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The Journal of the Society for Accelerative Learning and Teaching, Volume 10, 1985

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The Journal of the Society for Accelerative Learning and Teaching, Volume 10, 1985 DOCUMENT RESUME ED 285 414 FL 016 894 AUTHOR Schuster, Don H., Ed. TITLE The Journal of the Society for Accelerative Learning and Teaching, Volume 10, 1985. INSTITUTION Society for Accelerative Learning and Teaching, Inc. PUB DATE 85 NOTE 313p. PUB TYPE Collected Works - Serials (022) -- Reports - Descriptive (141) JOURNAL CIT Journal of the Society for Accelerative Learning and Teaching; v10 n1-4 Spr-Win 1985 EDRS PRICE MF01/PC13 Plus Postage. DESCRIPTORS *Acceleration (Education); *Brain Hemisphere Functions; *Classroom Techniques; Foreign Countries; Humanistic Education; Instructional Materials; Learning Disabilities; *Learning Processes; Long Term Memory; Music Therapy; Program Evaluation; Second Language Instruction; Short Term Memory; Student Attitudes; ^Suggestopedia; Teacher Education; Textbook Selection; *Time Factors (Learning); Uncommonly Taught Languages; Vocabulary Development; Writing Instruction IDENTIFIERS Europe; Japan; South Africa; Xhosa ABSTRACT Four numbers of the journal contain a variety of articles on methods and programs of accelerative learning and teaching, including: "Music Therapy and Education"; "The Effects of Background Music on Vocabulary Learning"; "Terminating the Tyranny of Time from 21st Century Education"; "An Example of Limbic Learning"; "Orchestration of Internal Processing"; "Suggestive-Accelerative Learning and Teaching (SALT) with Learning Disabled and Other Special Needs Students: A Literature Review and Meta-Analysis"; "SALT, Suggestopedia, and Other Accelerative Learning Methods in Japan and Europe"; "A Study of the Effects of Attitude on Short-Term and Long-Term Information Retention"; "Research on a Humanistic Language Teaching Model"; "Survey Evaluating SALT Teacher Training Workshops at Iowa State University, 1976-1984"; "SALT in South Africa: Needs and Parameters"; "SALT in Practice: A Report on Progress"; "Music and the Teaching of Xhosa, an African Tone Language"; "Suggestopedic Texts for Foreign Language Teaching: Some Literary and Didactic Considerations"; "Mobilizing 'Reserve Energy' at Work: A Composite of Common Learning Elements"; "A Pilot Study of Accelerated Learning in the Composition Classroom"; "Love: Unspoken Catalyst of Suggestopedia"; and "Pen Pals: A Relevant Approach to Teaching Basic Writinv, Skills." Book reviews and indexes are also included. (MSE) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** THE JOURNAL OF THE SOCIETY FOR ACCELERATIVE LEARNING AND TEACHING 4 Volume 10, Number 1 Spring, 1985 11 CD BEST COPY AVAILABLE w U E DEPARTMENT OF EDUCATION PERMISSION TO RFPRODIICE THIS Office of Educations! Research and Improvement EDUCATIONAL RESOURCES INFORMATION MAlERIAL HAS BEEN GRANTED BY CENTER (ERIC) (This document hzs been reproduced as received from the person or organization originating it Minor changes have been made to improve S us,it reproduction Mb, Points& view o. )pinionsstated in this docu ment do not necessarily represent official TO THE EDUCATIONAL RESOURCES OERI position or policy INFORMATION CENTER (ERIC)" O- W Published by the Society for Accelerative Learning and 0 Teaching, Inc. LL ISSN 0273-221513 2 THE JOURNAL OF THE SOCIETY FOR ACCELERATIVE LEARNING AND TEACHING Guidelines for Contributors The Editor welcomes submission of manuscripts on an interdisciplinary nature relevant to all aspects of suggestive leanungteaclungtherapy counseling within the theoretical and procedural confines of Suggestoiogy and/or Suggestopedia The JOURNAL FOR THE SOCIETY OF ACCELERATIVE LEARNING AND TEACHING will publish a wide variety of articles - including critical reviews, theoretical analyses, speculative papers, case studies, quasi-experimental studies, as well as reports of empirical research (basic or applied) of major significance The basic focus is Suggestopedia theory , research and application MANUSCRIPTS should be typed on one side of standard (8 1/2 x 11 non-corrasable) bond typewriter paper, clearly mimeographed or multihthed Do not use ditto The original and three copies (carbon or dry electrostatic copies) should be submitted Authors should also keep a personal copy to check against proofs AU mater, must be double-spaced, with ample margins (1 1/2 in. on each ide and 1 1/2 on top and b..tom) Any paper should not be longer than 20 typewritten pages, excluding bibliography, footnotes, tables, figures, etc. In special cases, longer papers may be submitted for publication REFERENCYS should follow APA style Authors should follow the standardized biblio- graphic forrc.at for reference citation as shown in the American Psychological Association Manual (1974) In the body of the text, the published work of others should be referred to by name and publication date it arentheses as follows, "Prichard and Taylor (1976) reported " In the bibliography at the end, the referred-to articles should be listed fully in alphabetical order by author(s), title and publication source information as follows, "Prichard, A & Taylor, J. Adapting the 1.07.11110V method for remedial instruction Journal of Suggestive- Accelerative Learning and Teaching, 1976 (Sum), 1(2), 107 -115" Footnotes should be used to refer to unpublished matenal not generally available to readers, for example in the text, "Schuster claimed that . -taxation. " A list of all footnotes should be typed on a separate sheet and placed between the end of the text and before the bibliography. An example of an entry in this list of footnotes is, "Schuster, D H. The effects of relaxation and suggestions on the learning of Spanish words Unpublished report, Psychology Department, Iowa State Uni- versity, 1972, Epp " T..BLES AND FIGURES should be kept to an absolute minimum and should supplement rather than duplicate text material Each table should be typed on a separate sheet and placed after the reference section of the manuscript Figures should be submitted in a form suitable for photographic reproduction. Use India ink on a good grade of drawing paper Pho- tographs (black and white only) submitted as figures should be 5 x 7 inch glossy prints, uncropped and marked lightly on the back with a pencil Submit all figures, photographs and tables with each of the four sets of manuscript materials ABSTRACTS between 50 and 200 words of each manuscript should be typed on a separate sheet and placed at the beginning of the manuscript PROOFS in typescnpt form of each article, letter to the Editor, brief communication,or book review will be returned to the author upon final acceptance of a manuscript. These are to be reviewed carefully and returned to the Journal's publication address within 5 working days. Typescripts not returned within this time limit will be considered approved Authors are cautioned to read all tabular matena and quotes against their copy of the original manus- cript Authors will receive 5 copies of their work on publication. All manuscripts should be delivered by first class mail to Editor The Journal of the Society for AcusIsrtivs Learning and Teaching Psychology Department, Iowa State University, Ames, Iowa 50010 3 JOURNAL OF THE SOCIETY FOR ACCELERATIVE LEARNING AND TEACHING Volume 10, Number 1 Spring, 1985 CONTENTS Music Therapy and Education W Jane Bancroft 3 The Effects of Background Music on Vocabulary Learning D HSchuster 21 Terminating the Tyranny of Time from 21st Century Education William Al lin Storrer 43 An Example of Limbic Learning Win Wenger . 51 Book Reviews Richard Bandler's Using Your Brain--For a CHANGE Reviewed by John Senatore 69 Philip Goldberg's Pie Intuitive Edge: Understanding and Developing Ircuition Reviewed by John Senatore 75 Patricia Joudry's Sound Therapy Reviewed by John Senatore 79 Jacquelyn Wonder's and Priscilla Donovan's Whole-Blain Thinking:Working from Both Sides of the Brain to Achieve Peak Job Performance Reviewed by John Senatore 81 4 1 J.of the Society for Accelerative Learning and Teaching, 1985, 10(1) Music Therapy and Education* W. Jane Bancroft Abstract.The use of music for specific therapeutic purposes is said to be a "modern" phenomenon; how- ever, music therapy may be said to go back to pre- historic times.Itis known that the histo-ic ancients, theEgyptians and the Greeks,for example, used music in the treatment of physical and mental prob- lems. InWestern Europe during theRenaissance, physicians appreciated the effects of music on body and mind;inthe 18th century an increasing number of physicians noted and investigated the purely phys- iological effects of music.It was not until World War II,however, that aresearch base was given to the field. Music therapy can take two forms:passively lis- tening to music or actively engaging ina group that is making music.While active methods are more cre- ative for the participants as they involve such activi- ties as singing,theplaying r.,f instrumentsand rhythmic games, passive methods (which involve audi- tion) are often more suitable for therapeutic and/or pedagogical purposes. Important elements to consider in the use of music for audition include:rhythm, melody, harmony and instrumentation.Rhythm has measurable physiological effects on the body,inparticular,onrespiration, pulse and heart rate. Harmony, melody and instru- mentation oroduce psychological effects on mood and personality. In addition to special education, music therapy is also appropriate for the education of the "normal" child. Elements ofactive
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