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Clarification of terminology: The DMM avoids older attachment terms such as secure vs insecure, attachment categories and measures, attachment disorders, disorganized attachment, internal working models, and top level terms such as avoidant and ambivalent. It uses terms such as pathways of development instead of developmental trajectories.
It applies to children between the age of 9 to 30 months. Broadly speaking, the attachment styles were (1) secure and (2) insecure (ambivalent and avoidance). Later, Mary Main and her husband Erik Hesse introduced the 4th category, disorganized. The procedure played an important role in the development of attachment theory.
Anxious-resistant insecure attachment is also called ambivalent attachment. [11] In general, a child with an anxious-resistant attachment style will typically explore little (in the Strange Situation) and is often wary of strangers, even when the caregiver is present. When the caregiver departs, the child is often highly distressed.
For low order systems however, reconstruction can easily fail entirely when line-of-sight to speakers is blocked, which has led to odd seating arrangements in listening tests. [1] With-height systems usually provide more unhindered lines-of-sight per direction for a given audience, which might increase their robustness.
Accompaniment acceptable in the Berklee method [2] but not in common practice theory. Play ⓘ Branford Marsalis notes how Berklee music theory may be an inadequate description of traditional jazz as well having a tendency toward prescriptivism: "Berklee has its own system of doing things, the Berklee way, the Berklee method. They basically say ...
Mary Main (1943 – January 6, 2023) was an American psychologist notable for her work in the field of attachment. A Professor at the University of California Berkeley, Main is particularly known for her introduction of the 'disorganized' infant attachment classification and for development of the Adult Attachment Interview and coding system for assessing states of mind regarding attachment.
Gordon music-learning theory is a model for music education based on Edwin Gordon's research on musical aptitude and achievement in the greater field of music learning theory. [1] [2] The theory is an explanation of music learning, based on audiation (see below) and students' individual musical differences. The theory takes into account the ...
Additionally, speaker cones will eventually suffer tensile fatigue from the repeated shaking of sonic vibration. [6] Thus conventional speaker output, or the fidelity of the device, is distorted by physical limitations inherent in its design. These distortions have long been the limiting factor in commercial reproduction of strong high frequencies.