About this paper

Appears in:
Pages: 9566-9575
Publication year: 2017
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.0807

Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain

KEEPING THE BEAT AS A MEASURE OF SPECIFIC LEARNING DIFFICULTIES USING MIDI CONTROLLER

E. Gyarmathy1, C. Kertesz2, F. Bertalan3

1Hungarian Academy of Sciences (HUNGARY)
2Karoli Gaspar University (HUNGARY)
3Budapest University of Technology and Economics (HUNGARY)
The aim of our research is to work out testing program to differentiate the typical and atypical sensory motor development. In this recent study we examined children with and without specific learning difficulties using midi-controller, a small percussion-like device as the tool for the testing.

Todd et al (1999) developed the sensor-motor theory of rhythm induction. Rhythm perception is a complex sensory representation of the auditory input, the sense of motion from sound which is mediated by the vestibular system, a motor representation of the body.
We have chosen the rhythm for testing area, because the sensory-motor synchronization, the neural adaptation and building the automatic processes are common in all types of atypical development (learning difficulties, ADHD, autism spectrum), and keeping the beat needs all these functions (Repp, 2005). That way it is a perfect area to examine typical and atypical subjects’ sensory motor synchronization.

In a previous study we found age differences in children in the beat-keeping accuracy using the midi-controller, which indicates that this variable is crucial and indicative in the maturation of the brain and our test device is appropriate for the assessment (Kertesz, 2016).
In our recent research the test results show significant differences between the keep beating accuracy of children with and without specific learning difficulties, which means that the device can be used as an aid in the early identification of specific learning difficulties, and can be developed for a training device, too.

In our next research we are going to use mobile technologies, too, and include the visual rhythm area.

References:
[1] Kertesz Cs. (2016) Tempo észlelés és szenzomotoros szinkronizáció számítógépes vizsgálata. Károli Gáspár Református Egyetem, Hungary.
[2] Repp, B. H. (2005). Sensorimotor synchronization: a review of the tapping literature. Psychonomic bulletin & review, 12(6), 969-992.
[3] Todd, N.P.M., O’Boyle, D.J., Lee, C.S. (1999) A sensory-motor theory of rhythm, time perception and beat induction. J. New Music Research. 28, 5-29.
@InProceedings{GYARMATHY2017KEE,
author = {Gyarmathy, E. and Kertesz, C. and Bertalan, F.},
title = {KEEPING THE BEAT AS A MEASURE OF SPECIFIC LEARNING DIFFICULTIES USING MIDI CONTROLLER},
series = {9th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN17 Proceedings},
isbn = {978-84-697-3777-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2017.0807},
url = {http://dx.doi.org/10.21125/edulearn.2017.0807},
publisher = {IATED},
location = {Barcelona, Spain},
month = {3-5 July, 2017},
year = {2017},
pages = {9566-9575}}
TY - CONF
AU - E. Gyarmathy AU - C. Kertesz AU - F. Bertalan
TI - KEEPING THE BEAT AS A MEASURE OF SPECIFIC LEARNING DIFFICULTIES USING MIDI CONTROLLER
SN - 978-84-697-3777-4/2340-1117
DO - 10.21125/edulearn.2017.0807
PY - 2017
Y1 - 3-5 July, 2017
CI - Barcelona, Spain
JO - 9th International Conference on Education and New Learning Technologies
JA - EDULEARN17 Proceedings
SP - 9566
EP - 9575
ER -
E. Gyarmathy, C. Kertesz, F. Bertalan (2017) KEEPING THE BEAT AS A MEASURE OF SPECIFIC LEARNING DIFFICULTIES USING MIDI CONTROLLER, EDULEARN17 Proceedings, pp. 9566-9575.
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