10/30/2022 0 Comments Bergson 2 types of memory![]() ![]() Some participants made sentence-acceptability judgments at the end of each sentence, whereas others read for comprehension without an additional task. We recorded ERPs from 13 scalp sites while participants read a short essay. We tested this hypothesis against the possibility that the word-class effects are attributable to quantitative. One hypothesis is that these ERP differences reflect the different linguistic functions of the two vocabularies. Many studies have shown that open- and closed-class words elicit different patterns of brain activity, as manifested in the scalp-recorded event-related potential (ERP). The essay concludes with a checklist of suggestions for music educators as they guide students who wish to pursue composition as a career. Examples and strategies for implementing this process and for performing students' composition exercises are presented. This essay examines how the composition process can be exercised in classroom and ensemble projects that involve the three stages of composition: (1) Defining the materials and limits (2) Exploring the possibilities (3) Making choices and communicating the resulting music through some sort of notation. The act of imagining, defining, and communicating unique musical ideas awakens in young people a dormant part of their brains, unlocking an awareness of the creative energy packed into every musical. ![]() Composition is learned by discovering that musical ideas can be experienced in a variety of ways, and that new musical ideas can be created by reconfiguring learned materials in new contexts. ![]()
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