presentation. Journal of Research in Music Education 55 (1), 48-64.

McCarthy, M. (1999). Gendered discourse and the construction of identity: Toward a liberated pedagogy in music education. Journal of Aesthetic Education 33 (4), 109-125.

Moore, B. (1990). The relationship between curriculum and learner: Music composition and learning style. Journal of Research in Music Education 38 (1), 24-38.

Persellin, D. (1992). Responses to Rhythm Patterns When Presented to Children through Auditory, Visual, and Kinesthetic Modalities. Journal of Research in Music Education 40 (4), 306-315.

Regelski, T. (1977). Who knows where music lurks in the mind of man? New brain research has the answer. Music Educators Journal 63 (9), 30-38.

Restak, R. (1985). The human brain: Insights and puzzles. Theory into Practice 24 (2), 91-94.

Schleuter, S. (1978). Effects of certain lateral dominance traits, music aptitude, and sex differences with instrumental music achievement. Journal of Research in Music Education 26 (2), 22-31.

De Stwolinski, G.; Faulconer, J.; Schwarzkopf, A. B.; (1988) A comparison of two approaches to learning to detect harmonic alterations. Journal of Research in Music Education 36 (2), 83-94.

Torff, B.; Gardner, H. (1999). Conceptual and experiential cognition in music. Journal of Aesthetic Education 33 (4), 93-106.

---------------
I'll post the full articles if you want. It's only a few hundred pages...

 

[Beachbummette]

Here's a couple of little things I've read for school lately, and all of them deal with hemisphericity (yes, that's a word) and cerebral dominance:

Brathwaite, A. (1988). Suzuki training: Musical growth or hinderance? Music Educators Journal 75 (2), 42-45.

Campbell, P.; Scott-Kassner, C. (2002). Music in childhood from preschool through the Elementary grades. Stamford, CT; Schirmer/Thompson Learning.

Dunn, R. (1984). Learning Style: State of the science. Theory into Practice 23 (1), 10- 19.

Fennema, E.; Sherman, J. (1977). Sex-related differences in mathematics achievement, spatial visualization and affective factors. American Educational Research Journal14 (1), 51-71.

Franklin, E.; Franlin, A. D. (1978). The brain research bandwagon: Proceed with caution. Music Educators Journal 65 (3), 38-43.

Gardner, H. (1978). What we know (and don?t know) about the two halves of the brain. Journal of Aesthetic Education 12 (1), 113-119.

Gardner, H. (1995). ?Multiple intelligences? as a catalyst. The English Journal 84 (8), 16-18.

Gates, E. (1994). Why have there been no great women composers? Psychological theories, past and present. Journal of Aesthetic Education 28, (2), 27-34.

Green, L. (2005). The music curriculum as lived experience: Children?s ?natural? music-learning processes. Music Educators Journal 91 (4), 27-32.

Harrison, C.; Asmus, E.; Serpe, R. (1994). Effects of musical aptitude, academic ability, music experience, and motivation on aural skills. Journal of Research in Music Education 42 (2), 131-144.

Healy, J. (2004). Your child?s growing mind. New York, NY; Broadway Books.

Hetland, L. (2000). Learning to make music enhances spatial reasoning. Journal of Aesthetic Education 34, (3 & 4), 179-238.

Hetland, L. (2000). Learning to make music enhances spatial-temporal reasoning: Evidence for the ?Mozart Effect.? Journal of Aesthetic Education 34, (3 & 4), 105-148.

Hiatt, J., & Cross, S. (2006). Teaching and using audiation in classroom instruction and applied lessons with advanced students. Music Educators Journal 92 (5), 46-49.

Jordan-Decarbo, J. (1997). A sound-to-symbol approach to learning music. Music Educators Journal 84 (2), 34-37, 54.

Kassell, C. (1998). Music and the theory of multiple intelligences. Music Educators Journal 84 (5), 29-32, 60.

Kendall, M. (1988). Suzuki?s mother tongue tied. Music Educators Journal 72 (6). 47- 50.

Kendall, M. (1988). Two Instructional Approaches to the Development of Aural and Instrumental Performance Skills. Journal of Research in Music Education 36, (4), 205-219.

Korenman, L. & Peynircioglu, Z. (2007). Individual differences in learning and remembering music: Auditory versus visual presentation. Journal of Research in Music Education 55 (1), 48-64.

McCarthy, M. (1999). Gendered discourse and the construction of identity: Toward a liberated pedagogy in music education. Journal of Aesthetic Education 33 (4), 109-125.

Moore, B. (1990). The relationship between curriculum and learner: Music composition and learning style. Journal of Research in Music Education 38 (1), 24-38.

Persellin, D. (1992). Responses to Rhythm Patterns When Presented to Children through Auditory, Visual, and Kinesthetic Modalities. Journal of Research in Music Education 40 (4), 306-315.

Regelski, T. (1977). Who knows where music lurks in the mind of man? New brain research has the answer. Music Educators Journal 63 (9), 30-38.

Restak, R. (1985). The human brain: Insights and puzzles. Theory into Practice 24 (2), 91-94.

Schleuter, S. (1978). Effects of certain lateral dominance traits, music aptitude, and sex differences with instrumental music achievement. Journal of Research in Music Education 26 (2), 22-31.

De Stwolinski, G.; Faulconer, J.; Schwarzkopf, A. B.; (1988) A comparison of two approaches to learning to detect harmonic alterations. Journal of Research in Music Education 36 (2), 83-94.

Torff, B.; Gardner, H. (1999). Conceptual and experiential cognition in music. Journal of Aesthetic Education 33 (4), 93-106.

---------------
I'll post the full articles if you want. It's only a few hundred pages...

 

[NoHall]

Now you know why I'm up all night and half-crazy on both sides of my brain...

 

[Miss Kitty]

bb...after you figure out what NoHall just said, go kick that spinning chicks behind for me.

 

[Paula]

Paula, I found it when searching for images of "dirty santa." I found a great card in the images of Santa pooping down a chimney with a caption something like, "You know if you've been naughty when..." I clicked on the link, and it took me to a website which had this, but the card on which I clicked had been removed -- probably the Santa Police confiscated it.

Ooooooh, no wonder I couldn't find it...

 

[DuneAHH]

Ooooooh, no wonder I couldn't find it...

http://www.maniacworld.com/Spinning-Silhouette-Optical-Illusion.html

 

[Miss Kitty]

Ooooooh, no wonder I couldn't find it...

...gee Paula, you don't google dirty Santa to get in the Christmas spirit? ...neither would I!

 

[Smiling JOe]

...when i tried the "close the eyes, concentrate, and look again" I could make her spin which ever way i liked! Too cool....so there really is some truth to "change your thoughts, change your world"....hmmmm...;-) thanks SJ, that was a nice reminder

Maybe, but it also might be that when we change our thoughts, we simply change our perception of the world, but in doing so, we also probably change the world, via our new perspective and changes in our own reactions to things which we encounter.

 

[scooterbug44]

She is spinning slower and doesn't seem as "perky" today. Is this a result of my perception being altered or my coffee not kicking in yet .

 

[Cheering472]

She is spinning slower and doesn't seem as "perky" today. Is this a result of my perception being altered or my coffee not kicking in yet .

Are you referring to her boobers? A good support bra will help that.