Mimicry and automatic imitation are not correlated

It is widely known that individuals have a tendency to imitate each other. However, different psychological disciplines assess imitation in different manners. While social psychologists assess mimicry by means of action observation, cognitive psychologists assess automatic imitation with reaction time based measures on a trial-by-trial basis. Although these methods differ in crucial methodological aspects, both phenomena are assumed to rely on similar underlying mechanisms. This raises the fundamental question whether mimicry and automatic imitation are actually correlated. In the present research we assessed both phenomena and did not find a meaningful correlation. Moreover, personality traits such as empathy, autism traits, and traits related to self- versus other-focus did not correlate with mimicry or automatic imitation either. Theoretical implications are discussed

Exploring improvisation pedagogy based on participatory and m-base characteristics: an action research study

This action research study explored my personal pedagogy of improvisation through a combined lens of Thomas Turino’s (2008) participatory field of music and the M-base collective. Influenced by the imbalance between performance-based goals and presentational music-making in high school settings and my personal lack of experience teaching improvisation, this study focused on learning how to teach improvisation away from typical educational outcomes such as assessment, curricular outcomes, and presentational values. Four high school students and two post-high school musicians participated in four two-hour sessions which took place at the Bassment in Saskatoon, Saskatchewan. Through the use of an action research cycle, several key themes emerged based on the participants’ experiences in regards to the purpose, process and reason for teaching improvisation. I came to the following four conclusions based on the actions that occurred during the study: a teacher needs to create attainable levels for successful improvisation; the facilitator role requires time for reflection and practice; participating allowed me to recognize and challenge personal self-doubt around improvisation; and improvisation can thrive in a non-traditional environment through a balance between structure and freedom. The thesis concludes with future recommendations for educators, researchers, and myself. Keywords: improvisation, participatory, M-base, secondary, music education, action researchIncludes bibliographical references (pages 133-147)."In partial fulfillment for the degree of Master of Music (Education), Brandon University

Vocal Fillers, Contagion Effects, and, um, Overlooked Pedagogical Opportunities in the, uh, Public Speaking Classroom

The current study explores the relationship between social contagion and vocal fillers. An experiment was conducted in which 100 students presented speeches. Prior to presenting their speech, half of the students were exposed to a speech with excessive vocal fillers and half were exposed to a speech with no vocal fillers. Students who heard a speech with excessive vocal fillers used more vocal fillers in their own speech. Students were unaware of this transmission, which further demonstrates the example of social contagion. Social contagion highlights the presence of linguistic communities in public speaking classrooms. The study then provides a review of popular public speaking textbooks’ coverage of the topic of vocal fillers. The review finds vocal fillers are generally not given serious treatment in public speaking classes. The current study concludes with suggestions for how public speaking instructors can better leverage the topic of vocal fillers to their full pedagogical potential

Developing Educators for The Digital Age: A Framework for Capturing Knowledge in Action

Evaluating skills and knowledge capture lies at the cutting edge of contemporary higher education where there is a drive towards increasing evaluation of classroom performance and use of digital technologies in pedagogy. Developing Educators for the Digital Age is a book that provides a narrative account of teacher development geared towards the further usage of technologies (including iPads, MOOCs and whiteboards) in the classroom presented via the histories and observation of a diverse group of teachers engaged in the multiple dimensions of their profession. Drawing on the insights of a variety of educational theories and approaches (including TPACK) it presents a practical framework for capturing knowledge in action of these English language teachers – in their own voices – indicating how such methods, processes and experiences shed light more widely on related contexts within HE and may be transferable to other situations. This book will be of interest to the growing body of scholars interested in TPACK theory, or communities of practice theory and more widely anyone concerned with how new pedagogical skills and knowledge with technology may be incorporated in better practice and concrete instances of teaching

New insights into muscle function during pivot feeding in seahorses

Seahorses, pipefish and their syngnathiform relatives are considered unique amongst fishes in using elastic recoil of post-cranial tendons to pivot the head extremely quickly towards small crustacean prey. It is known that pipefish activate the epaxial muscles for a considerable time before striking, at which rotations of the head and the hyoid are temporarily prevented to allow energy storage in the epaxial tendons. Here, we studied the motor control of this system in seahorses using electromyographic recordings of the epaxial muscles and the sternohyoideus-hypaxial muscles with simultaneous high-speed video recordings of prey capture. In addition we present the results from a stimulation experiment including the muscle hypothesised to be responsible for the locking and triggering of pivot feeding in seahorses (m. adductor arcus palatini). Our data confirmed that the epaxial pre-activation pattern observed previously for pipefish also occurs in seahorses. Similar to the epaxials, the sternohyoideus-hypaxial muscle complex shows prolonged anticipatory activity. Although a considerable variation in displacements of the mouth via head rotation could be observed, it could not be demonstrated that seahorses have control over strike distance. In addition, we could not identify the source of the kinematic variability in the activation patterns of the associated muscles. Finally, the stimulation experiment supported the previously hypothesized role of the m. adductor arcus palatini as the trigger in this elastic recoil system. Our results show that pre-stressing of both the head elevators and the hyoid retractors is taking place. As pre-activation of the main muscles involved in pivot feeding has now been demonstrated for both seahorses and pipefish, this is probably a generalized trait of Syngnathidae