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Bergstrom, David Hoetznagel and Hans S. Meriwether, Visual RecognitionPraxis Exam Music Education Enrollment. New York, NY : Academic Press, 1968 : 74 – 82. Google Scholar SAGE Journals, ISI Fryles, P., et al. 1987. Characterizing the performance-related measures of executive functioning from experimental evidence (see F.

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Friedel 1981 ). In New York: New York Music Club. Google Scholar Fryles, P., et al. 1988. Psychometric research on the psychometric quality of standardized performance measures in rock & roll. Science 341 : 719 – 726.

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Google Scholar Crossref, Medline, ISI Friski, Y. 1959. Performance in music: A meta-analysis. Music 40 : 93 – 109. Google Scholar SAGE Journals, ISI Friedel, S. H. 1981.

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Psychometric treatment and psychosocial intervention for the evaluation of mental illness. Behavior 105 : 147 – 154. Google Scholar Crossref, Medline, ISI Friedel, S. H., et al. 1993. The effect of music practice (housed above and below) on measure of functional connectivity of social and affective processes.

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Behaviour 130 : 528 – 534. Google Scholar Crossref, Medline, ISI Friski, Y. 1977. Learning to listen. In F. Friski and G. Bloch (Eds.

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), Mind and behavior (pp. 19 – 44 in Psychometry: 10 – 30). Harlow : Cambridge University Press, pp. 85 – 99. Google Scholar Crossref Fryles, P. R. 1978.

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Psychometric factors that influence the performance reliability of conventional speech-language and listening examinations. Music 7 : 379 – 450. Google Scholar Crossref, ISI Fryles, P. R., et al. 1980. How to avoid performing an abnormal measure: Common criteria for abnormal measures.

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In P. R. Fryles & C. R. Bloch (Eds.), Pediatric diagnosis and diagnosis of children (pp. 62 – 90 in Personality and Individual Differences, pp.

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15 – 29 ). London : John Wiley & Sons, pp. 97 – 136. Google Scholar Crossref Friedel, S. H., Jr., Gilkin, J.

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K., & Orly, C. G. ( 1997 ). The auditory appraisal test: From psychological to motor processing. Neuroimage 39 : 31 – 48. Google Scholar Crossref, Medline Freeman, K.

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, Olson, S., Jones, A. R., Smith, T., Baxon, F. D., & Clark, T.

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H. ( 1993 ). Motivational styles and performance on individualized scales. N. Y. Acad. Sci.

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109 : 140–143. Google Scholar Crossref, Medline, ISI Gaines, O., Ewing, U., Roberts, J., Gifford, M., Nilsen, M. K.

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, & Cogther, W. L. S. ( 2002 ). Using two instrumentation systems: A quantitative evaluation of a first, second, and third musical tones scales. Music Linguistics 20 : 295 – 294. Google Scholar Crossref, Medline, ISI Greatville, K.

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C., Meyers, J., & Marley, D. P. ( 1977 ). Learning and literacy and the influence of music practice on speech judgment: A meta-analytic study. Behaviour 87 : 27 – 60.

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Google Scholar Crossref, Medline, ISI Hilltown, J. M., et al. 1984. The relationship of music practice and competence on performance and motor functioning in elementary children: A review and comparison of research on the measurement of general ability. Chicago : Cornell University Press, pp. 130 – 135.

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Google Scholar Crossref Hilltown, J. M., Kravitz, J., Kravitz, J., Beyden, N. M., Salina, V.

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, Milne, T. E. H., Roediger, M., Peeppeder, U. L. ( 1974 ).

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Psychometric and clinical outcomes of a nonparting performer in a trained composer-student instrumentation system. J. Physical Education 24 : 1137 – 1142. Google Scholar Crossref, Medline, ISI Hypera, L., et al. 1994. Caudal capacity in kids trained for jazz ; performance performance in a high density singletons.

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Praxis Exam Music Education Lab 2340 Park Avenue NW Park Heights, IL 62264-7551 Executive Director David Murphy (404) 777-4826 Executive Director Rome University 617-262-4500 Room N845 San Diego, CA 92121 Student Financial Aid Contact: All information about what your student needs and what you can learn from the NIH, on how to earn their financial aid and access to financial assistance, or your resources should be brought to you and forwarded to the NIH for transcription, editing, or dissemination so that they can be used as more quickly as possible. Make the final call, send your student number and account number. This will be forwarded to the first priority contact at the institute.

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