Sample records for abilities musical development

  1. The Development of Preschool Children's Musical Abilities through Specific Types of Musical Activities

    ERIC Educational Resources Information Center

    Stolic, Jasmina

    2015-01-01

    The goal of the conducted research was to explore how much preschool teachers value certain types of musical activities, which positively influence the development of preschool children's musical abilities. The assumption in the research was that preschool teachers would choose musical games as the most prominent activity type in their educational…

  2. The genetic basis of music ability

    PubMed Central

    Tan, Yi Ting; McPherson, Gary E.; Peretz, Isabelle; Berkovic, Samuel F.; Wilson, Sarah J.

    2014-01-01

    Music is an integral part of the cultural heritage of all known human societies, with the capacity for music perception and production present in most people. Researchers generally agree that both genetic and environmental factors contribute to the broader realization of music ability, with the degree of music aptitude varying, not only from individual to individual, but across various components of music ability within the same individual. While environmental factors influencing music development and expertise have been well investigated in the psychological and music literature, the interrogation of possible genetic influences has not progressed at the same rate. Recent advances in genetic research offer fertile ground for exploring the genetic basis of music ability. This paper begins with a brief overview of behavioral and molecular genetic approaches commonly used in human genetic analyses, and then critically reviews the key findings of genetic investigations of the components of music ability. Some promising and converging findings have emerged, with several loci on chromosome 4 implicated in singing and music perception, and certain loci on chromosome 8q implicated in absolute pitch and music perception. The gene AVPR1A on chromosome 12q has also been implicated in music perception, music memory, and music listening, whereas SLC6A4 on chromosome 17q has been associated with music memory and choir participation. Replication of these results in alternate populations and with larger samples is warranted to confirm the findings. Through increased research efforts, a clearer picture of the genetic mechanisms underpinning music ability will hopefully emerge. PMID:25018744

  3. Music and nonmusical abilities.

    PubMed

    Schellenberg, E G

    2001-06-01

    Reports that exposure to music causes benefits in nonmusical domains have received widespread attention in the mainstream media. Such reports have also influenced public policy. The so-called "Mozart effect" actually refers to two relatively distinct phenomena. One concerns short-term increases in spatial abilities that are said to occur from listening to music composed by Mozart. The other refers to the possibility that formal training in music yields nonmusical benefits. A review of the relevant findings indicates that the short-term effect is small and unreliable. Moreover, when it is evident, it can be explained by between-condition differences in the listener's mood or levels of cognitive arousal. By contrast, the effect of music lessons on nonmusical aspects of cognitive development is still an open question. Several studies have reported positive associations between formal music lessons and abilities in nonmusical (e.g., linguistic, mathematical, and spatial) domains. Nonetheless, compelling evidence for a causal link remains elusive.

  4. Musical Competence is Predicted by Music Training, Cognitive Abilities, and Personality.

    PubMed

    Swaminathan, Swathi; Schellenberg, E Glenn

    2018-06-15

    Individuals differ in musical competence, which we defined as the ability to perceive, remember, and discriminate sequences of tones or beats. We asked whether such differences could be explained by variables other than music training, including socioeconomic status (SES), short-term memory, general cognitive ability, and personality. In a sample of undergraduates, musical competence had positive simple associations with duration of music training, SES, short-term memory, general cognitive ability, and openness-to-experience. When these predictors were considered jointly, musical competence had positive partial associations with music training, general cognitive ability, and openness. Nevertheless, moderation analyses revealed that the partial association between musical competence and music training was evident only among participants who scored below the mean on our measure of general cognitive ability. Moreover, general cognitive ability and openness had indirect associations with musical competence by predicting music training, which in turn predicted musical competence. Musical competence appears to be the result of multiple factors, including but not limited to music training.

  5. Identities of Dis/Ability and Music

    ERIC Educational Resources Information Center

    Watts, Michael; Ridley, Barbara

    2012-01-01

    Centring on a small-scale capability-based case study of music provision for adults with profound dis/abilities, this paper considers the significance of music and music education in people's lives. It offers a philosophical defence of music's importance in enjoying a truly human life and then, drawing on an overview of the work of dis/abled…

  6. Do mental speed and musical abilities interact?

    PubMed

    Gruhn, Wilfried; Galley, Niels; Kluth, Christine

    2003-11-01

    The relation between mental speed and musical ability was investigated. Seventeen subjects aged 3-7 years were divided into two subgroups: one (G1; n = 9) consisted of children who participated in an early childhood music program and who received informal musical guidance, but no special training; the other (G2; n = 8) consisted of highly talented young violin players who received intensive parental support and special training by daily deliberate practice. Mental and musical abilities of both groups were controlled by standardized tests (Kaufman's ABC and Gordon's PMMA) and compared with data taken from recordings of saccadic eye movement using online identification from an electrooculogram (EOG). Results of EOG measurement are referred to as "mental speed," which correlates highly with general mental abilities (intelligence). These results were compared with EOG scores taken from a larger sample of children of the same age range (n = 82) who received no music instruction. The grand average of their scores served as a reference line for mental speed, which is normally expected to be performed by an equivalent age group. Data in the two experimental groups did not differ statistically; however, all musically experienced children had a highly significant advantage in mental age (P <0.01) compared to the reference line of the normal population who did not exhibit any effect of training and practice. This indicates strong interaction between mental speed and music ability, which can be interpreted in terms of the expertise model and cognitive transfer effects.

  7. Musical expertise and the ability to imagine loudness.

    PubMed

    Bishop, Laura; Bailes, Freya; Dean, Roger T

    2013-01-01

    Most perceived parameters of sound (e.g. pitch, duration, timbre) can also be imagined in the absence of sound. These parameters are imagined more veridically by expert musicians than non-experts. Evidence for whether loudness is imagined, however, is conflicting. In music, the question of whether loudness is imagined is particularly relevant due to its role as a principal parameter of performance expression. This study addressed the hypothesis that the veridicality of imagined loudness improves with increasing musical expertise. Experts, novices and non-musicians imagined short passages of well-known classical music under two counterbalanced conditions: 1) while adjusting a slider to indicate imagined loudness of the music and 2) while tapping out the rhythm to indicate imagined timing. Subtests assessed music listening abilities and working memory span to determine whether these factors, also hypothesised to improve with increasing musical expertise, could account for imagery task performance. Similarity between each participant's imagined and listening loudness profiles and reference recording intensity profiles was assessed using time series analysis and dynamic time warping. The results suggest a widespread ability to imagine the loudness of familiar music. The veridicality of imagined loudness tended to be greatest for the expert musicians, supporting the predicted relationship between musical expertise and musical imagery ability.

  8. Musical Expertise and the Ability to Imagine Loudness

    PubMed Central

    Bishop, Laura; Bailes, Freya; Dean, Roger T.

    2013-01-01

    Most perceived parameters of sound (e.g. pitch, duration, timbre) can also be imagined in the absence of sound. These parameters are imagined more veridically by expert musicians than non-experts. Evidence for whether loudness is imagined, however, is conflicting. In music, the question of whether loudness is imagined is particularly relevant due to its role as a principal parameter of performance expression. This study addressed the hypothesis that the veridicality of imagined loudness improves with increasing musical expertise. Experts, novices and non-musicians imagined short passages of well-known classical music under two counterbalanced conditions: 1) while adjusting a slider to indicate imagined loudness of the music and 2) while tapping out the rhythm to indicate imagined timing. Subtests assessed music listening abilities and working memory span to determine whether these factors, also hypothesised to improve with increasing musical expertise, could account for imagery task performance. Similarity between each participant’s imagined and listening loudness profiles and reference recording intensity profiles was assessed using time series analysis and dynamic time warping. The results suggest a widespread ability to imagine the loudness of familiar music. The veridicality of imagined loudness tended to be greatest for the expert musicians, supporting the predicted relationship between musical expertise and musical imagery ability. PMID:23460791

  9. 21st Century Conceptions of Musical Ability

    ERIC Educational Resources Information Center

    Hallam, Susan

    2010-01-01

    This study explored conceptions of musical ability using an inventory derived from previous qualitative research. Participants included 102 musicians, 95 educators, 132 adult amateur musicians, 60 adults who were not actively engaged in making music, 193 children actively engaged in making music in addition to their engagement with the school…

  10. Comparative Analysis of Musical Abilities of 11-Year-Olds from Slovenia and the Island of Martinique

    ERIC Educational Resources Information Center

    Jerman, Janez; Pretnar, Tatjana

    2006-01-01

    The focus of the study is the comparison between the musical abilities of 11-year-old children on the island of Martinique and in Slovenia, and finding out to what extent their development of musical abilities is influenced by musical and cultural family background, music school attendance, choral singing and playing orchestral instruments. Our…

  11. A novel tool for evaluating children's musical abilities across age and culture

    PubMed Central

    Peretz, Isabelle; Gosselin, Nathalie; Nan, Yun; Caron-Caplette, Emilie; Trehub, Sandra E.; Béland, Renée

    2013-01-01

    The present study introduces a novel tool for assessing musical abilities in children: The Montreal Battery of Evaluation of Musical Abilities (MBEMA). The battery, which comprises tests of memory, scale, contour, interval, and rhythm, was administered to 245 children in Montreal and 91 in Beijing (Experiment 1), and an abbreviated version was administered to an additional 85 children in Montreal (in less than 20 min; Experiment 2). All children were 6–8 years of age. Their performance indicated that both versions of the MBEMA are sensitive to individual differences and to musical training. The sensitivity of the tests extends to Mandarin-speaking children despite the fact that they show enhanced performance relative to French-speaking children. Because this Chinese advantage is not limited to musical pitch but extends to rhythm and memory, it is unlikely that it results from early exposure to a tonal language. In both cultures and versions of the tests, amount of musical practice predicts performance. Thus, the MBEMA can serve as an objective, short and up-to-date test of musical abilities in a variety of situations, from the identification of children with musical difficulties to the assessment of the effects of musical training in typically developing children of different cultures. PMID:23847479

  12. Tuning the mind: Exploring the connections between musical ability and executive functions.

    PubMed

    Slevc, L Robert; Davey, Nicholas S; Buschkuehl, Martin; Jaeggi, Susanne M

    2016-07-01

    A growing body of research suggests that musical experience and ability are related to a variety of cognitive abilities, including executive functioning (EF). However, it is not yet clear if these relationships are limited to specific components of EF, limited to auditory tasks, or reflect very general cognitive advantages. This study investigated the existence and generality of the relationship between musical ability and EFs by evaluating the musical experience and ability of a large group of participants and investigating whether this predicts individual differences on three different components of EF - inhibition, updating, and switching - in both auditory and visual modalities. Musical ability predicted better performance on both auditory and visual updating tasks, even when controlling for a variety of potential confounds (age, handedness, bilingualism, and socio-economic status). However, musical ability was not clearly related to inhibitory control and was unrelated to switching performance. These data thus show that cognitive advantages associated with musical ability are not limited to auditory processes, but are limited to specific aspects of EF. This supports a process-specific (but modality-general) relationship between musical ability and non-musical aspects of cognition. Copyright © 2016 Elsevier B.V. All rights reserved.

  13. The music perception abilities of prelingually deaf children with cochlear implants.

    PubMed

    Stabej, Katja Kladnik; Smid, Lojze; Gros, Anton; Zargi, Miha; Kosir, Andrej; Vatovec, Jagoda

    2012-10-01

    To investigate the music perception abilities of prelingually deaf children with cochlear implants, in comparison to a group of normal-hearing children, and to consider the factors that contribute to music perception. The music perception abilities of 39 prelingually deaf children with unilateral cochlear implants were compared to the abilities of 39 normal hearing children. To assess the music listening abilities, the MuSIC perception test was adopted. The influence of the child's age, age at implantation, device experience and type of sound-processing strategy on the music perception were evaluated. The effects of auditory performance, nonverbal intellectual abilities, as well as the child's additional musical education on music perception were also considered. Children with cochlear implants and normal hearing children performed significantly differently with respect to rhythm discrimination (55% vs. 82%, p<0.001), instrument identification (57% vs. 88%, p<0.001) and emotion rating (p=0.022). However we found no significant difference in terms of melody discrimination and dissonance rating between the two groups. There was a positive correlation between auditory performance and melody discrimination (r=0.27; p=0.031), between auditory performance and instrument identification (r=0.20; p=0.059) and between the child's grade (mark) in school music classes and melody discrimination (r=0.34; p=0.030). In children with cochlear implant only, the music perception ability assessed by the emotion rating test was negatively correlated to the child's age (r(S)=-0.38; p=0.001), age at implantation (r(S)=-0.34; p=0.032), and device experience (r(S)=-0.38; p=0.019). The child's grade in school music classes showed a positive correlation to music perception abilities assessed by rhythm discrimination test (r(S)=0.46; p<0.001), melody discrimination test (r(S)=0.28; p=0.018), and instrument identification test (r(S)=0.23; p=0.05). As expected, there was a marked difference in

  14. Auditory cortical volumes and musical ability in Williams syndrome.

    PubMed

    Martens, Marilee A; Reutens, David C; Wilson, Sarah J

    2010-07-01

    Individuals with Williams syndrome (WS) have been shown to have atypical morphology in the auditory cortex, an area associated with aspects of musicality. Some individuals with WS have demonstrated specific musical abilities, despite intellectual delays. Primary auditory cortex and planum temporale volumes were manually segmented in 25 individuals with WS and 25 control participants, and the participants also underwent testing of musical abilities. Left and right planum temporale volumes were significantly larger in the participants with WS than in controls, with no significant difference noted between groups in planum temporale asymmetry or primary auditory cortical volumes. Left planum temporale volume was significantly increased in a subgroup of the participants with WS who demonstrated specific musical strengths, as compared to the remaining WS participants, and was highly correlated with scores on a musical task. These findings suggest that differences in musical ability within WS may be in part associated with variability in the left auditory cortical region, providing further evidence of cognitive and neuroanatomical heterogeneity within this syndrome. Copyright (c) 2010 Elsevier Ltd. All rights reserved.

  15. Functional correlates of musical and visual ability in frontotemporal dementia.

    PubMed

    Miller, B L; Boone, K; Cummings, J L; Read, S L; Mishkin, F

    2000-05-01

    The emergence of new skills in the setting of dementia suggests that loss of function in one brain area can release new functions elsewhere. To characterise 12 patients with frontotemporal dementia (FTD) who acquired, or sustained, new musical or visual abilities despite progression of their dementia. Twelve patients with FTD who acquired or maintained musical or artistic ability were compared with 46 patients with FTD in whom new or sustained ability was absent. The group with musical or visual ability performed better on visual, but worse on verbal tasks than did the other patients with FTD. Nine had asymmetrical left anterior dysfunction. Nine showed the temporal lobe variant of FTD. Loss of function in the left anterior temporal lobe may lead to facilitation of artistic or musical skills. Patients with the left-sided temporal lobe variant of FTD offer an unexpected window into the neurological mediation of visual and musical talents.

  16. Musical, language, and reading abilities in early Portuguese readers

    PubMed Central

    Zuk, Jennifer; Andrade, Paulo E.; Andrade, Olga V. C. A.; Gardiner, Martin; Gaab, Nadine

    2013-01-01

    Early language and reading abilities have been shown to correlate with a variety of musical skills and elements of music perception in children. It has also been shown that reading impaired children can show difficulties with music perception. However, it is still unclear to what extent different aspects of music perception are associated with language and reading abilities. Here we investigated the relationship between cognitive-linguistic abilities and a music discrimination task that preserves an ecologically valid musical experience. 43 Portuguese-speaking students from an elementary school in Brazil participated in this study. Children completed a comprehensive cognitive-linguistic battery of assessments. The music task was presented live in the music classroom, and children were asked to code sequences of four sounds on the guitar. Results show a strong relationship between performance on the music task and a number of linguistic variables. A principle component analysis of the cognitive-linguistic battery revealed that the strongest component (Prin1) accounted for 33% of the variance and Prin1 was significantly related to the music task. Highest loadings on Prin1 were found for reading measures such as Reading Speed and Reading Accuracy. Interestingly, 22 children recorded responses for more than four sounds within a trial on the music task, which was classified as Superfluous Responses (SR). SR was negatively correlated with a variety of linguistic variables and showed a negative correlation with Prin1. When analyzing children with and without SR separately, only children with SR showed a significant correlation between Prin1 and the music task. Our results provide implications for the use of an ecologically valid music-based screening tool for the early identification of reading disabilities in a classroom setting. PMID:23785339

  17. Associations between musical abilities and precursors of reading in preschool aged children

    PubMed Central

    Degé, Franziska; Kubicek, Claudia; Schwarzer, Gudrun

    2015-01-01

    The association between music and language, in particular, the overlap in their processing results in the possibility to use one domain for the enhancement of the other. Especially in the preschool years music may be a valuable tool to train language abilities (e.g., precursors of reading). Therefore, detailed knowledge about associations between musical abilities and precursors of reading can be of great use for designing future music intervention studies that target language-related abilities. Hence, the present study investigated the association between music perception as well as music production and precursors of reading. Thereby, not only phonological awareness, the mostly studied precursor of reading, was investigated, but also other precursors were examined. We assessed musical abilities (production and perception) and precursors of reading (phonological awareness, working memory, and rapid retrieval from long-term memory) in 55 preschoolers (27 boys). Fluid intelligence was measured and controlled in the analyses. Results showed that phonological awareness, working memory, and rapid retrieval from long-term memory were related to music perception as well as to music production. Our data suggest that several precursors of reading were associated with music perception as well as music production. PMID:26347687

  18. Rhythmic abilities and musical training in Parkinson's disease: do they help?

    PubMed

    Cochen De Cock, V; Dotov, D G; Ihalainen, P; Bégel, V; Galtier, F; Lebrun, C; Picot, M C; Driss, V; Landragin, N; Geny, C; Bardy, B; Dalla Bella, S

    2018-01-01

    Rhythmic auditory cues can immediately improve gait in Parkinson's disease. However, this effect varies considerably across patients. The factors associated with this individual variability are not known to date. Patients' rhythmic abilities and musicality (e.g., perceptual and singing abilities, emotional response to music, and musical training) may foster a positive response to rhythmic cues. To examine this hypothesis, we measured gait at baseline and with rhythmic cues in 39 non-demented patients with Parkinson's disease and 39 matched healthy controls. Cognition, rhythmic abilities and general musicality were assessed. A response to cueing was qualified as positive when the stimulation led to a clinically meaningful increase in gait speed. We observed that patients with positive response to cueing ( n  = 17) were more musically trained, aligned more often their steps to the rhythmic cues while walking, and showed better music perception as well as poorer cognitive flexibility than patients with non-positive response ( n  = 22). Gait performance with rhythmic cues worsened in six patients. We concluded that rhythmic and musical skills, which can be modulated by musical training, may increase beneficial effects of rhythmic auditory cueing in Parkinson's disease. Screening patients in terms of musical/rhythmic abilities and musical training may allow teasing apart patients who are likely to benefit from cueing from those who may worsen their performance due to the stimulation.

  19. Relationship between Intelligence Quotient and Musical Ability in Children with Cochlear Implantation.

    PubMed

    Soleimanifar, Simin; Jafari, Zahra; Motasaddi Zarandy, Masoud; Asadi, Houman; Haghani, Hamid

    2016-09-01

    Children with cochlear implants (CIs) may experience few opportunities for positive musical experiences, and musical perception is therefore often not sufficiently developed. This paper investigates and discusses the relationship between intelligence quotient (IQ) and musical ability in children with CIs compared with children with normal hearing. This was a comparative analytical study conducted in 48 children with unilateral CI and 48 normal-hearing children, 6-8 years of age, with 'normal' IQ and no formal music training. The average IQ score in the experimental and control groups were 105.41 and 106.31, respectively. No statistically significant differences were detected between Raven's IQ scores in both groups. Data were collected by administering Raven's Colored Progressive Matrices IQ Tests and the Montreal Battery of Evaluation of Musical Abilities (MBEMA) Test, consisting of scale, contour, interval, rhythm, and memory sections. Mean total MBEMA score in the experimental and control groups was 58.93 and 72.16 (out of 100), respectively. Significant differences were evident between scores of children with CIs in comparison with their normal-hearing peers (P≤0.001). A remarkable direct correlation between IQ and musical scores in both the control (r≥0.38) and experimental (r≥0.37) groups was observed. IQ has a noticeable effect on music processing and facilitates the perception of various musical elements. With regard to the mutual relationship between IQ and musical skills, this study illustrates the advantage of determining music perception scores and highlights the importance of appropriate musical intervention in order to enhance auditory neural plasticity, especially in children with cochlear implantation.

  20. Singing Ability, Musical Self-Concept, and Future Music Participation

    ERIC Educational Resources Information Center

    Demorest, Steven M.; Kelley, Jamey; Pfordresher, Peter Q.

    2017-01-01

    Research on adults who identify as "tone deaf" suggest that their poor musical self-concept is shaped by a view of themselves as nonsingers even when their perceptual skills and singing ability are not significantly worse than the general population. Many of these adults self-selected out of further participation as children but…

  1. Influence of music on steroid hormones and the relationship between receptor polymorphisms and musical ability: a pilot study.

    PubMed

    Fukui, Hajime; Toyoshima, Kumiko

    2013-01-01

    Studies have shown that music confers plasticity to the brain. In a preliminary pilot study, we examined the effect of music listening on steroid hormones and the relationship between steroid hormone receptor polymorphisms and musical ability. Twenty-one subjects (10 males and 11 females) were recruited and divided into musically talented and control groups. The subjects selected (1) music they preferred (chill-inducing music) and (2) music they did not like. Before and after the experiments, saliva was collected to measure the levels of steroid hormones such as testosterone, estradiol, and cortisol. DNA was also isolated from the saliva samples to determine the androgen receptor (AR) and arginine vasopressin receptor 1A genotypes. Advanced Measures of Music Audiation (AMMA) was used to determine the musical ability of the subjects. With both types of music, the cortisol levels decreased significantly in both sexes. The testosterone (T) levels declined in males when they listened to both types of music. In females, the T levels increased in those listening to chill-inducing music but declined when they listened to music they disliked. However, these differences were not significant. The 17-beta estradiol levels increased in males with both types of music, whereas the levels increased with chill-inducing music but declined with disliked music in females. The AMMA scores were higher for the short repeat length-type AR than for the long repeat length-type. Comparisons of AR polymorphisms and T levels before the experiments showed that the T levels were within the low range in the short repeat length-type group and there was a positive relationship with the repeat length, although it was not significant. This is the first study conducted in humans to analyze the relationships between the AR gene, T levels, and musical ability.

  2. Influence of music on steroid hormones and the relationship between receptor polymorphisms and musical ability: a pilot study

    PubMed Central

    Fukui, Hajime; Toyoshima, Kumiko

    2013-01-01

    Studies have shown that music confers plasticity to the brain. In a preliminary pilot study, we examined the effect of music listening on steroid hormones and the relationship between steroid hormone receptor polymorphisms and musical ability. Twenty-one subjects (10 males and 11 females) were recruited and divided into musically talented and control groups. The subjects selected (1) music they preferred (chill-inducing music) and (2) music they did not like. Before and after the experiments, saliva was collected to measure the levels of steroid hormones such as testosterone, estradiol, and cortisol. DNA was also isolated from the saliva samples to determine the androgen receptor (AR) and arginine vasopressin receptor 1A genotypes. Advanced Measures of Music Audiation (AMMA) was used to determine the musical ability of the subjects. With both types of music, the cortisol levels decreased significantly in both sexes. The testosterone (T) levels declined in males when they listened to both types of music. In females, the T levels increased in those listening to chill-inducing music but declined when they listened to music they disliked. However, these differences were not significant. The 17-beta estradiol levels increased in males with both types of music, whereas the levels increased with chill-inducing music but declined with disliked music in females. The AMMA scores were higher for the short repeat length-type AR than for the long repeat length-type. Comparisons of AR polymorphisms and T levels before the experiments showed that the T levels were within the low range in the short repeat length-type group and there was a positive relationship with the repeat length, although it was not significant. This is the first study conducted in humans to analyze the relationships between the AR gene, T levels, and musical ability. PMID:24348454

  3. Relationship between Intelligence Quotient and Musical Ability in Children with Cochlear Implantation

    PubMed Central

    Soleimanifar, Simin; Jafari, Zahra; Motasaddi Zarandy, Masoud; Asadi, Houman; Haghani, Hamid

    2016-01-01

    Introduction: Children with cochlear implants (CIs) may experience few opportunities for positive musical experiences, and musical perception is therefore often not sufficiently developed. This paper investigates and discusses the relationship between intelligence quotient (IQ) and musical ability in children with CIs compared with children with normal hearing. Materials and Methods: This was a comparative analytical study conducted in 48 children with unilateral CI and 48 normal-hearing children, 6–8 years of age, with ‘normal’ IQ and no formal music training. The average IQ score in the experimental and control groups were 105.41 and 106.31, respectively. No statistically significant differences were detected between Raven’s IQ scores in both groups. Data were collected by administering Raven's Colored Progressive Matrices IQ Tests and the Montreal Battery of Evaluation of Musical Abilities (MBEMA) Test, consisting of scale, contour, interval, rhythm, and memory sections. Results: Mean total MBEMA score in the experimental and control groups was 58.93 and 72.16 (out of 100), respectively. Significant differences were evident between scores of children with CIs in comparison with their normal-hearing peers (P≤0.001). A remarkable direct correlation between IQ and musical scores in both the control (r≥0.38) and experimental (r≥0.37) groups was observed. Conclusion: IQ has a noticeable effect on music processing and facilitates the perception of various musical elements. With regard to the mutual relationship between IQ and musical skills, this study illustrates the advantage of determining music perception scores and highlights the importance of appropriate musical intervention in order to enhance auditory neural plasticity, especially in children with cochlear implantation. PMID:27738611

  4. The multisensory brain and its ability to learn music.

    PubMed

    Zimmerman, Emily; Lahav, Amir

    2012-04-01

    Playing a musical instrument requires a complex skill set that depends on the brain's ability to quickly integrate information from multiple senses. It has been well documented that intensive musical training alters brain structure and function within and across multisensory brain regions, supporting the experience-dependent plasticity model. Here, we argue that this experience-dependent plasticity occurs because of the multisensory nature of the brain and may be an important contributing factor to musical learning. This review highlights key multisensory regions within the brain and discusses their role in the context of music learning and rehabilitation. © 2012 New York Academy of Sciences.

  5. Trained Musical Performers' and Musically Untrained College Students' Ability to Discriminate Music Instrument Timbre as a Function of Duration.

    NASA Astrophysics Data System (ADS)

    Johnston, Dennis Alan

    The purpose of this study was to investigate the ability of trained musicians and musically untrained college students to discriminate music instrument timbre as a function of duration. Specific factors investigated were the thresholds for timbre discrimination as a function of duration, musical ensemble participation as training, and the relative discrimination abilities of vocalists and instrumentalists. The subjects (N = 126) were volunteer college students from intact classes from various disciplines separated into musically untrained college students (N = 43) who had not participated in musical ensembles and trained musicians (N = 83) who had. The musicians were further divided into instrumentalists (N = 51) and vocalists (N = 32). The Method of Constant Stimuli, using a same-different response procedure with 120 randomized, counterbalanced timbre pairs comprised of trumpet, clarinet, or violin, presented in durations of 20 to 100 milliseconds in a sequence of pitches, in two blocks was used for data collection. Complete, complex musical timbres were recorded digitally and presented in a sequence of changing pitches to more closely approximate an actual music listening experience. Under the conditions of this study, it can be concluded that the threshold for timbre discrimination as a function of duration is at or below 20 ms. Even though trained musicians tended to discriminate timbre better than musically untrained college students, musicians cannot discriminate timbre significantly better then those subjects who have not participated in musical ensembles. Additionally, instrumentalists tended to discriminate timbre better than vocalists, but the discrimination is not significantly different. Recommendations for further research include suggestions for a timbre discrimination measurement tool that takes into consideration the multidimensionality of timbre and the relationship of timbre discrimination to timbre source, duration, pitch, and loudness.

  6. Are there pre-existing neural, cognitive, or motoric markers for musical ability?

    PubMed

    Norton, Andrea; Winner, Ellen; Cronin, Karl; Overy, Katie; Lee, Dennis J; Schlaug, Gottfried

    2005-11-01

    Adult musician's brains show structural enlargements, but it is not known whether these are inborn or a consequence of long-term training. In addition, music training in childhood has been shown to have positive effects on visual-spatial and verbal outcomes. However, it is not known whether pre-existing advantages in these skills are found in children who choose to study a musical instrument nor is it known whether there are pre-existing associations between music and any of these outcome measures that could help explain the training effects. To answer these questions, we compared 5- to 7-year-olds beginning piano or string lessons (n=39) with 5- to 7-year-olds not beginning instrumental training (n=31). All children received a series of tests (visual-spatial, non-verbal reasoning, verbal, motor, and musical) and underwent magnetic resonance imaging. We found no pre-existing neural, cognitive, motor, or musical differences between groups and no correlations (after correction for multiple analyses) between music perceptual skills and any brain or visual-spatial measures. However, correlations were found between music perceptual skills and both non-verbal reasoning and phonemic awareness. Such pre-existing correlations suggest similarities in auditory and visual pattern recognition as well a sharing of the neural substrates for language and music processing, most likely due to innate abilities or implicit learning during early development. This baseline study lays the groundwork for an ongoing longitudinal study addressing the effects of intensive musical training on brain and cognitive development, and making it possible to look retroactively at the brain and cognitive development of those children who emerge showing exceptional musical talent.

  7. Music listening and cognitive abilities in 10- and 11-year-olds: the blur effect.

    PubMed

    Schellenberg, E Glenn; Hallam, Susan

    2005-12-01

    The spatial abilities of a large sample of 10 and 11 year olds were tested after they listened to contemporary pop music, music composed by Mozart, or a discussion about the present experiment. After being assigned at random to one of the three listening experiences, each child completed two tests of spatial abilities. Performance on one of the tests (square completion) did not differ as a function of the listening experience, but performance on the other test (paper folding) was superior for children who listened to popular music compared to the other two groups. These findings are consistent with the view that positive benefits of music listening on cognitive abilities are most likely to be evident when the music is enjoyed by the listener.

  8. Communication and Language Development of Young Children with Autism: A Review of Research in Music

    ERIC Educational Resources Information Center

    Vaiouli, Potheini; Andreou, Georgia

    2018-01-01

    Research demonstrates connections among children's music actions, their engagement abilities, and their language development. Although the link between music and the engagement abilities of young children with autism is well established, there is not enough evidence on the effectiveness of music strategies and music therapy interventions to…

  9. Musical ability and non-native speech-sound processing are linked through sensitivity to pitch and spectral information.

    PubMed

    Kempe, Vera; Bublitz, Dennis; Brooks, Patricia J

    2015-05-01

    Is the observed link between musical ability and non-native speech-sound processing due to enhanced sensitivity to acoustic features underlying both musical and linguistic processing? To address this question, native English speakers (N = 118) discriminated Norwegian tonal contrasts and Norwegian vowels. Short tones differing in temporal, pitch, and spectral characteristics were used to measure sensitivity to the various acoustic features implicated in musical and speech processing. Musical ability was measured using Gordon's Advanced Measures of Musical Audiation. Results showed that sensitivity to specific acoustic features played a role in non-native speech-sound processing: Controlling for non-verbal intelligence, prior foreign language-learning experience, and sex, sensitivity to pitch and spectral information partially mediated the link between musical ability and discrimination of non-native vowels and lexical tones. The findings suggest that while sensitivity to certain acoustic features partially mediates the relationship between musical ability and non-native speech-sound processing, complex tests of musical ability also tap into other shared mechanisms. © 2014 The British Psychological Society.

  10. Exploring the association between visual perception abilities and reading of musical notation.

    PubMed

    Lee, Horng-Yih

    2012-06-01

    In the reading of music, the acquisition of pitch information depends primarily upon the spatial position of notes as well as upon an individual's spatial processing ability. This study investigated the relationship between the ability to read single notes and visual-spatial ability. Participants with high and low single-note reading abilities were differentiated based upon differences in musical notation-reading abilities and their spatial processing; object recognition abilities were then assessed. It was found that the group with lower note-reading abilities made more errors than did the group with a higher note-reading abilities in the mental rotation task. In contrast, there was no apparent significant difference between the two groups in the object recognition task. These results suggest that note-reading may be related to visual spatial processing abilities, and not to an individual's ability with object recognition.

  11. Effect of Musical Expertise on Visuospatial Abilities: Evidence from Reaction Times and Mental Imagery

    ERIC Educational Resources Information Center

    Brochard, Renaud; Dufour, Andre; Despres, Olivier

    2004-01-01

    Recently, the relationship between music and nonmusical cognitive abilities has been highly debated. It has been documented that formal music training would improve verbal, mathematical or visuospatial performance in children. In the experiments described here, we tested if visual perception and imagery abilities were enhanced in adult musicians…

  12. Musical training influences linguistic abilities in 8-year-old children: more evidence for brain plasticity.

    PubMed

    Moreno, Sylvain; Marques, Carlos; Santos, Andreia; Santos, Manuela; Castro, São Luís; Besson, Mireille

    2009-03-01

    We conducted a longitudinal study with 32 nonmusician children over 9 months to determine 1) whether functional differences between musician and nonmusician children reflect specific predispositions for music or result from musical training and 2) whether musical training improves nonmusical brain functions such as reading and linguistic pitch processing. Event-related brain potentials were recorded while 8-year-old children performed tasks designed to test the hypothesis that musical training improves pitch processing not only in music but also in speech. Following the first testing sessions nonmusician children were pseudorandomly assigned to music or to painting training for 6 months and were tested again after training using the same tests. After musical (but not painting) training, children showed enhanced reading and pitch discrimination abilities in speech. Remarkably, 6 months of musical training thus suffices to significantly improve behavior and to influence the development of neural processes as reflected in specific pattern of brain waves. These results reveal positive transfer from music to speech and highlight the influence of musical training. Finally, they demonstrate brain plasticity in showing that relatively short periods of training have strong consequences on the functional organization of the children's brain.

  13. Can Music Instruction Affect Children's Cognitive Development? ERIC Digest.

    ERIC Educational Resources Information Center

    Rauscher, Frances H.

    Several studies have examined the effects of music instruction on children's abilities in other disciplines. Other studies have explored the effects of listening to music on adults' spatial abilities. Noting that these two sets of findings have been confused, leading to claims that listening to music can improve children's academic abilities, this…

  14. (A)musicality in Williams syndrome: examining relationships among auditory perception, musical skill, and emotional responsiveness to music.

    PubMed

    Lense, Miriam D; Shivers, Carolyn M; Dykens, Elisabeth M

    2013-01-01

    Williams syndrome (WS), a genetic, neurodevelopmental disorder, is of keen interest to music cognition researchers because of its characteristic auditory sensitivities and emotional responsiveness to music. However, actual musical perception and production abilities are more variable. We examined musicality in WS through the lens of amusia and explored how their musical perception abilities related to their auditory sensitivities, musical production skills, and emotional responsiveness to music. In our sample of 73 adolescents and adults with WS, 11% met criteria for amusia, which is higher than the 4% prevalence rate reported in the typically developing (TD) population. Amusia was not related to auditory sensitivities but was related to musical training. Performance on the amusia measure strongly predicted musical skill but not emotional responsiveness to music, which was better predicted by general auditory sensitivities. This study represents the first time amusia has been examined in a population with a known neurodevelopmental genetic disorder with a range of cognitive abilities. Results have implications for the relationships across different levels of auditory processing, musical skill development, and emotional responsiveness to music, as well as the understanding of gene-brain-behavior relationships in individuals with WS and TD individuals with and without amusia.

  15. The Long-Term Effects of Childhood Music Instruction on Intelligence and General Cognitive Abilities

    ERIC Educational Resources Information Center

    Costa-Giomi, Eugenia

    2015-01-01

    This article reviews research on the effects of music instruction on general cognitive abilities. The review of more than 75 reports shows (1) the consistency in results pertaining to the short-term effects of music instruction on cognitive abilities and the lack of clear evidence on the long-term effects on intelligence; (2) the complex nature of…

  16. Enhanced timing abilities in percussionists generalize to rhythms without a musical beat.

    PubMed

    Cameron, Daniel J; Grahn, Jessica A

    2014-01-01

    The ability to entrain movements to music is arguably universal, but it is unclear how specialized training may influence this. Previous research suggests that percussionists have superior temporal precision in perception and production tasks. Such superiority may be limited to temporal sequences that resemble real music or, alternatively, may generalize to musically implausible sequences. To test this, percussionists and nonpercussionists completed two tasks that used rhythmic sequences varying in musical plausibility. In the beat tapping task, participants tapped with the beat of a rhythmic sequence over 3 stages: finding the beat (as an initial sequence played), continuation of the beat (as a second sequence was introduced and played simultaneously), and switching to a second beat (the initial sequence finished, leaving only the second). The meters of the two sequences were either congruent or incongruent, as were their tempi (minimum inter-onset intervals). In the rhythm reproduction task, participants reproduced rhythms of four types, ranging from high to low musical plausibility: Metric simple rhythms induced a strong sense of the beat, metric complex rhythms induced a weaker sense of the beat, nonmetric rhythms had no beat, and jittered nonmetric rhythms also had no beat as well as low temporal predictability. For both tasks, percussionists performed more accurately than nonpercussionists. In addition, both groups were better with musically plausible than implausible conditions. Overall, the percussionists' superior abilities to entrain to, and reproduce, rhythms generalized to musically implausible sequences.

  17. Brain lateralization and neural plasticity for musical and cognitive abilities in an epileptic musician

    PubMed Central

    Trujillo-Pozo, Isabel; Martín-Monzón, Isabel; Rodríguez-Romero, Rafael

    2013-01-01

    The use of intracarotid propofol procedure (IPP) when assessing musical lateralization has not been reported in literature up to now. This procedure (similar to Wada Test) has provided the opportunity to investigate not only lateralization of language and memory functions on epileptic patients but also offers a functional mapping approach with superior spatial and temporal resolution to analyze the lateralization of musical abilities. Findings in literature suggest that musical training modifies functional and structural brain organization. We studied hemispheric lateralization in a professional musician, a 33 years old woman with refractory left medial temporal lobe (MTL) epilepsy (TLE). A longitudinal neuropsychological study was performed over a period of 21 months. Before epilepsy surgery, musical abilities, language and memory were tested during IPP by means of a novel and exhaustive neuropsychological battery focusing on the processing of music. We used a selection of stimuli to analyze listening, score reading, and tempo discrimination. Our results suggested that IPP is an excellent method to determine not only language, semantic, and episodic memory, but also musical dominance in a professional musician who may be candidate for epilepsy surgery. Neuropsychological testing revealed that right hemisphere's patient is involved in semantic and episodic musical memory processes, whereas her score reading and tempo processing require contribution from both hemispheres. At one-year follow-up, outcome was excellent with respect to seizures and professional skills, meanwhile cognitive abilities improved. These findings indicate that IPP helps to predict who might be at risk for postoperative musical, language, and memory deficits after epilepsy surgery. Our research suggests that musical expertise and epilepsy critically modifies long-term memory processes and induces brain structural and functional plasticity. PMID:24367312

  18. Musical Development and Learning Characteristics of Students: A Compilation of Key Points from the Research Literature Organized by Age

    ERIC Educational Resources Information Center

    Gooding, Lori; Standley, Jayne M.

    2011-01-01

    Development involves progressive changes in knowledge and abilities that occur across the life span. Current research on musical abilities suggests that the development of skills necessary for musicality begins in utero and continues through adulthood. Many of these skills, such as the ability to carry a tune, move in time to music, and respond…

  19. (A)musicality in Williams syndrome: examining relationships among auditory perception, musical skill, and emotional responsiveness to music

    PubMed Central

    Lense, Miriam D.; Shivers, Carolyn M.; Dykens, Elisabeth M.

    2013-01-01

    Williams syndrome (WS), a genetic, neurodevelopmental disorder, is of keen interest to music cognition researchers because of its characteristic auditory sensitivities and emotional responsiveness to music. However, actual musical perception and production abilities are more variable. We examined musicality in WS through the lens of amusia and explored how their musical perception abilities related to their auditory sensitivities, musical production skills, and emotional responsiveness to music. In our sample of 73 adolescents and adults with WS, 11% met criteria for amusia, which is higher than the 4% prevalence rate reported in the typically developing (TD) population. Amusia was not related to auditory sensitivities but was related to musical training. Performance on the amusia measure strongly predicted musical skill but not emotional responsiveness to music, which was better predicted by general auditory sensitivities. This study represents the first time amusia has been examined in a population with a known neurodevelopmental genetic disorder with a range of cognitive abilities. Results have implications for the relationships across different levels of auditory processing, musical skill development, and emotional responsiveness to music, as well as the understanding of gene-brain-behavior relationships in individuals with WS and TD individuals with and without amusia. PMID:23966965

  20. Long-term musical training may improve different forms of visual attention ability.

    PubMed

    Rodrigues, Ana Carolina; Loureiro, Maurício Alves; Caramelli, Paulo

    2013-08-01

    Many studies have suggested that structural and functional cerebral neuroplastic processes result from long-term musical training, which in turn may produce cognitive differences between musicians and non-musicians. We aimed to investigate whether intensive, long-term musical practice is associated with improvements in three different forms of visual attention ability: selective, divided and sustained attention. Musicians from symphony orchestras (n=38) and non-musicians (n=38), who were comparable in age, gender and education, were submitted to three neuropsychological tests, measuring reaction time and accuracy. Musicians showed better performance relative to non-musicians on four variables of the three visual attention tests, and such an advantage could not solely be explained by better sensorimotor integration. Moreover, in the group of musicians, significant correlations were observed between the age at the commencement of musical studies and reaction time in all visual attention tests. The results suggest that musicians present augmented ability in different forms of visual attention, thus illustrating the possible cognitive benefits of long-term musical training. Copyright © 2013 Elsevier Inc. All rights reserved.

  1. Musical Ability and the Drake Music Memory Test

    ERIC Educational Resources Information Center

    Griffin, Lawrence R.; Eisenman, Russell

    1972-01-01

    Results show that the Drake Music Memory Test should be able to discriminate between the poorest and strongest prospects for success in profiting from musical instruction, although it may not be particularly useful in individual counseling. (Authors)

  2. Assessing Musical Abilities Objectively: Construction and Validation of the Profile of Music Perception Skills

    PubMed Central

    Law, Lily N. C.; Zentner, Marcel

    2012-01-01

    A common approach for determining musical competence is to rely on information about individuals’ extent of musical training, but relying on musicianship status fails to identify musically untrained individuals with musical skill, as well as those who, despite extensive musical training, may not be as skilled. To counteract this limitation, we developed a new test battery (Profile of Music Perception Skills; PROMS) that measures perceptual musical skills across multiple domains: tonal (melody, pitch), qualitative (timbre, tuning), temporal (rhythm, rhythm-to-melody, accent, tempo), and dynamic (loudness). The PROMS has satisfactory psychometric properties for the composite score (internal consistency and test-retest r>.85) and fair to good coefficients for the individual subtests (.56 to.85). Convergent validity was established with the relevant dimensions of Gordon’s Advanced Measures of Music Audiation and Musical Aptitude Profile (melody, rhythm, tempo), the Musical Ear Test (rhythm), and sample instrumental sounds (timbre). Criterion validity was evidenced by consistently sizeable and significant relationships between test performance and external musical proficiency indicators in all three studies (.38 to.62, p<.05 to p<.01). An absence of correlations between test scores and a nonmusical auditory discrimination task supports the battery’s discriminant validity (−.05, ns). The interrelationships among the various subtests could be accounted for by two higher order factors, sequential and sensory music processing. A brief version of the full PROMS is introduced as a time-efficient approximation of the full version of the battery. PMID:23285071

  3. Gender Differences in Musical Aptitude, Rhythmic Ability and Motor Performance in Preschool Children

    ERIC Educational Resources Information Center

    Pollatou, Elisana; Karadimou, Konstantina; Gerodimos, Vasilios

    2005-01-01

    Most of the preschool curricula involve integrated movement activities that combine music, rhythm and locomotor skills. The purpose of the current study was to examine whether there are any differences between boys and girls at the age of five concerning their musical aptitude, rhythmic ability and performance in gross motor skills. Ninety-five…

  4. Tone Language Speakers and Musicians Share Enhanced Perceptual and Cognitive Abilities for Musical Pitch: Evidence for Bidirectionality between the Domains of Language and Music

    PubMed Central

    Bidelman, Gavin M.; Hutka, Stefanie; Moreno, Sylvain

    2013-01-01

    Psychophysiological evidence suggests that music and language are intimately coupled such that experience/training in one domain can influence processing required in the other domain. While the influence of music on language processing is now well-documented, evidence of language-to-music effects have yet to be firmly established. Here, using a cross-sectional design, we compared the performance of musicians to that of tone-language (Cantonese) speakers on tasks of auditory pitch acuity, music perception, and general cognitive ability (e.g., fluid intelligence, working memory). While musicians demonstrated superior performance on all auditory measures, comparable perceptual enhancements were observed for Cantonese participants, relative to English-speaking nonmusicians. These results provide evidence that tone-language background is associated with higher auditory perceptual performance for music listening. Musicians and Cantonese speakers also showed superior working memory capacity relative to nonmusician controls, suggesting that in addition to basic perceptual enhancements, tone-language background and music training might also be associated with enhanced general cognitive abilities. Our findings support the notion that tone language speakers and musically trained individuals have higher performance than English-speaking listeners for the perceptual-cognitive processing necessary for basic auditory as well as complex music perception. These results illustrate bidirectional influences between the domains of music and language. PMID:23565267

  5. The Musical Self-Concept of Chinese Music Students.

    PubMed

    Petersen, Suse; Camp, Marc-Antoine

    2016-01-01

    The relationship between self-concept and societal settings has been widely investigated in several Western and Asian countries, with respect to the academic self-concept in an educational environment. Although the musical self-concept is highly relevant to musical development and performance, there is a lack of research exploring how the musical self-concept evolves in different cultural settings and societies. In particular, there have been no enquiries yet in the Chinese music education environment. This study's goal was the characterization of musical self-concept types among music students at a University in Beijing, China. The Musical Self-Concept Inquiry-including ability, emotional, physical, cognitive, and social facets-was used to assess the students' musical self-concepts (N = 97). The data analysis led to three significantly distinct clusters and corresponding musical self-concept types. The types were especially distinct, in the students' perception of their musical ambitions and abilities; their movement, rhythm and dancing affinity; and the spiritual and social aspects of music. The professional aims and perspectives, and the aspects of the students' sociodemographic background also differed between the clusters. This study is one of the first research endeavors addressing musical self-concepts in China. The empirical identification of the self-concept types offers a basis for future research on the connections between education, the development of musical achievement, and the musical self-concept in societal settings with differing understandings of the self.

  6. The Musical Self-Concept of Chinese Music Students

    PubMed Central

    Petersen, Suse; Camp, Marc-Antoine

    2016-01-01

    The relationship between self-concept and societal settings has been widely investigated in several Western and Asian countries, with respect to the academic self-concept in an educational environment. Although the musical self-concept is highly relevant to musical development and performance, there is a lack of research exploring how the musical self-concept evolves in different cultural settings and societies. In particular, there have been no enquiries yet in the Chinese music education environment. This study’s goal was the characterization of musical self-concept types among music students at a University in Beijing, China. The Musical Self-Concept Inquiry—including ability, emotional, physical, cognitive, and social facets—was used to assess the students’ musical self-concepts (N = 97). The data analysis led to three significantly distinct clusters and corresponding musical self-concept types. The types were especially distinct, in the students’ perception of their musical ambitions and abilities; their movement, rhythm and dancing affinity; and the spiritual and social aspects of music. The professional aims and perspectives, and the aspects of the students’ sociodemographic background also differed between the clusters. This study is one of the first research endeavors addressing musical self-concepts in China. The empirical identification of the self-concept types offers a basis for future research on the connections between education, the development of musical achievement, and the musical self-concept in societal settings with differing understandings of the self. PMID:27303337

  7. The development of an innovative music therapy treatment method: trial competency through music.

    PubMed

    Sammons, Andrew

    2014-01-01

    Competence to stand trial is necessary for a defendant in criminal adjudication. Recent estimates indicate that between 50,000 and 60,000 defendants in the United States raise the question of competence each year, with approximately 20 percent found incompetent to stand trial (IST). Most of these defendants are committed to an inpatient facility for competence restoration. Although psychopharmacological intervention is a critical component of restoration, as most defendants are found incompetent because of a psychotic disorder, many other modalities of treatment are used. Traditional treatment methods include the use of standardized testing and psychoeducational group sessions. This article discusses the development of an innovative intervention using music therapy. Music as the catalyst provides a forum in which psychiatric patients are engaged and observed within a structured environment designed to address both their factual and rational knowledge and abilities to assist their attorneys in their defense. Trial competency training through a specific music therapy method called Competency Through Music (CTM) is presented, including examples of how music can be used to educate patients and assess trial competence. © 2014 American Academy of Psychiatry and the Law.

  8. Active music classes in infancy enhance musical, communicative and social development.

    PubMed

    Gerry, David; Unrau, Andrea; Trainor, Laurel J

    2012-05-01

    Previous studies suggest that musical training in children can positively affect various aspects of development. However, it remains unknown as to how early in development musical experience can have an effect, the nature of any such effects, and whether different types of music experience affect development differently. We found that random assignment to 6 months of active participatory musical experience beginning at 6 months of age accelerates acquisition of culture-specific knowledge of Western tonality in comparison to a similar amount of passive exposure to music. Furthermore, infants assigned to the active musical experience showed superior development of prelinguistic communicative gestures and social behaviour compared to infants assigned to the passive musical experience. These results indicate that (1) infants can engage in meaningful musical training when appropriate pedagogical approaches are used, (2) active musical participation in infancy enhances culture-specific musical acquisition, and (3) active musical participation in infancy impacts social and communication development. © 2012 Blackwell Publishing Ltd.

  9. Absorption in Music: Development of a Scale to Identify Individuals with Strong Emotional Responses to Music

    ERIC Educational Resources Information Center

    Sandstrom, Gillian M.; Russo, Frank A.

    2013-01-01

    Despite the rise in research investigating music and emotion over the last decade, there are no validated measures of individual differences in emotional responses to music. We created the Absorption in Music Scale (AIMS), a 34-item measure of individuals' ability and willingness to allow music to draw them into an emotional experience. It was…

  10. Musical rhythm and reading development: does beat processing matter?

    PubMed

    Ozernov-Palchik, Ola; Patel, Aniruddh D

    2018-05-20

    There is mounting evidence for links between musical rhythm processing and reading-related cognitive skills, such as phonological awareness. This may be because music and speech are rhythmic: both involve processing complex sound sequences with systematic patterns of timing, accent, and grouping. Yet, there is a salient difference between musical and speech rhythm: musical rhythm is often beat-based (based on an underlying grid of equal time intervals), while speech rhythm is not. Thus, the role of beat-based processing in the reading-rhythm relationship is not clear. Is there is a distinct relation between beat-based processing mechanisms and reading-related language skills, or is the rhythm-reading link entirely due to shared mechanisms for processing nonbeat-based aspects of temporal structure? We discuss recent evidence for a distinct link between beat-based processing and early reading abilities in young children, and suggest experimental designs that would allow one to further methodically investigate this relationship. We propose that beat-based processing taps into a listener's ability to use rich contextual regularities to form predictions, a skill important for reading development. © 2018 New York Academy of Sciences.

  11. The Relationship between a Linear Combination of Intelligence, Musical Background, Rhythm Ability and Tapping Ability to Typewriting Speed and Accuracy.

    ERIC Educational Resources Information Center

    Fante, Cheryl H.

    This study was conducted in an attempt to identify any predictor or combination of predictors of a beginning typewriting student's success. Variables of intelligence, rhythmic ability, musical background, and tapping ability were combined to study their relationship to typewriting speed and accuracy. A sample of 109 high school students was…

  12. Elementary Teachers Integrate Music Activities into Regular Mathematics Lessons: Effects on Students' Mathematical Abilities

    ERIC Educational Resources Information Center

    An, Song; Capraro, Mary Margaret; Tillman, Daniel A.

    2013-01-01

    This article presents exploratory research investigating the way teachers integrate music into their regular mathematics lessons as well as the effects of music-mathematics interdisciplinary lessons on elementary school students' mathematical abilities of modeling, strategy and application. Two teachers and two classes of first grade and third…

  13. Exploring the Benefits of Music-Making as Professional Development for Music Teachers

    ERIC Educational Resources Information Center

    Pellegrino, Kristen

    2011-01-01

    Although much has been written about professional development in general education and music education literature, little has addressed the benefits of music-making as meaningful professional development for music teachers. For music teachers, music-making and meanings of music-making have been connected with teachers' identity, well-being,…

  14. Musical anhedonia: selective loss of emotional experience in listening to music.

    PubMed

    Satoh, Masayuki; Nakase, Taizen; Nagata, Ken; Tomimoto, Hidekazu

    2011-10-01

    Recent case studies have suggested that emotion perception and emotional experience of music have independent cognitive processing. We report a patient who showed selective impairment of emotional experience only in listening to music, that is musical anhednia. A 71-year-old right-handed man developed an infarction in the right parietal lobe. He found himself unable to experience emotion in listening to music, even to which he had listened pleasantly before the illness. In neuropsychological assessments, his intellectual, memory, and constructional abilities were normal. Speech audiometry and recognition of environmental sounds were within normal limits. Neuromusicological assessments revealed no abnormality in the perception of elementary components of music, expression and emotion perception of music. Brain MRI identified the infarct lesion in the right inferior parietal lobule. These findings suggest that emotional experience of music could be selectively impaired without any disturbance of other musical, neuropsychological abilities. The right parietal lobe might participate in emotional experience in listening to music.

  15. Music and dementia.

    PubMed

    Baird, Amee; Samson, Séverine

    2015-01-01

    There is an increasing incidence of dementia in our aging population, and consequently an urgent need to develop treatments and activities that may alleviate the symptoms of dementia. Accumulating evidence shows that persons with dementia enjoy music, and their ability to respond to music is potentially preserved even in the late or severe stages of dementia when verbal communication may have ceased. Media interest in this topic has contributed to the public perception that music abilities are an "island of preservation" in an otherwise cognitively impaired person with dementia. In this chapter, we review the current literature on music cognition in dementia and show that there has been very scarce rigorous scientific investigation of this issue, and that various types of music memory exist and are differentially impaired in the different types of dementia. Furthermore, we discuss the recent development of music activities as a nonpharmacological treatment for dementia and highlight the methodological limitations of the current literature on this topic. While it has been reported that music activities can improve behavior, (particularly agitation), mood, and cognition in persons with dementia, recent large-scale randomized control studies have questioned the specificity of the effect of music and found that it is no more beneficial than other pleasant activities. Nevertheless, music is unique in its powerful ability to elicit both memories and emotions. This can provide an important link to individual's past and a means of nonverbal communication with carers, which make it an ideal stimulus for persons with dementia. © 2015 Elsevier B.V. All rights reserved.

  16. Active Music Classes in Infancy Enhance Musical, Communicative and Social Development

    ERIC Educational Resources Information Center

    Gerry, David; Unrau, Andrea; Trainor, Laurel J.

    2012-01-01

    Previous studies suggest that musical training in children can positively affect various aspects of development. However, it remains unknown as to how early in development musical experience can have an effect, the nature of any such effects, and whether different types of music experience affect development differently. We found that random…

  17. Developing Literacy through Music

    ERIC Educational Resources Information Center

    McIntire, Jean M.

    2007-01-01

    Music teachers are trained to teach music, but the truth is that they teach children. They must consider the whole child in their teaching. To be successful in school and in life, children need literacy skills. Literacy is naturally developed through music. Within a safe, inviting environment with opportunities for play, children learn when they…

  18. Developing a music programme for preschool children with cochlear implants.

    PubMed

    Koşaner, Julie; Kilinc, Aynur; Deniz, Murat

    2012-11-01

    Although music perception is especially challenging for cochlear implant (CI) users, young CI users' musical perception abilities are improved by participation in structured musical activities. To design, implement, evaluate, and publish a music training programme with a monitoring tool for preschool CI users, for use in family-centred habilitation programmes. We devised a programme of musical activities, Musical EARS®, and a curriculum-related hierarchical Evaluation Form to represent performance. The programme included sections on singing; recognizing songs, tunes, and timbre; and responding appropriately to music and rhythm. It was implemented over 18 months at Ilkses Rehabilitation Centre, with 25 paediatric MED-EL CI users split into three groups of varying age, duration of CI use, and ability. Mean total scores increased significantly for all groups. Scores increased unevenly across subscales. Participation in and enjoyment of musical activities increased for both children and parents. Significant correlations were found between scores and length of CI use. The training programme effectively enriches child CI users' musical experience. To varying degrees, children learned to perform the Musical EARS® activities. The study allowed us to validate the lesson content and the hierarchical nature of the Evaluation Form. We conclude that prelingually deafened CI users should be systematically involved in musical activities to help them acquire skills acquired more easily by hearing peers.

  19. Music Program Alumni's Perceptions of Professional Skills, Abilities, and Job Satisfaction: A Secondary Analysis of the 2011, 2012, and 2013 Strategic National Arts Alumni Project (SNAAP) Survey

    ERIC Educational Resources Information Center

    Blackwell, Jennifer

    2018-01-01

    The purpose of this study is to compare music studio teachers' (n = 622) and K-12 music teachers' (n = 976) perceptions of the extent to which their postsecondary education helped them develop selected professional skills and abilities, perceptions of how important those same selected skills and abilities are for teaching, and job satisfaction.…

  20. Music and early language acquisition.

    PubMed

    Brandt, Anthony; Gebrian, Molly; Slevc, L Robert

    2012-01-01

    Language is typically viewed as fundamental to human intelligence. Music, while recognized as a human universal, is often treated as an ancillary ability - one dependent on or derivative of language. In contrast, we argue that it is more productive from a developmental perspective to describe spoken language as a special type of music. A review of existing studies presents a compelling case that musical hearing and ability is essential to language acquisition. In addition, we challenge the prevailing view that music cognition matures more slowly than language and is more difficult; instead, we argue that music learning matches the speed and effort of language acquisition. We conclude that music merits a central place in our understanding of human development.

  1. How musical training affects cognitive development: rhythm, reward and other modulating variables.

    PubMed

    Miendlarzewska, Ewa A; Trost, Wiebke J

    2013-01-01

    Musical training has recently gained additional interest in education as increasing neuroscientific research demonstrates its positive effects on brain development. Neuroimaging revealed plastic changes in the brains of adult musicians but it is still unclear to what extent they are the product of intensive music training rather than of other factors, such as preexisting biological markers of musicality. In this review, we synthesize a large body of studies demonstrating that benefits of musical training extend beyond the skills it directly aims to train and last well into adulthood. For example, children who undergo musical training have better verbal memory, second language pronunciation accuracy, reading ability and executive functions. Learning to play an instrument as a child may even predict academic performance and IQ in young adulthood. The degree of observed structural and functional adaptation in the brain correlates with intensity and duration of practice. Importantly, the effects on cognitive development depend on the timing of musical initiation due to sensitive periods during development, as well as on several other modulating variables. Notably, we point to motivation, reward and social context of musical education, which are important yet neglected factors affecting the long-term benefits of musical training. Further, we introduce the notion of rhythmic entrainment and suggest that it may represent a mechanism supporting learning and development of executive functions. It also hones temporal processing and orienting of attention in time that may underlie enhancements observed in reading and verbal memory. We conclude that musical training uniquely engenders near and far transfer effects, preparing a foundation for a range of skills, and thus fostering cognitive development.

  2. How musical training affects cognitive development: rhythm, reward and other modulating variables

    PubMed Central

    Miendlarzewska, Ewa A.; Trost, Wiebke J.

    2014-01-01

    Musical training has recently gained additional interest in education as increasing neuroscientific research demonstrates its positive effects on brain development. Neuroimaging revealed plastic changes in the brains of adult musicians but it is still unclear to what extent they are the product of intensive music training rather than of other factors, such as preexisting biological markers of musicality. In this review, we synthesize a large body of studies demonstrating that benefits of musical training extend beyond the skills it directly aims to train and last well into adulthood. For example, children who undergo musical training have better verbal memory, second language pronunciation accuracy, reading ability and executive functions. Learning to play an instrument as a child may even predict academic performance and IQ in young adulthood. The degree of observed structural and functional adaptation in the brain correlates with intensity and duration of practice. Importantly, the effects on cognitive development depend on the timing of musical initiation due to sensitive periods during development, as well as on several other modulating variables. Notably, we point to motivation, reward and social context of musical education, which are important yet neglected factors affecting the long-term benefits of musical training. Further, we introduce the notion of rhythmic entrainment and suggest that it may represent a mechanism supporting learning and development of executive functions. It also hones temporal processing and orienting of attention in time that may underlie enhancements observed in reading and verbal memory. We conclude that musical training uniquely engenders near and far transfer effects, preparing a foundation for a range of skills, and thus fostering cognitive development. PMID:24672420

  3. The Effect of Concurrent Music Reading and Performance on the Ability to Detect Tempo Change.

    ERIC Educational Resources Information Center

    Ellis, Mark Carlton

    1989-01-01

    Measures the ability of three groups of musicians to detect tempo change while reading and performing music. Compares this ability with that of the same musicians to detect tempo change while listening only. Found that for all groups the ability to detect tempo changes was inhibited by the playing task, although to different degrees for each…

  4. Investigating the importance of self-theories of intelligence and musicality for students' academic and musical achievement

    PubMed Central

    Müllensiefen, Daniel; Harrison, Peter; Caprini, Francesco; Fancourt, Amy

    2015-01-01

    Musical abilities and active engagement with music have been shown to be positively associated with many cognitive abilities as well as social skills and academic performance in secondary school students. While there is evidence from intervention studies that musical training can be a cause of these positive relationships, recent findings in the literature have suggested that other factors, such as genetics, family background or personality traits, might also be contributing factors. In addition, there is mounting evidence that self-concepts and beliefs can affect academic performance independently of intellectual ability. Students who believe that intelligence is malleable are more likely to attribute poor academic performances to effort rather than ability, and are more likely to take remedial action to improve their performance. However, it is currently not known whether student's beliefs about the nature of musical talent also influence the development of musical abilities in a similar fashion. Therefore, this study introduces a short self-report measure termed “Musical Self-Theories and Goals,” closely modeled on validated measures for self-theories in academic scenarios. Using this measure the study investigates whether musical self-theories are related to students' musical development as indexed by their concurrent musical activities and their performance on a battery of listening tests. We use data from a cross-sectional sample of 313 secondary school students to construct a network model describing the relationships between self-theories and academic as well as musical outcome measures, while also assessing potential effects of intelligence and the Big Five personality dimensions. Results from the network model indicate that self-theories of intelligence and musicality are closely related. In addition, both kinds of self-theories are connected to the students' academic achievement through the personality dimension conscientiousness and academic effort

  5. Investigating the importance of self-theories of intelligence and musicality for students' academic and musical achievement.

    PubMed

    Müllensiefen, Daniel; Harrison, Peter; Caprini, Francesco; Fancourt, Amy

    2015-01-01

    Musical abilities and active engagement with music have been shown to be positively associated with many cognitive abilities as well as social skills and academic performance in secondary school students. While there is evidence from intervention studies that musical training can be a cause of these positive relationships, recent findings in the literature have suggested that other factors, such as genetics, family background or personality traits, might also be contributing factors. In addition, there is mounting evidence that self-concepts and beliefs can affect academic performance independently of intellectual ability. Students who believe that intelligence is malleable are more likely to attribute poor academic performances to effort rather than ability, and are more likely to take remedial action to improve their performance. However, it is currently not known whether student's beliefs about the nature of musical talent also influence the development of musical abilities in a similar fashion. Therefore, this study introduces a short self-report measure termed "Musical Self-Theories and Goals," closely modeled on validated measures for self-theories in academic scenarios. Using this measure the study investigates whether musical self-theories are related to students' musical development as indexed by their concurrent musical activities and their performance on a battery of listening tests. We use data from a cross-sectional sample of 313 secondary school students to construct a network model describing the relationships between self-theories and academic as well as musical outcome measures, while also assessing potential effects of intelligence and the Big Five personality dimensions. Results from the network model indicate that self-theories of intelligence and musicality are closely related. In addition, both kinds of self-theories are connected to the students' academic achievement through the personality dimension conscientiousness and academic effort

  6. Music and Early Language Acquisition

    PubMed Central

    Brandt, Anthony; Gebrian, Molly; Slevc, L. Robert

    2012-01-01

    Language is typically viewed as fundamental to human intelligence. Music, while recognized as a human universal, is often treated as an ancillary ability – one dependent on or derivative of language. In contrast, we argue that it is more productive from a developmental perspective to describe spoken language as a special type of music. A review of existing studies presents a compelling case that musical hearing and ability is essential to language acquisition. In addition, we challenge the prevailing view that music cognition matures more slowly than language and is more difficult; instead, we argue that music learning matches the speed and effort of language acquisition. We conclude that music merits a central place in our understanding of human development. PMID:22973254

  7. The Talent Development of a Musically Gifted Adolescent in Singapore

    ERIC Educational Resources Information Center

    Ho, Pauline S. K.; Chong, Sylvia N. Y.

    2010-01-01

    Using Gagne's Differentiated Model of Giftedness and Talent (DMGT) as a conceptual model, this study investigated the factors that influenced the talent development process of a musically gifted adolescent in Singapore. Five macro themes emerged as key catalysts that impacted the adolescent's talent growth: (1) natural abilities; (2) early musical…

  8. Perceptual Training of Second-Language Vowels: Does Musical Ability Play a Role?

    ERIC Educational Resources Information Center

    Ghaffarvand Mokari, Payam; Werner, Stefan

    2018-01-01

    The present study attempts to extend the research on the effects of phonetic training on the production and perception of second-language (L2) vowels. We also examined whether success in learning L2 vowels through high-variability intensive phonetic training is related to the learners' general musical abilities. Forty Azerbaijani learners of…

  9. An examination of an enhancing effect of music on attentional abilities in older persons with mild cognitive impairment.

    PubMed

    Lake, Jessica I; Goldstein, Felicia C

    2011-02-01

    While the effect of listening to music on cognitive abilities is highly debated, studies reporting an enhancing effect of music in elderly populations appear to be more consistent. In this study, the effects of listening to music on attention in groups of cognitively normal older adults and those with mild cognitive impairment were considered. Participants were exposed to both a music and silence condition, and after each condition performed Digit Span and Coding tasks which require attention for maximal performance. The hypothesis that listening to music, compared to a silence condition, enhances performance was not supported for either group. Various explanations for these findings are considered.

  10. Music: Chorus, Junior.

    ERIC Educational Resources Information Center

    Owen, Joan; And Others

    A music course of instruction in junior chorus, to develop students' performance skills individually and in ensemble, is described. A prerequisite for pupils is the ability to read music. Outlined are: the course description; enrollment guidelines; study objectives; course content; procedures; resources for pupils and teachers; and the assessment.…

  11. Music to knowledge: A visual programming environment for the development and evaluation of music information retrieval techniques

    NASA Astrophysics Data System (ADS)

    Ehmann, Andreas F.; Downie, J. Stephen

    2005-09-01

    The objective of the International Music Information Retrieval Systems Evaluation Laboratory (IMIRSEL) project is the creation of a large, secure corpus of audio and symbolic music data accessible to the music information retrieval (MIR) community for the testing and evaluation of various MIR techniques. As part of the IMIRSEL project, a cross-platform JAVA based visual programming environment called Music to Knowledge (M2K) is being developed for a variety of music information retrieval related tasks. The primary objective of M2K is to supply the MIR community with a toolset that provides the ability to rapidly prototype algorithms, as well as foster the sharing of techniques within the MIR community through the use of a standardized set of tools. Due to the relatively large size of audio data and the computational costs associated with some digital signal processing and machine learning techniques, M2K is also designed to support distributed computing across computing clusters. In addition, facilities to allow the integration of non-JAVA based (e.g., C/C++, MATLAB, etc.) algorithms and programs are provided within M2K. [Work supported by the Andrew W. Mellon Foundation and NSF Grants No. IIS-0340597 and No. IIS-0327371.

  12. A Critical Ethnography of Democratic Music Listening

    ERIC Educational Resources Information Center

    Silverman, Marissa

    2013-01-01

    The purpose of this critical ethnography was to investigate how music educators can approach the development of students' music listening abilities democratically in order to deepen students' musical understandings and, by teaching through music, create pathways for student-teacher transactions that are inclusive, educative, ethical and…

  13. Phonological Memory, Attention Control, and Musical Ability: Effects of Individual Differences on Rater Judgments of Second Language Speech

    ERIC Educational Resources Information Center

    Isaacs, Talia; Trofimovich, Pavel

    2011-01-01

    This study examines how listener judgments of second language speech relate to individual differences in listeners' phonological memory, attention control, and musical ability. Sixty native English listeners (30 music majors, 30 nonmusic majors) rated 40 nonnative speech samples for accentedness, comprehensibility, and fluency. The listeners were…

  14. Effects of music therapy in the treatment of children with delayed speech development - results of a pilot study

    PubMed Central

    2010-01-01

    Background Language development is one of the most significant processes of early childhood development. Children with delayed speech development are more at risk of acquiring other cognitive, social-emotional, and school-related problems. Music therapy appears to facilitate speech development in children, even within a short period of time. The aim of this pilot study is to explore the effects of music therapy in children with delayed speech development. Methods A total of 18 children aged 3.5 to 6 years with delayed speech development took part in this observational study in which music therapy and no treatment were compared to demonstrate effectiveness. Individual music therapy was provided on an outpatient basis. An ABAB reversal design with alternations between music therapy and no treatment with an interval of approximately eight weeks between the blocks was chosen. Before and after each study period, a speech development test, a non-verbal intelligence test for children, and music therapy assessment scales were used to evaluate the speech development of the children. Results Compared to the baseline, we found a positive development in the study group after receiving music therapy. Both phonological capacity and the children's understanding of speech increased under treatment, as well as their cognitive structures, action patterns, and level of intelligence. Throughout the study period, developmental age converged with their biological age. Ratings according to the Nordoff-Robbins scales showed clinically significant changes in the children, namely in the areas of client-therapist relationship and communication. Conclusions This study suggests that music therapy may have a measurable effect on the speech development of children through the treatment's interactions with fundamental aspects of speech development, including the ability to form and maintain relationships and prosodic abilities. Thus, music therapy may provide a basic and supportive therapy for

  15. Effects of music therapy in the treatment of children with delayed speech development - results of a pilot study.

    PubMed

    Gross, Wibke; Linden, Ulrike; Ostermann, Thomas

    2010-07-21

    Language development is one of the most significant processes of early childhood development. Children with delayed speech development are more at risk of acquiring other cognitive, social-emotional, and school-related problems. Music therapy appears to facilitate speech development in children, even within a short period of time. The aim of this pilot study is to explore the effects of music therapy in children with delayed speech development. A total of 18 children aged 3.5 to 6 years with delayed speech development took part in this observational study in which music therapy and no treatment were compared to demonstrate effectiveness. Individual music therapy was provided on an outpatient basis. An ABAB reversal design with alternations between music therapy and no treatment with an interval of approximately eight weeks between the blocks was chosen. Before and after each study period, a speech development test, a non-verbal intelligence test for children, and music therapy assessment scales were used to evaluate the speech development of the children. Compared to the baseline, we found a positive development in the study group after receiving music therapy. Both phonological capacity and the children's understanding of speech increased under treatment, as well as their cognitive structures, action patterns, and level of intelligence. Throughout the study period, developmental age converged with their biological age. Ratings according to the Nordoff-Robbins scales showed clinically significant changes in the children, namely in the areas of client-therapist relationship and communication. This study suggests that music therapy may have a measurable effect on the speech development of children through the treatment's interactions with fundamental aspects of speech development, including the ability to form and maintain relationships and prosodic abilities. Thus, music therapy may provide a basic and supportive therapy for children with delayed speech development

  16. Relating improvisational music therapy with severely and multiply disabled children to communication development.

    PubMed

    Rainey Perry, Mary M

    2003-01-01

    The effect of different levels of preintentional and intentional communication development on musical interaction with children with severe and multiple disabilities has not been explored in the music therapy literature. Aside from stage of communication development, what are the particular influences of disability on musical interaction with children who have preintentional and early intentional communication? A qualitative research project explored these issues. Ten school-aged children with severe and multiple disabilities participated in the project. The most common medical diagnosis was cerebral palsy. Analysis of video recordings and other data confirmed that the children's level of communication development was reflected in individual music therapy. Specifically, children at different levels of communication development varied in their abilities to initiate, anticipate, and sustain participation in turn taking, and to maintain attention to and engagement in the interaction. Both turn taking and playing and singing together were found to be important forms of communication during music therapy. Communication problems related to disability included: difficulties in using objects as a focus of joint attention, difficulties in interpreting the interactive environment, being sufficiently motivated to communicate, severely limited means of interaction, attaining and maintaining an appropriate level of arousal, and lack of interest in interaction and the outside environment. Further study of how music therapy can be related to general issues in communication for individuals with severe and multiple disabilities is recommended.

  17. Music and You: Teacher Guide.

    ERIC Educational Resources Information Center

    Semanchik, Karen

    This teacher's guide presents a course for training hearing-impaired students to listen to, create, and perform music. It emphasizes development of individual skills and group participation, encouraging students to contribute a wide variety of auditory and musical abilities and experiences while developing auditory acuity and attention. A variety…

  18. The Development of Music Syntax: Some Observations of Music Babble in Young Children.

    ERIC Educational Resources Information Center

    Holahan, John M.

    Using the analogy of language syntax, this paper describes the development of music syntax in children ages 5 months to 5 years. It is suggested that music syntax enables the child to comprehend familiar and unfamiliar music and to reproduce familiar music and create novel music. Observations were made in a day care center and a nursery school of…

  19. Developing Musical Creativity: Student and Teacher Perceptions of a High School Music Technology Curriculum

    ERIC Educational Resources Information Center

    Nielsen, Lance D.

    2013-01-01

    Music technology classes designed to use the latest in music software to develop music compositional skills within high school students are becoming more prominent in K-12 education. The purpose of this case study was to describe the development of creativity in high school students through their participation in a music technology course at one…

  20. Writing System Modulates the Association between Sensitivity to Acoustic Cues in Music and Reading Ability: Evidence from Chinese-English Bilingual Children.

    PubMed

    Zhang, Juan; Meng, Yaxuan; Wu, Chenggang; Zhou, Danny Q

    2017-01-01

    Music and language share many attributes and a large body of evidence shows that sensitivity to acoustic cues in music is positively related to language development and even subsequent reading acquisition. However, such association was mainly found in alphabetic languages. What remains unclear is whether sensitivity to acoustic cues in music is associated with reading in Chinese, a morphosyllabic language. The present study aimed to answer this question by measuring music (i.e., musical metric perception and pitch discrimination), language (i.e., phonological awareness, lexical tone sensitivity), and reading abilities (i.e., word recognition) among 54 third-grade Chinese-English bilingual children. After controlling for age and non-verbal intelligence, we found that both musical metric perception and pitch discrimination accounted for unique variance of Chinese phonological awareness while pitch discrimination rather than musical metric perception predicted Chinese lexical tone sensitivity. More importantly, neither musical metric perception nor pitch discrimination was associated with Chinese reading. As for English, musical metric perception and pitch discrimination were correlated with both English phonological awareness and English reading. Furthermore, sensitivity to acoustic cues in music was associated with English reading through the mediation of English phonological awareness. The current findings indicate that the association between sensitivity to acoustic cues in music and reading may be modulated by writing systems. In Chinese, the mapping between orthography and phonology is not as transparent as in alphabetic languages such as English. Thus, this opaque mapping may alter the auditory perceptual sensitivity in music to Chinese reading.

  1. Writing System Modulates the Association between Sensitivity to Acoustic Cues in Music and Reading Ability: Evidence from Chinese–English Bilingual Children

    PubMed Central

    Zhang, Juan; Meng, Yaxuan; Wu, Chenggang; Zhou, Danny Q.

    2017-01-01

    Music and language share many attributes and a large body of evidence shows that sensitivity to acoustic cues in music is positively related to language development and even subsequent reading acquisition. However, such association was mainly found in alphabetic languages. What remains unclear is whether sensitivity to acoustic cues in music is associated with reading in Chinese, a morphosyllabic language. The present study aimed to answer this question by measuring music (i.e., musical metric perception and pitch discrimination), language (i.e., phonological awareness, lexical tone sensitivity), and reading abilities (i.e., word recognition) among 54 third-grade Chinese–English bilingual children. After controlling for age and non-verbal intelligence, we found that both musical metric perception and pitch discrimination accounted for unique variance of Chinese phonological awareness while pitch discrimination rather than musical metric perception predicted Chinese lexical tone sensitivity. More importantly, neither musical metric perception nor pitch discrimination was associated with Chinese reading. As for English, musical metric perception and pitch discrimination were correlated with both English phonological awareness and English reading. Furthermore, sensitivity to acoustic cues in music was associated with English reading through the mediation of English phonological awareness. The current findings indicate that the association between sensitivity to acoustic cues in music and reading may be modulated by writing systems. In Chinese, the mapping between orthography and phonology is not as transparent as in alphabetic languages such as English. Thus, this opaque mapping may alter the auditory perceptual sensitivity in music to Chinese reading. PMID:29170647

  2. Evaluating Musical Dis/abilities: Operationalizing the Capability Approach

    ERIC Educational Resources Information Center

    Watts, Michael; Ridley, Barbara

    2007-01-01

    We use this paper to suggest the use of Sen's capability approach in interpreting disability. The substantive focus is our evaluation of the Drake Music Project, which uses electronic and computer technologies to enable severely disabled people to explore, compose and perform music. We consider how the process of making music enables the musicians…

  3. Music practice is associated with development of working memory during childhood and adolescence.

    PubMed

    Bergman Nutley, Sissela; Darki, Fahimeh; Klingberg, Torkel

    2014-01-07

    Practicing a musical instrument is associated with cognitive benefits and structural brain changes in correlational and interventional trials; however, the effect of musical training on cognition during childhood is still unclear. In this longitudinal study of child development we analyzed the association between musical practice and performance on reasoning, processing speed and working memory (WM) during development. Subjects (n = 352) between the ages of 6 and 25 years participated in neuropsychological assessments and neuroimaging investigations (n = 64) on two or three occasions, 2 years apart. Mixed model regression showed that musical practice had an overall positive association with WM capacity (visuo-spatial WM, F = 4.59, p = 0.033, verbal WM, F = 9.69, p = 0.002), processing speed, (F = 4.91, p = 0.027) and reasoning (Raven's progressive matrices, F = 28.34, p < 0.001) across all three time points, after correcting for the effect of parental education and other after school activities. Music players also had larger gray matter volume in the temporo-occipital and insular cortex (p = 0.008), areas previously reported to be related to musical notation reading. The change in WM between the time points was proportional to the weekly hours spent on music practice for both WM tests (VSWM, β = 0.351, p = 0.003, verbal WM, β = 0.261, p = 0.006) but this was not significant for reasoning ability (β = 0.021, p = 0.090). These effects remained when controlling for parental education and other after school activities. In conclusion, these results indicate that music practice positively affects WM development and support the importance of practice for the development of WM during childhood and adolescence.

  4. Promoting "Minds-on" Chamber Music Rehearsals

    ERIC Educational Resources Information Center

    Berg, Margaret H.

    2008-01-01

    Chamber music provides myriad opportunities to develop students' ability to think like professional musicians while engaged in the authentic task of working closely with and learning from peers. However, the potential for musical growth inherent in chamber music participation is often unrealized due to either a lack of teacher guidance and support…

  5. Music Memory Following Short-term Practice and Its Relationship with the Sight-reading Abilities of Professional Pianists.

    PubMed

    Aiba, Eriko; Matsui, Toshie

    2016-01-01

    This study investigated the relationship between the ability to sight-read and the ability to memorize a score using a behavioral experiment. By measuring the amount of memorization following short-term practice, we examined whether better sight-readers not only estimate forthcoming notes but also memorize musical structures and phrases with more practice. Eleven pianists performed the music first by sight-reading. After a 20-minute practice, the participants were asked to perform from memory without any advance notice. The number of mistakes was used as an index of performance. There were no correlations in the numbers of mistakes between sight-reading and memory trial performance. Some pianists memorized almost the entire score, while others hardly remembered it despite demonstrating almost completely accurate performance just before memory trial performance. However, judging from the participants' responses to a questionnaire regarding their practice strategies, we found auditory memory was helpful for memorizing music following short-term practice.

  6. Music Memory Following Short-term Practice and Its Relationship with the Sight-reading Abilities of Professional Pianists

    PubMed Central

    Aiba, Eriko; Matsui, Toshie

    2016-01-01

    This study investigated the relationship between the ability to sight-read and the ability to memorize a score using a behavioral experiment. By measuring the amount of memorization following short-term practice, we examined whether better sight-readers not only estimate forthcoming notes but also memorize musical structures and phrases with more practice. Eleven pianists performed the music first by sight-reading. After a 20-minute practice, the participants were asked to perform from memory without any advance notice. The number of mistakes was used as an index of performance. There were no correlations in the numbers of mistakes between sight-reading and memory trial performance. Some pianists memorized almost the entire score, while others hardly remembered it despite demonstrating almost completely accurate performance just before memory trial performance. However, judging from the participants’ responses to a questionnaire regarding their practice strategies, we found auditory memory was helpful for memorizing music following short-term practice. PMID:27242576

  7. Music training and child development: a review of recent findings from a longitudinal study.

    PubMed

    Habibi, Assal; Damasio, Antonio; Ilari, Beatriz; Elliott Sachs, Matthew; Damasio, Hanna

    2018-03-06

    Evidence suggests that learning to play music enhances musical processing skills and benefits other cognitive abilities. Furthermore, studies of children and adults indicate that the brains of musicians and nonmusicians are different. It has not been determined, however, whether such differences result from pre-existing traits, musical training, or an interaction between the two. As part of an ongoing longitudinal study, we investigated the effects of music training on children's brain and cognitive development. The target group of children was compared with two groups of children, one involved in sports and another not enrolled in any systematic afterschool training. Two years after training, we observed that children in the music group had better performance than comparison groups in musically relevant auditory skills and showed related brain changes. For nonmusical skills, children with music training, compared with children without music or with sports training, showed stronger neural activation during a cognitive inhibition task in regions involved in response inhibition despite no differences in performance on behavioral measures of executive function. No such differences were found between music and sports groups. We conclude that music training induces brain and behavioral changes in children, and those changes are not attributable to pre-existing biological traits. © 2018 New York Academy of Sciences.

  8. Music training, cognition, and personality.

    PubMed

    Corrigall, Kathleen A; Schellenberg, E Glenn; Misura, Nicole M

    2013-01-01

    Although most studies that examined associations between music training and cognitive abilities had correlational designs, the prevailing bias is that music training causes improvements in cognition. It is also possible, however, that high-functioning children are more likely than other children to take music lessons, and that they also differ in personality. We asked whether individual differences in cognition and personality predict who takes music lessons and for how long. The participants were 118 adults (Study 1) and 167 10- to 12-year-old children (Study 2). We collected demographic information and measured cognitive ability and the Big Five personality dimensions. As in previous research, cognitive ability was associated with musical involvement even when demographic variables were controlled statistically. Novel findings indicated that personality was associated with musical involvement when demographics and cognitive ability were held constant, and that openness-to-experience was the personality dimension with the best predictive power. These findings reveal that: (1) individual differences influence who takes music lessons and for how long, (2) personality variables are at least as good as cognitive variables at predicting music training, and (3) future correlational studies of links between music training and non-musical ability should account for individual differences in personality.

  9. Pairing Linguistic and Music Intelligences

    ERIC Educational Resources Information Center

    DiEdwardo, MaryAnn Pasda

    2005-01-01

    This article describes how music in the language classroom setting can be a catalyst for developing reading, writing, and understanding skills. Studies suggest that pairing music and linguistic intelligences in the college classroom improves students' grades and abilities to compose theses statements for research papers in courses that emphasize…

  10. Exploring Democracy: Nordic Music Teachers' Approaches to the Development of Immigrant Students' Musical Agency

    ERIC Educational Resources Information Center

    Karlsen, Sidsel

    2014-01-01

    In this article, a multi-sited ethnographic study was taken as a point of departure for exploring how Nordic music teachers, who work in multicultural environments, understand the development of their students' musical agency. The study was based on theories developed within general sociology and the sociology of music, as well as in previous…

  11. Musical Experience and the Aging Auditory System: Implications for Cognitive Abilities and Hearing Speech in Noise

    PubMed Central

    Parbery-Clark, Alexandra; Strait, Dana L.; Anderson, Samira; Hittner, Emily; Kraus, Nina

    2011-01-01

    Much of our daily communication occurs in the presence of background noise, compromising our ability to hear. While understanding speech in noise is a challenge for everyone, it becomes increasingly difficult as we age. Although aging is generally accompanied by hearing loss, this perceptual decline cannot fully account for the difficulties experienced by older adults for hearing in noise. Decreased cognitive skills concurrent with reduced perceptual acuity are thought to contribute to the difficulty older adults experience understanding speech in noise. Given that musical experience positively impacts speech perception in noise in young adults (ages 18–30), we asked whether musical experience benefits an older cohort of musicians (ages 45–65), potentially offsetting the age-related decline in speech-in-noise perceptual abilities and associated cognitive function (i.e., working memory). Consistent with performance in young adults, older musicians demonstrated enhanced speech-in-noise perception relative to nonmusicians along with greater auditory, but not visual, working memory capacity. By demonstrating that speech-in-noise perception and related cognitive function are enhanced in older musicians, our results imply that musical training may reduce the impact of age-related auditory decline. PMID:21589653

  12. Musical experience and the aging auditory system: implications for cognitive abilities and hearing speech in noise.

    PubMed

    Parbery-Clark, Alexandra; Strait, Dana L; Anderson, Samira; Hittner, Emily; Kraus, Nina

    2011-05-11

    Much of our daily communication occurs in the presence of background noise, compromising our ability to hear. While understanding speech in noise is a challenge for everyone, it becomes increasingly difficult as we age. Although aging is generally accompanied by hearing loss, this perceptual decline cannot fully account for the difficulties experienced by older adults for hearing in noise. Decreased cognitive skills concurrent with reduced perceptual acuity are thought to contribute to the difficulty older adults experience understanding speech in noise. Given that musical experience positively impacts speech perception in noise in young adults (ages 18-30), we asked whether musical experience benefits an older cohort of musicians (ages 45-65), potentially offsetting the age-related decline in speech-in-noise perceptual abilities and associated cognitive function (i.e., working memory). Consistent with performance in young adults, older musicians demonstrated enhanced speech-in-noise perception relative to nonmusicians along with greater auditory, but not visual, working memory capacity. By demonstrating that speech-in-noise perception and related cognitive function are enhanced in older musicians, our results imply that musical training may reduce the impact of age-related auditory decline.

  13. Exploring the Musical Interests and Abilities of Blind and Partially Sighted Children and Young People with Retinopathy of Prematurity

    ERIC Educational Resources Information Center

    Matawa, Christina

    2009-01-01

    This study explores the musical interests and talents of children and young people who are blind or partially sighted as a result of retinopathy of prematurity (RoP). The results from questionnaires completed by 37 parents were analysed using methods drawn from Ockelford et al.'s (2006) study of the musical interests and abilities of children with…

  14. Influence of musical expertise and musical training on pitch processing in music and language.

    PubMed

    Besson, Mireille; Schön, Daniele; Moreno, Sylvain; Santos, Andréia; Magne, Cyrille

    2007-01-01

    We review a series of experiments aimed at studying pitch processing in music and speech. These studies were conducted with musician and non musician adults and children. We found that musical expertise improved pitch processing not only in music but also in speech. Demonstrating transfer of training between music and language has interesting applications for second language learning. We also addressed the issue of whether the positive effects of musical expertise are linked with specific predispositions for music or with extensive musical practice. Results of longitudinal studies argue for the later. Finally, we also examined pitch processing in dyslexic children and found that they had difficulties discriminating strong pitch changes that are easily discriminate by normal readers. These results argue for a strong link between basic auditory perception abilities and reading abilities. We used conjointly the behavioral method (Reaction Times and error rates) and the electrophysiological method (recording of the changes in brain electrical activity time-locked to stimulus presentation, Event-Related brain Potentials or ERPs). A set of common processes may be responsible for pitch processing in music and in speech and these processes are shaped by musical practice. These data add evidence in favor of brain plasticity and open interesting perspectives for the remediation of dyslexia using musical training.

  15. Understanding and Developing Black Popular Music Collections.

    ERIC Educational Resources Information Center

    Murray, James Briggs

    1983-01-01

    Enumerates types of black popular music (work songs, spirituals, gospel music, blues, race records, rock and roll, soul, funk, disco, Caribbean, and African) and discusses collection development (current, retrospective, monographs, periodicals, sheet music, motion picture film, photographs, oral history), cataloging, and preservation. A 229-item…

  16. Soaking in the Music

    ERIC Educational Resources Information Center

    Lenhoff, Howard M.

    2009-01-01

    Scientists admit that they do not understand yet how infants acquire their abilities and love of music. What they do know, however, is that much of the brain development in the first six years of a child's life is devoted to the learning and retaining of music and language. It appears that children have an open window, which allows them to…

  17. Music Techniques in Therapy, Counseling, and Special Education, Third Edition

    ERIC Educational Resources Information Center

    Standley, Jayne M.; Jones, Jennifer

    2007-01-01

    "Music Techniques in Therapy, Counseling, and Special Education" is the culmination of the first author's research in the skill development of prospective music therapists and music educators during graduate and undergraduate preparation. Standley studied the abilities and progress of students across multiple clinical music therapy and music…

  18. Content and user-based music visual analysis

    NASA Astrophysics Data System (ADS)

    Guo, Xiaochun; Tang, Lei

    2015-12-01

    In recent years, people's ability to collect music got enhanced greatly. Many people who prefer listening music offline even stored thousands of music on their local storage or portable device. However, their ability to deal with music information has not been improved accordingly, which results in two problems. One is how to find out the favourite songs from large music dataset and satisfy different individuals. The other one is how to compose a play list quickly. To solve these problems, the authors proposed a content and user-based music visual analysis approach. We first developed a new recommendation algorithm based on the content of music and user's behaviour, which satisfy individual's preference. Then, we make use of visualization and interaction tools to illustrate the relationship between songs and help people compose a suitable play list. At the end of this paper, a survey is mentioned to show that our system is available and effective.

  19. (dis)Ability and Music Education: Paralympian Patrick Anderson and the Experience of Disability in Music

    ERIC Educational Resources Information Center

    Bell, Adam Patrick

    2017-01-01

    What does it mean to experience disability in music? Based on interviews with Patrick Anderson--arguably the greatest wheelchair basketball player of all time--this article presents insights into the complexities of the experience of disability in sports and music. Contrasted with music education's tendency to adhere to a medicalized model of…

  20. An Interactive Software Program to Develop Pianists' Sight-Reading Ability

    ERIC Educational Resources Information Center

    Tsangari, Victoria

    2010-01-01

    Musical sight-reading, or sight-playing, is defined as "the ability to play music from a printed score or part for the first time without benefit of practice." While this is the most strict definition of the term, also known as "prima vista" (at first sight), some use the term "sight-reading" even if some rehearsal…

  1. Music genetics research: Association with musicality of a polymorphism in the AVPR1A gene.

    PubMed

    Mariath, Luiza Monteavaro; Silva, Alexandre Mauat da; Kowalski, Thayne Woycinck; Gattino, Gustavo Schulz; Araujo, Gustavo Andrade de; Figueiredo, Felipe Grahl; Tagliani-Ribeiro, Alice; Roman, Tatiana; Vianna, Fernanda Sales Luiz; Schuler-Faccini, Lavínia; Schuch, Jaqueline Bohrer

    2017-01-01

    Musicality is defined as a natural tendency, sensibility, knowledge, or talent to create, perceive, and play music. Musical abilities involve a great range of social and cognitive behaviors, which are influenced by both environmental and genetic factors. Although a number of studies have yielded insights into music genetics research, genes and biological pathways related to these traits are not fully understood. Our hypothesis in the current study is that genes associated with different behaviors could also influence the musical phenotype. Our aim was to investigate whether polymorphisms in six genes (AVPR1A, SLC6A4, ITGB3, COMT, DRD2 and DRD4) related to social and cognitive traits are associated with musicality in a sample of children. Musicality was assessed through an individualized music therapy assessment profile (IMTAP) which has been validated in Brazil to measure musical ability. We show here that the RS1 microsatellite of the AVPR1A gene is nominally associated with musicality, corroborating previous results linking AVPR1A with musical activity. This study is one of the first to investigate musicality in a comprehensive way, and it contributes to better understand the genetic basis underlying musical ability.

  2. Music genetics research: Association with musicality of a polymorphism in the AVPR1A gene

    PubMed Central

    Mariath, Luiza Monteavaro; da Silva, Alexandre Mauat; Kowalski, Thayne Woycinck; Gattino, Gustavo Schulz; de Araujo, Gustavo Andrade; Figueiredo, Felipe Grahl; Tagliani-Ribeiro, Alice; Roman, Tatiana; Vianna, Fernanda Sales Luiz; Schuler-Faccini, Lavínia; Schuch, Jaqueline Bohrer

    2017-01-01

    Abstract Musicality is defined as a natural tendency, sensibility, knowledge, or talent to create, perceive, and play music. Musical abilities involve a great range of social and cognitive behaviors, which are influenced by both environmental and genetic factors. Although a number of studies have yielded insights into music genetics research, genes and biological pathways related to these traits are not fully understood. Our hypothesis in the current study is that genes associated with different behaviors could also influence the musical phenotype. Our aim was to investigate whether polymorphisms in six genes (AVPR1A, SLC6A4, ITGB3, COMT, DRD2 and DRD4) related to social and cognitive traits are associated with musicality in a sample of children. Musicality was assessed through an individualized music therapy assessment profile (IMTAP) which has been validated in Brazil to measure musical ability. We show here that the RS1 microsatellite of the AVPR1A gene is nominally associated with musicality, corroborating previous results linking AVPR1A with musical activity. This study is one of the first to investigate musicality in a comprehensive way, and it contributes to better understand the genetic basis underlying musical ability. PMID:28534928

  3. Sensitive periods in human development: evidence from musical training.

    PubMed

    Penhune, Virginia B

    2011-10-01

    One of the primary goals of cognitive neuroscience is to understand the interaction between genes, development and specific experience. A particularly fascinating example of this interaction is a sensitive period - a time during development when experience has a differential effect on behavior and the brain. Behavioral and brain imaging studies in musicians have provided suggestive evidence for a possible sensitive period for musical training; showing that musicians who began training early show better task performance and greater changes in auditory and motor regions of the brain. However, these studies have not controlled for likely differences between early- (ET) and late-trained (LT) musicians in the number of years of musical experience. This review presents behavioral work from our laboratory comparing the performance of ET (before age seven) and LT musicians who were matched for years of experience on the ability to tap in synchrony with auditory and visual rhythms. The results demonstrate the existence of a possible sensitive period for musical training that has its greatest impact on measures of sensorimotor integration. Work on motor learning in children and how this might relate to the observed sensitive period effect is also reviewed. These studies are described in the context of what is currently known about sensitive periods in animals and humans; drawing on evidence from anatomy and physiology, studies of deafness, as well as structural and functional neuroimaging studies in trained musicians. The possible mechanisms underlying sensitive periods for musical training are discussed based on current theories describing the influence of both low-level features of sensory experience and higher-level cognitive processing. Copyright © 2011 Elsevier Srl. All rights reserved.

  4. Achievement Identification and Evaluation of Musically Gifted Children in Lower Music School

    ERIC Educational Resources Information Center

    Arsic, Anica

    2016-01-01

    Music schools are specific educational institutions which teach children to understand musical language, the rules of musical writing and how to play an instrument. It is assumed that children who enroll in music school have a certain level of "musicality," i.e. possess musical ability. Starting from this premise, in this paper we wanted…

  5. Music training for the development of auditory skills.

    PubMed

    Kraus, Nina; Chandrasekaran, Bharath

    2010-08-01

    The effects of music training in relation to brain plasticity have caused excitement, evident from the popularity of books on this topic among scientists and the general public. Neuroscience research has shown that music training leads to changes throughout the auditory system that prime musicians for listening challenges beyond music processing. This effect of music training suggests that, akin to physical exercise and its impact on body fitness, music is a resource that tones the brain for auditory fitness. Therefore, the role of music in shaping individual development deserves consideration.

  6. Connecting through Music: The Contribution of a Music Programme to Fostering Positive Youth Development

    ERIC Educational Resources Information Center

    Barrett, Margaret S.; Bond, Nigel

    2015-01-01

    This article reports an investigation of the musical and extra-musical outcomes of participation in a music programme for students in four socio-economically disadvantaged school settings. Drawing on the theory of Positive Youth Development, which provides a focus on the positive assets young people bring to their engagement rather than perceived…

  7. Development and validation of a Chinese music quality rating test.

    PubMed

    Cai, Yuexin; Zhao, Fei; Zheng, Yiqing

    2013-09-01

    The present study aims to develop and validate a Chinese music quality rating test (MQRT). In Experiment 1, 22 music pieces were initially selected and paired as a 'familiar music piece' and 'unfamiliar music piece' based on familiarities amongst the general public in the categories of classical music (6), Chinese folk music (8), and pop music (8). Following the selection criteria, one pair of music pieces from each music category was selected and used for the MQRT in Experiment 2. In Experiment 2, the MQRT was validated using these music pieces in the categories 'Pleasantness', 'Naturalness', 'Fullness', 'Roughness', and 'Sharpness'. Seventy-two adult participants and 30 normal-hearing listeners were recruited in Experiments 1 and 2, respectively. Significant differences between the familiar and unfamiliar music pieces were found in respect of pleasantness rating for folk and pop music pieces as well as in sharpness rating for pop music pieces. The comparison of music category effect on MQRT found significant differences in pleasantness, fullness, and sharpness ratings. The Chinese MQRT developed in the present study is an effective tool for assessing music quality.

  8. The relationship between musical skills, music training, and intonation analysis skills.

    PubMed

    Dankovicová, Jana; House, Jill; Crooks, Anna; Jones, Katie

    2007-01-01

    Few attempts have been made to look systematically at the relationship between musical and intonation analysis skills, a relationship that has been to date suggested only by informal observations. Following Mackenzie Beck (2003), who showed that musical ability was a useful predictor of general phonetic skills, we report on two studies investigating the relationship between musical skills, musical training, and intonation analysis skills in English. The specially designed music tasks targeted pitch direction judgments and tonal memory. The intonation tasks involved locating the nucleus, identifying the nuclear tone in stimuli of different length and complexity, and same/different contour judgments. The subjects were university students with basic training in intonation analysis. Both studies revealed an overall significant relationship between musical training and intonation task scores, and between the music test scores and intonation test scores. A more detailed analysis, focusing on the relationship between the individual music and intonation tests, yielded a more complicated picture. The results are discussed with respect to differences and similarities between music and intonation, and with respect to form and function of intonation. Implications of musical training on development of intonation analysis skills are considered. We argue that it would be beneficial to investigate the differences between musically trained and untrained subjects in their analysis of both musical stimuli and intonational form from a cognitive point of view.

  9. Music and the Brain in Childhood Development. Review of Research.

    ERIC Educational Resources Information Center

    Strickland, Susan J.

    2002-01-01

    Reviews literature on effects of music on the brain in childhood development. Areas include: (1) early synaptic growth; (2) nature versus nurture; (3) background music; (4) musical practice; (5) music learning and cognitive skills; (6) transfer of music learning; (7) musical instrument practice; (8) children and music; and (9) transfer effects.…

  10. Development of the adaptive music perception test.

    PubMed

    Kirchberger, Martin J; Russo, Frank A

    2015-01-01

    Despite vast amounts of research examining the influence of hearing loss on speech perception, comparatively little is known about its influence on music perception. No standardized test exists to quantify music perception of hearing-impaired (HI) persons in a clinically practical manner. This study presents the Adaptive Music Perception (AMP) test as a tool to assess important aspects of music perception with hearing loss. A computer-driven test was developed to determine the discrimination thresholds of 10 low-level physical dimensions (e.g., duration, level) in the context of perceptual judgments about musical dimensions: meter, harmony, melody, and timbre. In the meter test, the listener is asked to judge whether a tone sequence is duple or triple in meter. The harmony test requires that the listener make judgments about the stability of the chord sequences. In the melody test, the listener must judge whether a comparison melody is the same as a standard melody when presented in transposition and in the context of a chordal accompaniment that serves as a mask. The timbre test requires that the listener determines which of two comparison tones is different in timbre from a standard tone (ABX design). Twenty-one HI participants and 19 normal-hearing (NH) participants were recruited to carry out the music tests. Participants were tested twice on separate occasions to evaluate test-retest reliability. The HI group had significantly higher discrimination thresholds than the NH group in 7 of the 10 low-level physical dimensions: frequency discrimination in the meter test, dissonance and intonation perception in the harmony test, melody-to-chord ratio for both melody types in the melody test, and the perception of brightness and spectral irregularity in the timbre test. Small but significant improvement between test and retest was observed in three dimensions: frequency discrimination (meter test), dissonance (harmony test), and attack length (timbre test). All other

  11. Music and Cognitive Development: From Notes to Neural Networks

    ERIC Educational Resources Information Center

    Shore, Rebecca Ann

    2010-01-01

    This article investigates research on early childhood development and on both listening to music and participation in music activities by young children. Research is reviewed that explores possible relationships between various music-related experiences and cognitive development, from the "Mozart Effect" studies to participation in piano lessons…

  12. Developing Employability in Higher Education Music

    ERIC Educational Resources Information Center

    Bennett, Dawn

    2016-01-01

    The development of employability in higher music education concerns students, musicians, educators, administrators and funding bodies, and yet employability is both impossible to measure and poorly defined. This paper sets the context for a set of short papers that explore employability from the perspective of music. Because many of the issues…

  13. Developing Musical Creativity through Reflective and Collaborative Practices

    ERIC Educational Resources Information Center

    Gruenhagen, Lisa M.

    2017-01-01

    This article focuses on developing musical creativity through reflective and collaborative practices in elementary music. Studies on reflective practices reveal that students of any age are able to reflect knowingly. Researchers who have examined thinking, creativity, and musical understanding have discussed the importance of teaching practices…

  14. Learning to Read Music Fluently

    ERIC Educational Resources Information Center

    Stauffer, Donald W.

    2005-01-01

    The ability to read music accurately at sight is an extremely important, if not indispensable, qualification of both professional and amateur musicians. Sight-reading can be defined as the ability to translate musical symbols and terms into a musical performance using strict time limits. The musician must quickly perceive symbols ahead while…

  15. Music: A Guide to Curriculum Development in the Arts.

    ERIC Educational Resources Information Center

    Iowa State Dept. of Public Instruction, Des Moines.

    This guide was developed as a model for local music education programs. Following the preface, a unit titled, "Rationale/Philosophy/Goals," contains the philosophy and goals of music education and preferred student attitudes toward music. Goals and objectives for a multicultural, nonsexist approach to music education, and recommendations…

  16. The Effect of Performing Ensemble Participation on the Ability to Perform and Perceive Expression in Music

    ERIC Educational Resources Information Center

    Kinney, Daryl W.

    2004-01-01

    This study compared collegiate subjects who had participated in high school performing ensembles (participants) with subjects who had not (non-participants) on their ability to perform expressively and to perceive expression in music. In Phase I, subjects (N = 56) were asked to perform three song selections, expressively and unexpressively, using…

  17. Capturing Student Progress via Portfolios in the Music Classroom

    ERIC Educational Resources Information Center

    Mills, Melissa M.

    2009-01-01

    A common desire among music educators is to help students develop the ability to reflect on and evaluate their own music making. To achieve this goal, music educators often provide their students with a variety of instructional activities, such as watching their ensemble's latest concert performance and writing a critical review of it, allowing…

  18. Subcortical processing of speech regularities underlies reading and music aptitude in children.

    PubMed

    Strait, Dana L; Hornickel, Jane; Kraus, Nina

    2011-10-17

    Neural sensitivity to acoustic regularities supports fundamental human behaviors such as hearing in noise and reading. Although the failure to encode acoustic regularities in ongoing speech has been associated with language and literacy deficits, how auditory expertise, such as the expertise that is associated with musical skill, relates to the brainstem processing of speech regularities is unknown. An association between musical skill and neural sensitivity to acoustic regularities would not be surprising given the importance of repetition and regularity in music. Here, we aimed to define relationships between the subcortical processing of speech regularities, music aptitude, and reading abilities in children with and without reading impairment. We hypothesized that, in combination with auditory cognitive abilities, neural sensitivity to regularities in ongoing speech provides a common biological mechanism underlying the development of music and reading abilities. We assessed auditory working memory and attention, music aptitude, reading ability, and neural sensitivity to acoustic regularities in 42 school-aged children with a wide range of reading ability. Neural sensitivity to acoustic regularities was assessed by recording brainstem responses to the same speech sound presented in predictable and variable speech streams. Through correlation analyses and structural equation modeling, we reveal that music aptitude and literacy both relate to the extent of subcortical adaptation to regularities in ongoing speech as well as with auditory working memory and attention. Relationships between music and speech processing are specifically driven by performance on a musical rhythm task, underscoring the importance of rhythmic regularity for both language and music. These data indicate common brain mechanisms underlying reading and music abilities that relate to how the nervous system responds to regularities in auditory input. Definition of common biological underpinnings

  19. Subcortical processing of speech regularities underlies reading and music aptitude in children

    PubMed Central

    2011-01-01

    Background Neural sensitivity to acoustic regularities supports fundamental human behaviors such as hearing in noise and reading. Although the failure to encode acoustic regularities in ongoing speech has been associated with language and literacy deficits, how auditory expertise, such as the expertise that is associated with musical skill, relates to the brainstem processing of speech regularities is unknown. An association between musical skill and neural sensitivity to acoustic regularities would not be surprising given the importance of repetition and regularity in music. Here, we aimed to define relationships between the subcortical processing of speech regularities, music aptitude, and reading abilities in children with and without reading impairment. We hypothesized that, in combination with auditory cognitive abilities, neural sensitivity to regularities in ongoing speech provides a common biological mechanism underlying the development of music and reading abilities. Methods We assessed auditory working memory and attention, music aptitude, reading ability, and neural sensitivity to acoustic regularities in 42 school-aged children with a wide range of reading ability. Neural sensitivity to acoustic regularities was assessed by recording brainstem responses to the same speech sound presented in predictable and variable speech streams. Results Through correlation analyses and structural equation modeling, we reveal that music aptitude and literacy both relate to the extent of subcortical adaptation to regularities in ongoing speech as well as with auditory working memory and attention. Relationships between music and speech processing are specifically driven by performance on a musical rhythm task, underscoring the importance of rhythmic regularity for both language and music. Conclusions These data indicate common brain mechanisms underlying reading and music abilities that relate to how the nervous system responds to regularities in auditory input

  20. Explaining the association between music training and reading in adults.

    PubMed

    Swaminathan, Swathi; Schellenberg, E Glenn; Venkatesan, Kirthika

    2018-06-01

    We sought to clarify whether the positive association between music lessons and reading ability is explained better by shared resources for processing pitch and temporal information, or by general cognitive abilities. Participants were native and nonnative speakers of English with varying levels of music training. We measured reading ability (comprehension and speed), music-perception skills (melody and rhythm), general cognitive ability (nonverbal intelligence, short-term memory, and working memory), and socioeconomic status (SES; family income, parents' education). Reading ability was associated positively with music training, English as a native language, and general cognitive ability. The association between reading and music training was significant after SES, native language, and music-perception skills were controlled. After general cognitive abilities were held constant, however, there was no longer an association between reading and music training. These findings suggest that the association between reading ability and music training is a consequence of general cognitive abilities. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  1. An Emerging Theoretical Model of Music Therapy Student Development.

    PubMed

    Dvorak, Abbey L; Hernandez-Ruiz, Eugenia; Jang, Sekyung; Kim, Borin; Joseph, Megan; Wells, Kori E

    2017-07-01

    Music therapy students negotiate a complex relationship with music and its use in clinical work throughout their education and training. This distinct, pervasive, and evolving relationship suggests a developmental process unique to music therapy. The purpose of this grounded theory study was to create a theoretical model of music therapy students' developmental process, beginning with a study within one large Midwestern university. Participants (N = 15) were music therapy students who completed one 60-minute intensive interview, followed by a 20-minute member check meeting. Recorded interviews were transcribed, analyzed, and coded using open and axial coding. The theoretical model that emerged was a six-step sequential developmental progression that included the following themes: (a) Personal Connection, (b) Turning Point, (c) Adjusting Relationship with Music, (d) Growth and Development, (e) Evolution, and (f) Empowerment. The first three steps are linear; development continues in a cyclical process among the last three steps. As the cycle continues, music therapy students continue to grow and develop their skills, leading to increased empowerment, and more specifically, increased self-efficacy and competence. Further exploration of the model is needed to inform educators' and other key stakeholders' understanding of student needs and concerns as they progress through music therapy degree programs. © the American Music Therapy Association 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

  2. Technology, Sound and Popular Music.

    ERIC Educational Resources Information Center

    Jones, Steve

    The ability to record sound is power over sound. Musicians, producers, recording engineers, and the popular music audience often refer to the sound of a recording as something distinct from the music it contains. Popular music is primarily mediated via electronics, via sound, and not by means of written notes. The ability to preserve or modify…

  3. Music Interventions and Child Development: A Critical Review and Further Directions

    PubMed Central

    Dumont, Elisabeth; Syurina, Elena V.; Feron, Frans J. M.; van Hooren, Susan

    2017-01-01

    Research on the impact of music interventions has indicated positive effects on a variety of skills. These findings suggest musical interventions may have further potential to support educational processes and development of children. This paper reviews the latest evidence on the effect of musical interventions on the development of primary school-aged children. Four electronic databases were searched from January 2010 through June 2016 using music, music instruction, music education, music lesson, music training, development, child, student, and pupil as key words for the search. Two reviewers independently evaluated the studies to determine whether they met the stated inclusion criteria. Studies were compared on study setup, methodological quality, intervention components, outcome variables, and efficacy. A review of these selected studies (n = 46) suggestive beneficial effects of music intervention on development of children, although clear conclusions cannot be drawn. Possible influencing factors that might contribute to the outcome of intervention are reviewed and recommendations for further research are made. PMID:29033877

  4. Rhythm Masters: Developing a Master Program in Popular Music and Folk Music in Provincial Areas in Finland

    ERIC Educational Resources Information Center

    Vakeva, Lauri; Kurkela, Vesa

    2012-01-01

    This paper reports a project organized by Sibelius-Academy Department of Folk Music and Tampere University, Department of Music Anthropology in 2008-2010. The goal of the project was to develop and implement a master program for "rytmimusiikki" (lit. "rhythm music" in Seinajoki, Finland--a musically active provincial area…

  5. "Pedagogical Creativity" as a Framework for Music Teacher Education

    ERIC Educational Resources Information Center

    Abramo, Joseph Michael; Reynolds, Amy

    2015-01-01

    Creativity research has a long history in music education, including the development of theories and strategies to foster the music creativity of students of all ages and levels. Underexplored is how teacher education programs can cultivate pre- and in-service teachers' abilities to develop their educational creativity when designing curricula and…

  6. Music Education as a Panacea for National Development

    ERIC Educational Resources Information Center

    Ogunrinade, D. O. A

    2015-01-01

    This paper appraises music as an essential part of Nigerian culture and its implication for national development. It discussed music as important aspect of culture and the rationale for the inclusion of the subject in Nigerian schools at all levels of education. It also explicates music education available in the community as well. The music…

  7. Listeners' Identification of Musical Expression through Figurative Language and Musical Terminology

    ERIC Educational Resources Information Center

    Sheldon, Deborah A.

    2004-01-01

    This study focused on listeners' (N = 66 undergraduate and graduate music education majors) ability to identify nuances of musical expression using figurative language and specific music terminology. Data reviewed for accuracy in classifying general expressive categories showed that listeners were successful at identifying broad intended realms of…

  8. Measuring Supportive Music and Imagery Interventions: The Development of the Music Therapy Self-Rating Scale.

    PubMed

    Meadows, Anthony; Burns, Debra S; Perkins, Susan M

    2015-01-01

    Previous research has demonstrated modest benefits from music-based interventions, specifically music and imagery interventions, during cancer care. However, little attention has been paid to measuring the benefits of music-based interventions using measurement instruments specifically designed to account for the multidimensional nature of music-imagery experiences. The purpose of this study was to describe the development of, and psychometrically evaluate, the Music Therapy Self-Rating Scale (MTSRS) as a measure for cancer patients engaged in supportive music and imagery interventions. An exploratory factor analysis using baseline data from 76 patients who consented to participate in a music-based intervention study during chemotherapy. Factor analysis of 14 items revealed four domains: Awareness of Body, Emotionally Focused, Personal Resources, and Treatment Specific. Internal reliability was excellent (Cronbach alphas ranging from 0.75 to 0.88) and construct and divergent-discriminant validity supported. The MTSRS is a psychometrically sound, brief instrument that captures essential elements of patient experience during music and imagery interventions. © the American Music Therapy Association 2015. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  9. The Sources of Self-Efficacy: Educational Research and Implications for Music

    ERIC Educational Resources Information Center

    Hendricks, Karin S.

    2016-01-01

    Music teachers can empower students with control over their own music ability development by helping them foster positive self-efficacy beliefs. This article reviews general education and music research concerning Bandura's theoretical four sources of self-efficacy (enactive mastery experience, vicarious experience, verbal/social persuasion, and…

  10. The musicality of non-musicians: an index for assessing musical sophistication in the general population.

    PubMed

    Müllensiefen, Daniel; Gingras, Bruno; Musil, Jason; Stewart, Lauren

    2014-01-01

    Musical skills and expertise vary greatly in Western societies. Individuals can differ in their repertoire of musical behaviours as well as in the level of skill they display for any single musical behaviour. The types of musical behaviours we refer to here are broad, ranging from performance on an instrument and listening expertise, to the ability to employ music in functional settings or to communicate about music. In this paper, we first describe the concept of 'musical sophistication' which can be used to describe the multi-faceted nature of musical expertise. Next, we develop a novel measurement instrument, the Goldsmiths Musical Sophistication Index (Gold-MSI) to assess self-reported musical skills and behaviours on multiple dimensions in the general population using a large Internet sample (n = 147,636). Thirdly, we report results from several lab studies, demonstrating that the Gold-MSI possesses good psychometric properties, and that self-reported musical sophistication is associated with performance on two listening tasks. Finally, we identify occupation, occupational status, age, gender, and wealth as the main socio-demographic factors associated with musical sophistication. Results are discussed in terms of theoretical accounts of implicit and statistical music learning and with regard to social conditions of sophisticated musical engagement.

  11. The Musicality of Non-Musicians: An Index for Assessing Musical Sophistication in the General Population

    PubMed Central

    Müllensiefen, Daniel; Gingras, Bruno; Musil, Jason; Stewart, Lauren

    2014-01-01

    Musical skills and expertise vary greatly in Western societies. Individuals can differ in their repertoire of musical behaviours as well as in the level of skill they display for any single musical behaviour. The types of musical behaviours we refer to here are broad, ranging from performance on an instrument and listening expertise, to the ability to employ music in functional settings or to communicate about music. In this paper, we first describe the concept of ‘musical sophistication’ which can be used to describe the multi-faceted nature of musical expertise. Next, we develop a novel measurement instrument, the Goldsmiths Musical Sophistication Index (Gold-MSI) to assess self-reported musical skills and behaviours on multiple dimensions in the general population using a large Internet sample (n = 147,636). Thirdly, we report results from several lab studies, demonstrating that the Gold-MSI possesses good psychometric properties, and that self-reported musical sophistication is associated with performance on two listening tasks. Finally, we identify occupation, occupational status, age, gender, and wealth as the main socio-demographic factors associated with musical sophistication. Results are discussed in terms of theoretical accounts of implicit and statistical music learning and with regard to social conditions of sophisticated musical engagement. PMID:24586929

  12. A longitudinal study on children's music training experience and academic development.

    PubMed

    Yang, Hua; Ma, Weiyi; Gong, Diankun; Hu, Jiehui; Yao, Dezhong

    2014-07-28

    This study examined the relation between long-term music training and child development based on 250 Chinese elementary school students' academic development of first language (L1), second language (L2), and mathematics. We found that musician children outperformed non-musician children only on musical achievement and second language development. Additionally, although music training appeared to be correlated with children's final academic development of L1, L2, and mathematics, it did not independently contribute to the development of L1 or mathematical skills. Our findings suggest caution in interpreting the positive findings on the non-musical cognitive benefits of music learning.

  13. Puede afectar la instruccion en musica el desarrollo cognitivo de los ninos? ERIC Digest. (Can Music Instruction Affect Children's Cognitive Development? ERIC Digest).

    ERIC Educational Resources Information Center

    Rauscher, Frances H.

    Several studies have examined the effects of music instruction on children's abilities in other disciplines. Other studies have explored the effects of listening to music on adults' spatial abilities. Noting that these two sets of findings have been confused, leading to claims that listening to music can improve children's academic abilities, this…

  14. A Longitudinal Study on Children's Music Training Experience and Academic Development

    PubMed Central

    Yang, Hua; Ma, Weiyi; Gong, Diankun; Hu, Jiehui; Yao, Dezhong

    2014-01-01

    This study examined the relation between long-term music training and child development based on 250 Chinese elementary school students' academic development of first language (L1), second language (L2), and mathematics. We found that musician children outperformed non-musician children only on musical achievement and second language development. Additionally, although music training appeared to be correlated with children's final academic development of L1, L2, and mathematics, it did not independently contribute to the development of L1 or mathematical skills. Our findings suggest caution in interpreting the positive findings on the non-musical cognitive benefits of music learning. PMID:25068398

  15. Music-evoked emotions in schizophrenia.

    PubMed

    Abe, Daijyu; Arai, Makoto; Itokawa, Masanari

    2017-07-01

    Previous studies have reported that people with schizophrenia have impaired musical abilities. Here we developed a simple music-based assay to assess patient's ability to associate a minor chord with sadness. We further characterize correlations between impaired musical responses and psychiatric symptoms. We exposed participants sequentially to two sets of sound stimuli, first a C-major progression and chord, and second a C-minor progression and chord. Participants were asked which stimulus they associated with sadness, the first set, the second set, or neither. The severity of psychiatric symptoms was assessed using the Positive and Negative Syndrome Scale (PANSS). Study participants were 29 patients diagnosed with schizophrenia and 29 healthy volunteers matched in age, gender and musical background. 37.9% (95% confidence interval [CI]:19.1-56.7) of patients with schizophrenia associated the minor chord set as sad, compared with 97.9% (95%CI: 89.5-103.6) of controls. Four patients were diagnosed with treatment-resistant schizophrenia, and all four failed to associate the minor chord with sadness. Patients who did not recognize minor chords as sad had significantly higher scores on all PANSS subscales. A simple test allows music-evoked emotions to be assessed in schizophrenia patient, and may show potential relationships between music-evoked emotions and psychiatric symptoms. Copyright © 2016. Published by Elsevier B.V.

  16. Can very early music interventions promote at-risk infants' development?

    PubMed

    Virtala, Paula; Partanen, Eino

    2018-04-30

    Music and musical activities are often a natural part of parenting. As accumulating evidence shows, music can promote auditory and language development in infancy and early childhood. It may even help to support auditory and language skills in infants whose development is compromised by heritable conditions, like the reading deficit dyslexia, or by environmental factors, such as premature birth. For example, infants born to dyslexic parents can have atypical brain responses to speech sounds and subsequent challenges in language development. Children born very preterm, in turn, have an increased likelihood of sensory, cognitive, and motor deficits. To ameliorate these deficits, we have developed early interventions focusing on music. Preliminary results of our ongoing longitudinal studies suggest that music making and parental singing promote infants' early language development and auditory neural processing. Together with previous findings in the field, the present studies highlight the role of active, social music making in supporting auditory and language development in at-risk children and infants. Once completed, the studies will illuminate both risk and protective factors in development and offer a comprehensive model of understanding the promises of music activities in promoting positive developmental outcomes during the first years of life. © 2018 The Authors. Annals of the New York Academy of Sciences published by Wiley Periodicals Inc. on behalf of The New York Academy of Sciences.

  17. Impacts of Music on Sectional View Drawing Ability for Engineering Technology Students as Measured through Technical Drawings

    ERIC Educational Resources Information Center

    Katsioloudis, Petros; Jones, Mildred; Jovanovic, Vukica

    2016-01-01

    Results from a number of studies indicate that the use of different types of music can influence cognition and behavior; however, research provides inconsistent results. Considering this, a quasi-experimental study was conducted to identify the existence of statistically significant effects on sectional view drawing ability due to the impacts of…

  18. The development of Music in Dementia Assessment Scales (MiDAS).

    PubMed

    McDermott, Orii; Orrell, Martin; Ridder, Hanne Mette

    2015-07-03

    There is a need to develop an outcome measure specific to music therapy in dementia that reflects a holistic picture of the therapy process and outcome. This study aimed to develop a clinically relevant and scientifically robust music therapy outcome measure incorporating the values and views of people with dementia. Focus groups and interviews were conducted to obtain qualitative data on what music meant to people with dementia and the observed effects of music. Expert and peer consultations were conducted at each stage of the measure development to maximise its content validity. The new measure was field-tested by clinicians in a care home. Feedback from the clinicians and music therapy experts were incorporated during the review and refinement process of the measure. A review of the existing literature, the experiential results and the consensus process enabled the development of the new outcome measure "Music in Dementia Assessment Scales (MiDAS)". Analysis of the qualitative data identified five key areas of the impact of music on people with dementia and they were transformed as the five Visual Analogue Scale (VAS) items: levels of Interest, Response, Initiation, Involvement and Enjoyment. MiDAS comprises the five VAS items and a supplementary checklist of notable positive and negative reactions from the individual. This study demonstrates that it is possible to design and develop an easy to apply and rigorous quantitative outcome measure which has a high level of clinical relevance for people with dementia, care home staff and music therapists.

  19. Training Early Literacy Related Skills: To Which Degree Does a Musical Training Contribute to Phonological Awareness Development?

    PubMed Central

    Kempert, Sebastian; Götz, Regina; Blatter, Kristine; Tibken, Catharina; Artelt, Cordula; Schneider, Wolfgang; Stanat, Petra

    2016-01-01

    Well-developed phonological awareness skills are a core prerequisite for early literacy development. Although effective phonological awareness training programs exist, children at risk often do not reach similar levels of phonological awareness after the intervention as children with normally developed skills. Based on theoretical considerations and first promising results the present study explores effects of an early musical training in combination with a conventional phonological training in children with weak phonological awareness skills. Using a quasi-experimental pretest-posttest control group design and measurements across a period of 2 years, we tested the effects of two interventions: a consecutive combination of a musical and a phonological training and a phonological training alone. The design made it possible to disentangle effects of the musical training alone as well the effects of its combination with the phonological training. The outcome measures of these groups were compared with the control group with multivariate analyses, controlling for a number of background variables. The sample included N = 424 German-speaking children aged 4–5 years at the beginning of the study. We found a positive relationship between musical abilities and phonological awareness. Yet, whereas the well-established phonological training produced the expected effects, adding a musical training did not contribute significantly to phonological awareness development. Training effects were partly dependent on the initial level of phonological awareness. Possible reasons for the lack of training effects in the musical part of the combination condition as well as practical implications for early literacy education are discussed. PMID:27899906

  20. Talent Development in Chinese and Swiss Music Students

    ERIC Educational Resources Information Center

    Petersen, Suse

    2018-01-01

    Musical talent development and the factors that influence it--such as family or peers--have been widely researched, especially in a Western setting. Despite the growing body of research in non-Western cultures and regions, there is still a lack of research comparing the factors and perceptions of musical talent development between Western and…

  1. Music playschool enhances children's linguistic skills.

    PubMed

    Linnavalli, Tanja; Putkinen, Vesa; Lipsanen, Jari; Huotilainen, Minna; Tervaniemi, Mari

    2018-06-08

    Several studies have suggested that intensive musical training enhances children's linguistic skills. Such training, however, is not available to all children. We studied in a community setting whether a low-cost, weekly music playschool provided to 5-6-year-old children in kindergartens could already affect their linguistic abilities. Children (N = 66) were tested four times over two school-years with Phoneme processing and Vocabulary subtests, along with tests for Perceptual reasoning skills and Inhibitory control. We compared the development of music playschool children to their peers either attending to similarly organized dance lessons or not attending to either activity. Music playschool significantly improved the development of children's phoneme processing and vocabulary skills. No such improvements on children's scores for non-verbal reasoning and inhibition were obtained. Our data suggest that even playful group music activities - if attended to for several years - have a positive effect on pre-schoolers' linguistic skills. Therefore we promote the concept of implementing regular music playschool lessons given by professional teachers in early childhood education.

  2. Engagement and Skill Development through an Innovative Classroom Music Program

    ERIC Educational Resources Information Center

    Richmond, James; McLachlan, Neil M.; Ainley, Mary; Osborne, Margaret

    2016-01-01

    Rates of music participation are low in developed nations. This may be attributed in part to the failure of school music to engage children sufficiently to motivate them to continue learning and participating in music. We tested the "Harmonix" program of classroom music education, which is currently being designed to maximize engagement…

  3. Musical Abilities and Sex Differences in the Analysis of Aural-Musical Capacities

    ERIC Educational Resources Information Center

    Whellams, Frederick S.

    1973-01-01

    By means of a multiple discrimination function analysis it is possible to reject the hypothesis that musicality, as measured by the tests in Wing's battery, is entirely influenced by hereditary factors. (Author)

  4. Disentangling beat perception from sequential learning and examining the influence of attention and musical abilities on ERP responses to rhythm.

    PubMed

    Bouwer, Fleur L; Werner, Carola M; Knetemann, Myrthe; Honing, Henkjan

    2016-05-01

    Beat perception is the ability to perceive temporal regularity in musical rhythm. When a beat is perceived, predictions about upcoming events can be generated. These predictions can influence processing of subsequent rhythmic events. However, statistical learning of the order of sounds in a sequence can also affect processing of rhythmic events and must be differentiated from beat perception. In the current study, using EEG, we examined the effects of attention and musical abilities on beat perception. To ensure we measured beat perception and not absolute perception of temporal intervals, we used alternating loud and soft tones to create a rhythm with two hierarchical metrical levels. To control for sequential learning of the order of the different sounds, we used temporally regular (isochronous) and jittered rhythmic sequences. The order of sounds was identical in both conditions, but only the regular condition allowed for the perception of a beat. Unexpected intensity decrements were introduced on the beat and offbeat. In the regular condition, both beat perception and sequential learning were expected to enhance detection of these deviants on the beat. In the jittered condition, only sequential learning was expected to affect processing of the deviants. ERP responses to deviants were larger on the beat than offbeat in both conditions. Importantly, this difference was larger in the regular condition than in the jittered condition, suggesting that beat perception influenced responses to rhythmic events in addition to sequential learning. The influence of beat perception was present both with and without attention directed at the rhythm. Moreover, beat perception as measured with ERPs correlated with musical abilities, but only when attention was directed at the stimuli. Our study shows that beat perception is possible when attention is not directed at a rhythm. In addition, our results suggest that attention may mediate the influence of musical abilities on beat

  5. On the biological basis of musicality.

    PubMed

    Honing, Henkjan

    2018-03-15

    In recent years, music and musicality have been the focus of an increasing amount of research effort. This has led to a growing role and visibility of the contribution of (bio)musicology to the field of neuroscience and cognitive sciences at large. While it has been widely acknowledged that there are commonalities between speech, language, and musicality, several researchers explain this by considering musicality as an epiphenomenon of language. However, an alternative hypothesis is that musicality is an innate and widely shared capacity for music that can be seen as a natural, spontaneously developing set of traits based on and constrained by our cognitive abilities and their underlying biology. A comparative study of musicality in humans and well-known animal models (monkeys, birds, pinnipeds) will further our insights on which features of musicality are exclusive to humans and which are shared between humans and nonhuman animals, contribute to an understanding of the musical phenotype, and further constrain existing evolutionary theories of music and musicality. © 2018 The Authors. Annals of the New York Academy of Sciences published by Wiley Periodicals, Inc. on behalf of New York Academy of Sciences.

  6. The development of Music in Dementia Assessment Scales (MiDAS)

    PubMed Central

    McDermott, Orii; Orrell, Martin; Ridder, Hanne Mette

    2015-01-01

    There is a need to develop an outcome measure specific to music therapy in dementia that reflects a holistic picture of the therapy process and outcome. This study aimed to develop a clinically relevant and scientifically robust music therapy outcome measure incorporating the values and views of people with dementia. Focus groups and interviews were conducted to obtain qualitative data on what music meant to people with dementia and the observed effects of music. Expert and peer consultations were conducted at each stage of the measure development to maximise its content validity. The new measure was field-tested by clinicians in a care home. Feedback from the clinicians and music therapy experts were incorporated during the review and refinement process of the measure. A review of the existing literature, the experiential results and the consensus process enabled the development of the new outcome measure “Music in Dementia Assessment Scales (MiDAS)”. Analysis of the qualitative data identified five key areas of the impact of music on people with dementia and they were transformed as the five Visual Analogue Scale (VAS) items: levels of Interest, Response, Initiation, Involvement and Enjoyment. MiDAS comprises the five VAS items and a supplementary checklist of notable positive and negative reactions from the individual. This study demonstrates that it is possible to design and develop an easy to apply and rigorous quantitative outcome measure which has a high level of clinical relevance for people with dementia, care home staff and music therapists. PMID:26246670

  7. "When Music Speaks": Auditory Cortex Morphology as a Neuroanatomical Marker of Language Aptitude and Musicality.

    PubMed

    Turker, Sabrina; Reiterer, Susanne M; Seither-Preisler, Annemarie; Schneider, Peter

    2017-01-01

    Recent research has shown that the morphology of certain brain regions may indeed correlate with a number of cognitive skills such as musicality or language ability. The main aim of the present study was to explore the extent to which foreign language aptitude, in particular phonetic coding ability, is influenced by the morphology of Heschl's gyrus (HG; auditory cortex), working memory capacity, and musical ability. In this study, the auditory cortices of German-speaking individuals ( N = 30; 13 males/17 females; aged 20-40 years) with high and low scores in a number of language aptitude tests were compared. The subjects' language aptitude was measured by three different tests, namely a Hindi speech imitation task (phonetic coding ability), an English pronunciation assessment, and the Modern Language Aptitude Test (MLAT). Furthermore, working memory capacity and musical ability were assessed to reveal their relationship with foreign language aptitude. On the behavioral level, significant correlations were found between phonetic coding ability, English pronunciation skills, musical experience, and language aptitude as measured by the MLAT. Parts of all three tests measuring language aptitude correlated positively and significantly with each other, supporting their validity for measuring components of language aptitude. Remarkably, the number of instruments played by subjects showed significant correlations with all language aptitude measures and musicality, whereas, the number of foreign languages did not show any correlations. With regard to the neuroanatomy of auditory cortex, adults with very high scores in the Hindi testing and the musicality test (AMMA) demonstrated a clear predominance of complete posterior HG duplications in the right hemisphere. This may reignite the discussion of the importance of the right hemisphere for language processing, especially when linked or common resources are involved, such as the inter-dependency between phonetic and musical

  8. Musicality Correlates With Sociability and Emotionality in Williams Syndrome

    PubMed Central

    Ng, Rowena; Lai, Philip; Levitin, Daniel J.; Bellugi, Ursula

    2012-01-01

    Williams Syndrome (WS) is a neurogenetic developmental disorder characterized by peaks and valleys of cognitive abilities. One peak that has been understudied is the affinity that many individuals with WS have toward music. It remains unknown whether their high levels of musical interest, skill and expressivity are related to their sociable personality or their verbal intelligence. We examined the relationships between musicality (musical interest, creativity and expressivity), sociability (social-emotionality, social approach) and language comprehension in WS and typically developing (TD) controls. Findings suggest that emotion-expressivity through music in WS may be linked to their sensitivity and responsivity to emotions of others, whereas general interest in music may be related to greater linguistic capacity in TD individuals. Musicality and sociability may be more closely related in WS relative than in typical development; implications for future interventions for this neurodevelopmental condition will be discussed. PMID:24151530

  9. Musicality Correlates With Sociability and Emotionality in Williams Syndrome.

    PubMed

    Ng, Rowena; Lai, Philip; Levitin, Daniel J; Bellugi, Ursula

    2013-01-01

    Williams Syndrome (WS) is a neurogenetic developmental disorder characterized by peaks and valleys of cognitive abilities. One peak that has been understudied is the affinity that many individuals with WS have toward music. It remains unknown whether their high levels of musical interest, skill and expressivity are related to their sociable personality or their verbal intelligence. We examined the relationships between musicality (musical interest, creativity and expressivity), sociability (social-emotionality, social approach) and language comprehension in WS and typically developing (TD) controls. Findings suggest that emotion-expressivity through music in WS may be linked to their sensitivity and responsivity to emotions of others, whereas general interest in music may be related to greater linguistic capacity in TD individuals. Musicality and sociability may be more closely related in WS relative than in typical development; implications for future interventions for this neurodevelopmental condition will be discussed.

  10. Preschool Music Curricula: Children's Music Development Program.

    ERIC Educational Resources Information Center

    Levinowitz, Lili Muhler; Gordon, Edwin Elias

    These developmental music curricula for preschool children 18 months to 3 years old, 3-year-olds, 4-year-olds, and 5- to 6-year-olds are specifically designed to meet perceptual-motor, cognitive-linguistic, social-emotional, and music needs of children of different ages. Materials provided in this paper include: (1) a rationale for early music…

  11. Cortical thickness maturation and duration of music training: health-promoting activities shape brain development.

    PubMed

    Hudziak, James J; Albaugh, Matthew D; Ducharme, Simon; Karama, Sherif; Spottswood, Margaret; Crehan, Eileen; Evans, Alan C; Botteron, Kelly N

    2014-11-01

    To assess the extent to which playing a musical instrument is associated with cortical thickness development among healthy youths. Participants were part of the National Institutes of Health (NIH) Magnetic Resonance Imaging (MRI) Study of Normal Brain Development. This study followed a longitudinal design such that participants underwent MRI scanning and behavioral testing on up to 3 separate visits, occurring at 2-year intervals. MRI, IQ, and music training data were available for 232 youths (334 scans), ranging from 6 to 18 years of age. Cortical thickness was regressed against the number of years that each youth had played a musical instrument. Next, thickness was regressed against an "Age × Years of Playing" interaction term. Age, gender, total brain volume, and scanner were controlled for in analyses. Participant ID was entered as a random effect to account for within-person dependence. False discovery rate correction was applied (p ≤ .05). There was no association between thickness and years playing a musical instrument. The "Age × Years of Playing" interaction was associated with thickness in motor, premotor, and supplementary motor cortices, as well as prefrontal and parietal cortices. Follow-up analysis revealed that music training was associated with an increased rate of thickness maturation. Results were largely unchanged when IQ and handedness were included as covariates. Playing a musical instrument was associated with more rapid cortical thickness maturation within areas implicated in motor planning and coordination, visuospatial ability, and emotion and impulse regulation. However, given the quasi-experimental nature of this study, we cannot rule out the influence of confounding variables. Copyright © 2014 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.

  12. Understanding music with cochlear implants

    PubMed Central

    Bruns, Lisa; Mürbe, Dirk; Hahne, Anja

    2016-01-01

    Direct stimulation of the auditory nerve via a Cochlear Implant (CI) enables profoundly hearing-impaired people to perceive sounds. Many CI users find language comprehension satisfactory, but music perception is generally considered difficult. However, music contains different dimensions which might be accessible in different ways. We aimed to highlight three main dimensions of music processing in CI users which rely on different processing mechanisms: (1) musical discrimination abilities, (2) access to meaning in music, and (3) subjective music appreciation. All three dimensions were investigated in two CI user groups (post- and prelingually deafened CI users, all implanted as adults) and a matched normal hearing control group. The meaning of music was studied by using event-related potentials (with the N400 component as marker) during a music-word priming task while music appreciation was gathered by a questionnaire. The results reveal a double dissociation between the three dimensions of music processing. Despite impaired discrimination abilities of both CI user groups compared to the control group, appreciation was reduced only in postlingual CI users. While musical meaning processing was restorable in postlingual CI users, as shown by a N400 effect, data of prelingual CI users lack the N400 effect and indicate previous dysfunctional concept building. PMID:27558546

  13. Detecting signatures of positive selection associated with musical aptitude in the human genome

    PubMed Central

    Liu, Xuanyao; Kanduri, Chakravarthi; Oikkonen, Jaana; Karma, Kai; Raijas, Pirre; Ukkola-Vuoti, Liisa; Teo, Yik-Ying; Järvelä, Irma

    2016-01-01

    Abilities related to musical aptitude appear to have a long history in human evolution. To elucidate the molecular and evolutionary background of musical aptitude, we compared genome-wide genotyping data (641 K SNPs) of 148 Finnish individuals characterized for musical aptitude. We assigned signatures of positive selection in a case-control setting using three selection methods: haploPS, XP-EHH and FST. Gene ontology classification revealed that the positive selection regions contained genes affecting inner-ear development. Additionally, literature survey has shown that several of the identified genes were known to be involved in auditory perception (e.g. GPR98, USH2A), cognition and memory (e.g. GRIN2B, IL1A, IL1B, RAPGEF5), reward mechanisms (RGS9), and song perception and production of songbirds (e.g. FOXP1, RGS9, GPR98, GRIN2B). Interestingly, genes related to inner-ear development and cognition were also detected in a previous genome-wide association study of musical aptitude. However, the candidate genes detected in this study were not reported earlier in studies of musical abilities. Identification of genes related to language development (FOXP1 and VLDLR) support the popular hypothesis that music and language share a common genetic and evolutionary background. The findings are consistent with the evolutionary conservation of genes related to auditory processes in other species and provide first empirical evidence for signatures of positive selection for abilities that contribute to musical aptitude. PMID:26879527

  14. Detecting signatures of positive selection associated with musical aptitude in the human genome.

    PubMed

    Liu, Xuanyao; Kanduri, Chakravarthi; Oikkonen, Jaana; Karma, Kai; Raijas, Pirre; Ukkola-Vuoti, Liisa; Teo, Yik-Ying; Järvelä, Irma

    2016-02-16

    Abilities related to musical aptitude appear to have a long history in human evolution. To elucidate the molecular and evolutionary background of musical aptitude, we compared genome-wide genotyping data (641 K SNPs) of 148 Finnish individuals characterized for musical aptitude. We assigned signatures of positive selection in a case-control setting using three selection methods: haploPS, XP-EHH and FST. Gene ontology classification revealed that the positive selection regions contained genes affecting inner-ear development. Additionally, literature survey has shown that several of the identified genes were known to be involved in auditory perception (e.g. GPR98, USH2A), cognition and memory (e.g. GRIN2B, IL1A, IL1B, RAPGEF5), reward mechanisms (RGS9), and song perception and production of songbirds (e.g. FOXP1, RGS9, GPR98, GRIN2B). Interestingly, genes related to inner-ear development and cognition were also detected in a previous genome-wide association study of musical aptitude. However, the candidate genes detected in this study were not reported earlier in studies of musical abilities. Identification of genes related to language development (FOXP1 and VLDLR) support the popular hypothesis that music and language share a common genetic and evolutionary background. The findings are consistent with the evolutionary conservation of genes related to auditory processes in other species and provide first empirical evidence for signatures of positive selection for abilities that contribute to musical aptitude.

  15. “When Music Speaks”: Auditory Cortex Morphology as a Neuroanatomical Marker of Language Aptitude and Musicality

    PubMed Central

    Turker, Sabrina; Reiterer, Susanne M.; Seither-Preisler, Annemarie; Schneider, Peter

    2017-01-01

    Recent research has shown that the morphology of certain brain regions may indeed correlate with a number of cognitive skills such as musicality or language ability. The main aim of the present study was to explore the extent to which foreign language aptitude, in particular phonetic coding ability, is influenced by the morphology of Heschl’s gyrus (HG; auditory cortex), working memory capacity, and musical ability. In this study, the auditory cortices of German-speaking individuals (N = 30; 13 males/17 females; aged 20–40 years) with high and low scores in a number of language aptitude tests were compared. The subjects’ language aptitude was measured by three different tests, namely a Hindi speech imitation task (phonetic coding ability), an English pronunciation assessment, and the Modern Language Aptitude Test (MLAT). Furthermore, working memory capacity and musical ability were assessed to reveal their relationship with foreign language aptitude. On the behavioral level, significant correlations were found between phonetic coding ability, English pronunciation skills, musical experience, and language aptitude as measured by the MLAT. Parts of all three tests measuring language aptitude correlated positively and significantly with each other, supporting their validity for measuring components of language aptitude. Remarkably, the number of instruments played by subjects showed significant correlations with all language aptitude measures and musicality, whereas, the number of foreign languages did not show any correlations. With regard to the neuroanatomy of auditory cortex, adults with very high scores in the Hindi testing and the musicality test (AMMA) demonstrated a clear predominance of complete posterior HG duplications in the right hemisphere. This may reignite the discussion of the importance of the right hemisphere for language processing, especially when linked or common resources are involved, such as the inter-dependency between phonetic and

  16. Educational Affordances and Learning Design in Music Software Development

    ERIC Educational Resources Information Center

    Cheng, Lee; Leong, Samuel

    2017-01-01

    Although music software has become increasingly affordable and widely adopted in today's classrooms, concerns have been raised about a lack of consideration for users' needs during the software development process. This paper examines intra- and inter-sectoral communication pertaining to software development and music education to shed light on…

  17. Music exposure improves spatial cognition by enhancing the BDNF level of dorsal hippocampal subregions in the developing rats.

    PubMed

    Xing, Yingshou; Chen, Wenxi; Wang, Yanran; Jing, Wei; Gao, Shan; Guo, Daqing; Xia, Yang; Yao, Dezhong

    2016-03-01

    Previous research has shown that dorsal hippocampus plays an important role in spatial memory process. Music exposure can enhance brain-derived neurotrophic factor (BDNF) expression level in dorsal hippocampus (DH) and thus enhance spatial cognition ability. But whether music experience may affect different subregions of DH in the same degree remains unclear. Here, we studied the effects of exposure to Mozart K.448 on learning behavior in developing rats using the classical Morris water maze task. The results showed that early music exposure could enhance significantly learning performance of the rats in the water maze test. Meanwhile, the BDNF/TrkB level of dorsal hippocampus CA3 (dCA3) and dentate gyrus (dDG) was significantly enhanced in rats exposed to Mozart music as compared to those without music exposure. In contrast, the BDNF/TrkB level of dorsal hippocampus CA1 (dCA1) was not affected. The results suggest that the spatial memory improvement by music exposure in rats may be associated with the enhanced BDNF/TrkB level of dCA3 and dDG. Copyright © 2016 Elsevier Inc. All rights reserved.

  18. Evaluating Graduate Education and Transcending Biases in Music Teachers' Professional Development

    ERIC Educational Resources Information Center

    Laor, Lia

    2015-01-01

    Research concerning professional development and its contribution to the formation of professional identity is prevalent in both general and music education. However, its implications for music educators in the context of graduate programs for music education are seldom discussed. This mixed-methods case study examined experienced music teachers'…

  19. Melody and pitch processing in five musical savants with congenital blindness.

    PubMed

    Pring, Linda; Woolf, Katherine; Tadic, Valerie

    2008-01-01

    We examined absolute-pitch (AP) and short-term musical memory abilities of five musical savants with congenital blindness, seven musicians, and seven non-musicians with good vision and normal intelligence in two experiments. In the first, short-term memory for musical phrases was tested and the savants and musicians performed statistically indistinguishably, both significantly outperforming the non-musicians and remembering more material from the C major scale sequences than random trials. In the second experiment, participants learnt associations between four pitches and four objects using a non-verbal paradigm. This experiment approximates to testing AP ability. Low statistical power meant the savants were not statistically better than the musicians, although only the savants scored statistically higher than the non-musicians. The results are evidence for a musical module, separate from general intelligence; they also support the anecdotal reporting of AP in musical savants, which is thought to be necessary for the development of musical-savant skill.

  20. Music Training Increases Phonological Awareness and Reading Skills in Developmental Dyslexia: A Randomized Control Trial.

    PubMed

    Flaugnacco, Elena; Lopez, Luisa; Terribili, Chiara; Montico, Marcella; Zoia, Stefania; Schön, Daniele

    2015-01-01

    There is some evidence for a role of music training in boosting phonological awareness, word segmentation, working memory, as well as reading abilities in children with typical development. Poor performance in tasks requiring temporal processing, rhythm perception and sensorimotor synchronization seems to be a crucial factor underlying dyslexia in children. Interestingly, children with dyslexia show deficits in temporal processing, both in language and in music. Within this framework, we test the hypothesis that music training, by improving temporal processing and rhythm abilities, improves phonological awareness and reading skills in children with dyslexia. The study is a prospective, multicenter, open randomized controlled trial, consisting of test, rehabilitation and re-test (ID NCT02316873). After rehabilitation, the music group (N = 24) performed better than the control group (N = 22) in tasks assessing rhythmic abilities, phonological awareness and reading skills. This is the first randomized control trial testing the effect of music training in enhancing phonological and reading abilities in children with dyslexia. The findings show that music training can modify reading and phonological abilities even when these skills are severely impaired. Through the enhancement of temporal processing and rhythmic skills, music might become an important tool in both remediation and early intervention programs.Trial Registration: ClinicalTrials.gov NCT02316873

  1. Music Training Increases Phonological Awareness and Reading Skills in Developmental Dyslexia: A Randomized Control Trial

    PubMed Central

    Flaugnacco, Elena; Lopez, Luisa; Terribili, Chiara; Montico, Marcella; Zoia, Stefania; Schön, Daniele

    2015-01-01

    There is some evidence for a role of music training in boosting phonological awareness, word segmentation, working memory, as well as reading abilities in children with typical development. Poor performance in tasks requiring temporal processing, rhythm perception and sensorimotor synchronization seems to be a crucial factor underlying dyslexia in children. Interestingly, children with dyslexia show deficits in temporal processing, both in language and in music. Within this framework, we test the hypothesis that music training, by improving temporal processing and rhythm abilities, improves phonological awareness and reading skills in children with dyslexia. The study is a prospective, multicenter, open randomized controlled trial, consisting of test, rehabilitation and re-test (ID NCT02316873). After rehabilitation, the music group (N = 24) performed better than the control group (N = 22) in tasks assessing rhythmic abilities, phonological awareness and reading skills. This is the first randomized control trial testing the effect of music training in enhancing phonological and reading abilities in children with dyslexia. The findings show that music training can modify reading and phonological abilities even when these skills are severely impaired. Through the enhancement of temporal processing and rhythmic skills, music might become an important tool in both remediation and early intervention programs. Trial Registration ClinicalTrials.gov NCT02316873 PMID:26407242

  2. Memory for music in Alzheimer's disease: unforgettable?

    PubMed

    Baird, Amee; Samson, Séverine

    2009-03-01

    The notion that memory for music can be preserved in patients with Alzheimer's Disease (AD) has been raised by a number of case studies. In this paper, we review the current research examining musical memory in patients with AD. In keeping with models of memory described in the non-musical domain, we propose that various forms of musical memory exist, and may be differentially impaired in AD, reflecting the pattern of neuropathological changes associated with the condition. Our synthesis of this literature reveals a dissociation between explicit and implicit musical memory functions. Implicit, specifically procedural musical memory, or the ability to play a musical instrument, can be spared in musicians with AD. In contrast, explicit musical memory, or the recognition of familiar or unfamiliar melodies, is typically impaired. Thus, the notion that music is unforgettable in AD is not wholly supported. Rather, it appears that the ability to play a musical instrument may be unforgettable in some musicians with AD.

  3. Music and language: musical alexia and agraphia.

    PubMed

    Brust, J C

    1980-06-01

    Two aphasic right-handed professional musicians with left hemispheric lesions had disturbed musical function, especially musical alexia and agraphia. In Case 1 aphasia was of transcortical sensory type, with severe agraphia and decreased comprehension of written words, although she could match them with pictures. Except for reading and writing, musical ability was normal; she could sing in five languages. Musical alexia and agraphia affected pitch symbols more than rhythm. Case 2 had conduction aphasia and severe expressive amusia, especially for rhythm. Although his language alexia and agraphia were milder than Case 1's, his musical alexia and agraphia were more severe, affecting rhythm as much as pitch. In neither patient were those aspects of musical notation either closest to verbal language or most dependent upon temporal (sequential) processing maximally impaired. These cases are consistent with the literature in suggesting that the presence or absence of aphasia or of right or left hemispheric damage fails to predict the presence, type, or severity of amusia, including musical alexia and agraphia. The popular notion that receptive amusia follows lesions of the language-dominant temporal lobe, whereas expressive amusia follows non-dominant frontal lobe damage, is an over-simplification, as is the view that increasing musical sophistication causes a shift of musical processing from the right hemisphere to the left.

  4. Musical deficits and cortical thickness in people with schizophrenia.

    PubMed

    Fujito, Ryosuke; Minese, Masayoshi; Hatada, Sanae; Kamimura, Naoto; Morinobu, Shigeru; Lang, Donna J; Honer, William G; Sawada, Ken

    2018-02-14

    Investigation of acquired amusia caused by brain damage suggested that cortical lesions of the right hemisphere contributed to musical deficits. We previously reported reduced musical ability in schizophrenia; these deficits were correlated with clinical manifestations such as cognitive dysfunction and negative symptoms. However, the neural substrate underlying the musical disability in schizophrenia remains unclear. We investigated the relationship between musical deficits and cortical thickness in patients with schizophrenia using structural MRI. We recruited 24 patients (13 males; age mean=45.9years old), and 22 controls (14 males, age mean=43.5years old). Musical ability was assessed with the Montreal Battery for Evaluation of Amusia (MBEA), cognitive function with the Brief Assessment of Cognition in Schizophrenia (BACS) and clinical features of illness with the Positive and Negative Syndrome Scale (PANSS). MRI Images were acquired and processed using FreeSurfer. Surface-based analysis showed that thinner cortex in left temporal and inferior frontal region was associated with lower musical ability in schizophrenia. In contrast, in controls thicker cortex in the left supramarginal region was correlated with lower musical ability. These results shed light on the clinical pathology underlying the associations of musical ability, cognitive dysfunction and negative symptoms in patients with schizophrenia. Crown Copyright © 2018. Published by Elsevier B.V. All rights reserved.

  5. Interactive Music Video Games and Children's Musical Development

    ERIC Educational Resources Information Center

    Gower, Lily; McDowall, Janet

    2012-01-01

    Interactive music video games are a readily available, mainstream technology but they are not generally seen as educative tools. Nor are they established within school teaching and learning environments. This study investigated children's use of these games from a music education perspective. Nine children, aged 9-11 years, and two specialist…

  6. Software Development as Music Education Research

    ERIC Educational Resources Information Center

    Brown, Andrew R.

    2007-01-01

    This paper discusses how software development can be used as a method for music education research. It explains how software development can externalize ideas, stimulate action and reflection, and provide evidence to support the educative value of new software-based experiences. Parallels between the interactive software development process and…

  7. Development and validation of the Healthy-Unhealthy Music Scale

    PubMed Central

    Saarikallio, Suvi; Gold, Christian; McFerran, Katrina

    2015-01-01

    Background Music is an integral part of life in youth, and although it has been acknowledged that musical behavior reflects broader psychosocial aspects of adolescent behavior, no measurement instruments have been specifically designed for assessing musical engagement as an indicator of adolescent wellbeing and/or symptomatology. This study was conducted in order to develop and validate a scale for assessing musical engagement as an indicator of proneness for depression in youth. Method Items were developed based on the literature and a prior grounded theory analysis and three surveys (N = 54, N = 187, N = 211) were conducted to select, refine, test, and validate the items. Scale structure was investigated through interitem correlations, exploratory and confirmatory factor analyses (EFA, CFA), and concurrent validity was tested with correlations to depression and wellbeing. Results The final Healthy-Unhealthy Music Scale (HUMS) consists of 13 items that are divided into Healthy and Unhealthy subscales. Cronbach's alpha coefficients were .78 for Healthy and .83 for Unhealthy. The concurrent validity of the HUMS was confirmed through correlations to wellbeing, happiness and school satisfaction on one hand and depression, rumination, and stress on the other. Conclusions The HUMS is as a promising instrument for screening musical engagement that is indicative of proneness for depression in youth. PMID:26726295

  8. Expert music performance: cognitive, neural, and developmental bases.

    PubMed

    Brown, Rachel M; Zatorre, Robert J; Penhune, Virginia B

    2015-01-01

    In this chapter, we explore what happens in the brain of an expert musician during performance. Understanding expert music performance is interesting to cognitive neuroscientists not only because it tests the limits of human memory and movement, but also because studying expert musicianship can help us understand skilled human behavior in general. In this chapter, we outline important facets of our current understanding of the cognitive and neural basis for music performance, and developmental factors that may underlie musical ability. We address three main questions. (1) What is expert performance? (2) How do musicians achieve expert-level performance? (3) How does expert performance come about? We address the first question by describing musicians' ability to remember, plan, execute, and monitor their performances in order to perform music accurately and expressively. We address the second question by reviewing evidence for possible cognitive and neural mechanisms that may underlie or contribute to expert music performance, including the integration of sound and movement, feedforward and feedback motor control processes, expectancy, and imagery. We further discuss how neural circuits in auditory, motor, parietal, subcortical, and frontal cortex all contribute to different facets of musical expertise. Finally, we address the third question by reviewing evidence for the heritability of musical expertise and for how expertise develops through training and practice. We end by discussing outlooks for future work. © 2015 Elsevier B.V. All rights reserved.

  9. Developing Children's Self Initiated Music Making through the Creation of a Shared Ethos in an Early Years Music Project

    ERIC Educational Resources Information Center

    Naughton, Christopher; Lines, David

    2013-01-01

    The three-month "Changing Places" project involved early childhood student teachers working with music students in developing children's music in centres in Auckland, New Zealand. The project set out to challenge the calculative aspect in music learning (Heidegger, 1993). The term calculative in this instance describes learning seen as…

  10. The musical brain: brain waves reveal the neurophysiological basis of musicality in human subjects.

    PubMed

    Tervaniemi, M; Ilvonen, T; Karma, K; Alho, K; Näätänen, R

    1997-04-18

    To reveal neurophysiological prerequisites of musicality, auditory event-related potentials (ERPs) were recorded from musical and non-musical subjects, musicality being here defined as the ability to temporally structure auditory information. Instructed to read a book and to ignore sounds, subjects were presented with a repetitive sound pattern with occasional changes in its temporal structure. The mismatch negativity (MMN) component of ERPs, indexing the cortical preattentive detection of change in these stimulus patterns, was larger in amplitude in musical than non-musical subjects. This amplitude enhancement, indicating more accurate sensory memory function in musical subjects, suggests that even the cognitive component of musicality, traditionally regarded as depending on attention-related brain processes, in fact, is based on neural mechanisms present already at the preattentive level.

  11. Statistical learning and auditory processing in children with music training: An ERP study.

    PubMed

    Mandikal Vasuki, Pragati Rao; Sharma, Mridula; Ibrahim, Ronny; Arciuli, Joanne

    2017-07-01

    The question whether musical training is associated with enhanced auditory and cognitive abilities in children is of considerable interest. In the present study, we compared children with music training versus those without music training across a range of auditory and cognitive measures, including the ability to detect implicitly statistical regularities in input (statistical learning). Statistical learning of regularities embedded in auditory and visual stimuli was measured in musically trained and age-matched untrained children between the ages of 9-11years. In addition to collecting behavioural measures, we recorded electrophysiological measures to obtain an online measure of segmentation during the statistical learning tasks. Musically trained children showed better performance on melody discrimination, rhythm discrimination, frequency discrimination, and auditory statistical learning. Furthermore, grand-averaged ERPs showed that triplet onset (initial stimulus) elicited larger responses in the musically trained children during both auditory and visual statistical learning tasks. In addition, children's music skills were associated with performance on auditory and visual behavioural statistical learning tasks. Our data suggests that individual differences in musical skills are associated with children's ability to detect regularities. The ERP data suggest that musical training is associated with better encoding of both auditory and visual stimuli. Although causality must be explored in further research, these results may have implications for developing music-based remediation strategies for children with learning impairments. Copyright © 2017 International Federation of Clinical Neurophysiology. Published by Elsevier B.V. All rights reserved.

  12. Apollo's gift: new aspects of neurologic music therapy.

    PubMed

    Altenmüller, Eckart; Schlaug, Gottfried

    2015-01-01

    Music listening and music making activities are powerful tools to engage multisensory and motor networks, induce changes within these networks, and foster links between distant, but functionally related brain regions with continued and life-long musical practice. These multimodal effects of music together with music's ability to tap into the emotion and reward system in the brain can be used to facilitate and enhance therapeutic approaches geared toward rehabilitating and restoring neurological dysfunctions and impairments of an acquired or congenital brain disorder. In this article, we review plastic changes in functional networks and structural components of the brain in response to short- and long-term music listening and music making activities. The specific influence of music on the developing brain is emphasized and possible transfer effects on emotional and cognitive processes are discussed. Furthermore, we present data on the potential of using musical tools and activities to support and facilitate neurorehabilitation. We will focus on interventions such as melodic intonation therapy and music-supported motor rehabilitation to showcase the effects of neurologic music therapies and discuss their underlying neural mechanisms. © 2015 Elsevier B.V. All rights reserved.

  13. The Intersections of Curriculum Development: Music, ICT and Australian Music Education

    ERIC Educational Resources Information Center

    Southcott, Jane; Crawford, Renee

    2011-01-01

    Recently, in Australia both the "National Review of School Music Education" and "The Australian Curriculum" identify the importance of technology in school music education. However, the understanding of music technology, as demonstrated by state and territory curricular guidelines, is limited with technology mostly recognised…

  14. Development and Maintenance of Identity in Aging Community Music Participants

    ERIC Educational Resources Information Center

    Dyer, William Leonard

    2016-01-01

    This ethnographic study contextualized identity development and maintenance within the field of community music through case studies of four performing groups and interviews with seven current members. The underlying question guiding this research was how does participatory music making contribute to the development and maintenance of identity in…

  15. The Role of the Baldwin Effect in the Evolution of Human Musicality.

    PubMed

    Podlipniak, Piotr

    2017-01-01

    From the biological perspective human musicality is the term referred to as a set of abilities which enable the recognition and production of music. Since music is a complex phenomenon which consists of features that represent different stages of the evolution of human auditory abilities, the question concerning the evolutionary origin of music must focus mainly on music specific properties and their possible biological function or functions. What usually differentiates music from other forms of human sound expressions is a syntactically organized structure based on pitch classes and rhythmic units measured in reference to musical pulse. This structure is an auditory (not acoustical) phenomenon, meaning that it is a human-specific interpretation of sounds achieved thanks to certain characteristics of the nervous system. There is historical and cross-cultural diversity of this structure which indicates that learning is an important part of the development of human musicality. However, the fact that there is no culture without music, the syntax of which is implicitly learned and easily recognizable, suggests that human musicality may be an adaptive phenomenon. If the use of syntactically organized structure as a communicative phenomenon were adaptive it would be only in circumstances in which this structure is recognizable by more than one individual. Therefore, there is a problem to explain the adaptive value of an ability to recognize a syntactically organized structure that appeared accidentally as the result of mutation or recombination in an environment without a syntactically organized structure. The possible solution could be explained by the Baldwin effect in which a culturally invented trait is transformed into an instinctive trait by the means of natural selection. It is proposed that in the beginning musical structure was invented and learned thanks to neural plasticity. Because structurally organized music appeared adaptive (phenotypic adaptation) e

  16. The Role of the Baldwin Effect in the Evolution of Human Musicality

    PubMed Central

    Podlipniak, Piotr

    2017-01-01

    From the biological perspective human musicality is the term referred to as a set of abilities which enable the recognition and production of music. Since music is a complex phenomenon which consists of features that represent different stages of the evolution of human auditory abilities, the question concerning the evolutionary origin of music must focus mainly on music specific properties and their possible biological function or functions. What usually differentiates music from other forms of human sound expressions is a syntactically organized structure based on pitch classes and rhythmic units measured in reference to musical pulse. This structure is an auditory (not acoustical) phenomenon, meaning that it is a human-specific interpretation of sounds achieved thanks to certain characteristics of the nervous system. There is historical and cross-cultural diversity of this structure which indicates that learning is an important part of the development of human musicality. However, the fact that there is no culture without music, the syntax of which is implicitly learned and easily recognizable, suggests that human musicality may be an adaptive phenomenon. If the use of syntactically organized structure as a communicative phenomenon were adaptive it would be only in circumstances in which this structure is recognizable by more than one individual. Therefore, there is a problem to explain the adaptive value of an ability to recognize a syntactically organized structure that appeared accidentally as the result of mutation or recombination in an environment without a syntactically organized structure. The possible solution could be explained by the Baldwin effect in which a culturally invented trait is transformed into an instinctive trait by the means of natural selection. It is proposed that in the beginning musical structure was invented and learned thanks to neural plasticity. Because structurally organized music appeared adaptive (phenotypic adaptation) e

  17. Music training alters the course of adolescent auditory development

    PubMed Central

    Tierney, Adam T.; Krizman, Jennifer; Kraus, Nina

    2015-01-01

    Fundamental changes in brain structure and function during adolescence are well-characterized, but the extent to which experience modulates adolescent neurodevelopment is not. Musical experience provides an ideal case for examining this question because the influence of music training begun early in life is well-known. We investigated the effects of in-school music training, previously shown to enhance auditory skills, versus another in-school training program that did not focus on development of auditory skills (active control). We tested adolescents on neural responses to sound and language skills before they entered high school (pretraining) and again 3 y later. Here, we show that in-school music training begun in high school prolongs the stability of subcortical sound processing and accelerates maturation of cortical auditory responses. Although phonological processing improved in both the music training and active control groups, the enhancement was greater in adolescents who underwent music training. Thus, music training initiated as late as adolescence can enhance neural processing of sound and confer benefits for language skills. These results establish the potential for experience-driven brain plasticity during adolescence and demonstrate that in-school programs can engender these changes. PMID:26195739

  18. Music training alters the course of adolescent auditory development.

    PubMed

    Tierney, Adam T; Krizman, Jennifer; Kraus, Nina

    2015-08-11

    Fundamental changes in brain structure and function during adolescence are well-characterized, but the extent to which experience modulates adolescent neurodevelopment is not. Musical experience provides an ideal case for examining this question because the influence of music training begun early in life is well-known. We investigated the effects of in-school music training, previously shown to enhance auditory skills, versus another in-school training program that did not focus on development of auditory skills (active control). We tested adolescents on neural responses to sound and language skills before they entered high school (pretraining) and again 3 y later. Here, we show that in-school music training begun in high school prolongs the stability of subcortical sound processing and accelerates maturation of cortical auditory responses. Although phonological processing improved in both the music training and active control groups, the enhancement was greater in adolescents who underwent music training. Thus, music training initiated as late as adolescence can enhance neural processing of sound and confer benefits for language skills. These results establish the potential for experience-driven brain plasticity during adolescence and demonstrate that in-school programs can engender these changes.

  19. Music and mirror neurons: from motion to 'e'motion.

    PubMed

    Molnar-Szakacs, Istvan; Overy, Katie

    2006-12-01

    The ability to create and enjoy music is a universal human trait and plays an important role in the daily life of most cultures. Music has a unique ability to trigger memories, awaken emotions and to intensify our social experiences. We do not need to be trained in music performance or appreciation to be able to reap its benefits-already as infants, we relate to it spontaneously and effortlessly. There has been a recent surge in neuroimaging investigations of the neural basis of musical experience, but the way in which the abstract shapes and patterns of musical sound can have such profound meaning to us remains elusive. Here we review recent neuroimaging evidence and suggest that music, like language, involves an intimate coupling between the perception and production of hierarchically organized sequential information, the structure of which has the ability to communicate meaning and emotion. We propose that these aspects of musical experience may be mediated by the human mirror neuron system.

  20. The efficacy of music therapy.

    PubMed

    Wakim, Judith H; Smith, Stephanie; Guinn, Cherry

    2010-08-01

    Undergoing a procedure that requires anesthesia can be anxiety provoking. Anxiety is associated with increases in heart rate and blood pressure and other changes that can have a negative impact preoperatively; during the induction, maintenance, and emergence phases of anesthesia; and postoperatively. Music therapy is a nonpharmacological intervention that has the ability to reduce anxiety levels in some patients. This review presents research studies that have been conducted on the effects of music therapy for patients in different clinical settings. In general, the majority of the published articles reviewed revealed that listening to music was beneficial to the patient no matter the setting. Offering a music selection to patients before anesthesia could enhance its positive effect. Perianesthesia nurses could easily develop a protocol for different situations where patients will be exposed to interventions where the use of general or local anesthesia is expected. (c) 2010 American Society of PeriAnesthesia Nurses. Published by Elsevier Inc. All rights reserved.

  1. Apollo’s gift: new aspects of neurologic music therapy

    PubMed Central

    Altenmüller, Eckart; Schlaug, Gottfried

    2015-01-01

    Music listening and music making activities are powerful tools to engage multisensory and motor networks, induce changes within these networks, and foster links between distant, but functionally related brain regions with continued and life-long musical practice. These multimodal effects of music together with music’s ability to tap into the emotion and reward system in the brain can be used to facilitate and enhance therapeutic approaches geared toward rehabilitating and restoring neurological dysfunctions and impairments of an acquired or congenital brain disorder. In this article, we review plastic changes in functional networks and structural components of the brain in response to short- and long-term music listening and music making activities. The specific influence of music on the developing brain is emphasized and possible transfer effects on emotional and cognitive processes are discussed. Furthermore, we present data on the potential of using musical tools and activities to support and facilitate neurorehabilitation. We will focus on interventions such as melodic intonation therapy and music-supported motor rehabilitation to showcase the effects of neurologic music therapies and discuss their underlying neural mechanisms. PMID:25725918

  2. The pleasures of sad music: a systematic review

    PubMed Central

    Sachs, Matthew E.; Damasio, Antonio; Habibi, Assal

    2015-01-01

    Sadness is generally seen as a negative emotion, a response to distressing and adverse situations. In an aesthetic context, however, sadness is often associated with some degree of pleasure, as suggested by the ubiquity and popularity, throughout history, of music, plays, films and paintings with a sad content. Here, we focus on the fact that music regarded as sad is often experienced as pleasurable. Compared to other art forms, music has an exceptional ability to evoke a wide-range of feelings and is especially beguiling when it deals with grief and sorrow. Why is it, then, that while human survival depends on preventing painful experiences, mental pain often turns out to be explicitly sought through music? In this article we consider why and how sad music can become pleasurable. We offer a framework to account for how listening to sad music can lead to positive feelings, contending that this effect hinges on correcting an ongoing homeostatic imbalance. Sadness evoked by music is found pleasurable: (1) when it is perceived as non-threatening; (2) when it is aesthetically pleasing; and (3) when it produces psychological benefits such as mood regulation, and empathic feelings, caused, for example, by recollection of and reflection on past events. We also review neuroimaging studies related to music and emotion and focus on those that deal with sadness. Further exploration of the neural mechanisms through which stimuli that usually produce sadness can induce a positive affective state could help the development of effective therapies for disorders such as depression, in which the ability to experience pleasure is attenuated. PMID:26257625

  3. The pleasures of sad music: a systematic review.

    PubMed

    Sachs, Matthew E; Damasio, Antonio; Habibi, Assal

    2015-01-01

    Sadness is generally seen as a negative emotion, a response to distressing and adverse situations. In an aesthetic context, however, sadness is often associated with some degree of pleasure, as suggested by the ubiquity and popularity, throughout history, of music, plays, films and paintings with a sad content. Here, we focus on the fact that music regarded as sad is often experienced as pleasurable. Compared to other art forms, music has an exceptional ability to evoke a wide-range of feelings and is especially beguiling when it deals with grief and sorrow. Why is it, then, that while human survival depends on preventing painful experiences, mental pain often turns out to be explicitly sought through music? In this article we consider why and how sad music can become pleasurable. We offer a framework to account for how listening to sad music can lead to positive feelings, contending that this effect hinges on correcting an ongoing homeostatic imbalance. Sadness evoked by music is found pleasurable: (1) when it is perceived as non-threatening; (2) when it is aesthetically pleasing; and (3) when it produces psychological benefits such as mood regulation, and empathic feelings, caused, for example, by recollection of and reflection on past events. We also review neuroimaging studies related to music and emotion and focus on those that deal with sadness. Further exploration of the neural mechanisms through which stimuli that usually produce sadness can induce a positive affective state could help the development of effective therapies for disorders such as depression, in which the ability to experience pleasure is attenuated.

  4. The Effects of Musical Training on Verbal Memory

    ERIC Educational Resources Information Center

    Franklin, Michael S.; Moore, Katherine Sledge; Yip, Chun-Yu; Jonides, John; Rattray, Katie; Moher, Jeff

    2008-01-01

    A number of studies suggest a link between musical training and general cognitive abilities. Despite some positive results, there is disagreement about which abilities are improved. One line of research leads to the hypothesis that verbal abilities in general, and verbal memory in particular, are related to musical training. In the present…

  5. Getting in Tune: The Powerful Influence of Music on Young Children's Development.

    ERIC Educational Resources Information Center

    Lerner, Claire; Ciervo, Lynette A.

    This pamphlet for parents describes the important influences of music on the cognitive development of infants and toddlers under the age of three years. The pamphlet focuses on three aspects of music: (1) bonding with one's child through music; (2) learning through melodies and movement; and (3) the music-creativity connection. For each aspect,…

  6. Music for All

    ERIC Educational Resources Information Center

    DeHoff, Beth

    2010-01-01

    In this article, two marching band students from 2009 Bands of America Grand National Championship finalist bands show how students of all abilities benefit from involvement in band and music. (Bands of America is a program of Music for All.) Emily Ingram of James Bowie High School, Texas, and Cameron McCanless of Avon High School, Indiana, have…

  7. Defining the biological bases of individual differences in musicality

    PubMed Central

    Gingras, Bruno; Honing, Henkjan; Peretz, Isabelle; Trainor, Laurel J.; Fisher, Simon E.

    2015-01-01

    Advances in molecular technologies make it possible to pinpoint genomic factors associated with complex human traits. For cognition and behaviour, identification of underlying genes provides new entry points for deciphering the key neurobiological pathways. In the past decade, the search for genetic correlates of musicality has gained traction. Reports have documented familial clustering for different extremes of ability, including amusia and absolute pitch (AP), with twin studies demonstrating high heritability for some music-related skills, such as pitch perception. Certain chromosomal regions have been linked to AP and musical aptitude, while individual candidate genes have been investigated in relation to aptitude and creativity. Most recently, researchers in this field started performing genome-wide association scans. Thus far, studies have been hampered by relatively small sample sizes and limitations in defining components of musicality, including an emphasis on skills that can only be assessed in trained musicians. With opportunities to administer standardized aptitude tests online, systematic large-scale assessment of musical abilities is now feasible, an important step towards high-powered genome-wide screens. Here, we offer a synthesis of existing literatures and outline concrete suggestions for the development of comprehensive operational tools for the analysis of musical phenotypes. PMID:25646515

  8. Defining the biological bases of individual differences in musicality.

    PubMed

    Gingras, Bruno; Honing, Henkjan; Peretz, Isabelle; Trainor, Laurel J; Fisher, Simon E

    2015-03-19

    Advances in molecular technologies make it possible to pinpoint genomic factors associated with complex human traits. For cognition and behaviour, identification of underlying genes provides new entry points for deciphering the key neurobiological pathways. In the past decade, the search for genetic correlates of musicality has gained traction. Reports have documented familial clustering for different extremes of ability, including amusia and absolute pitch (AP), with twin studies demonstrating high heritability for some music-related skills, such as pitch perception. Certain chromosomal regions have been linked to AP and musical aptitude, while individual candidate genes have been investigated in relation to aptitude and creativity. Most recently, researchers in this field started performing genome-wide association scans. Thus far, studies have been hampered by relatively small sample sizes and limitations in defining components of musicality, including an emphasis on skills that can only be assessed in trained musicians. With opportunities to administer standardized aptitude tests online, systematic large-scale assessment of musical abilities is now feasible, an important step towards high-powered genome-wide screens. Here, we offer a synthesis of existing literatures and outline concrete suggestions for the development of comprehensive operational tools for the analysis of musical phenotypes. © 2015 The Author(s) Published by the Royal Society. All rights reserved.

  9. Immigrant Students' Development of Musical Agency--Exploring Democracy in Music Education

    ERIC Educational Resources Information Center

    Karlsen, Sidsel; Westerlund, Heidi

    2010-01-01

    In this article, we argue that the musical schooling of immigrant students could be seen as forming a healthy test for any educational context in terms of how democracy is enacted. We engage in a discussion linking music education, agency, pluralism and democracy. In our theoretical reconstruction of multicultural music education we first make a…

  10. Searching for Music's Potential: A Critical Examination of Research on Music Therapy with Individuals with Autism

    ERIC Educational Resources Information Center

    Accordino, Robert; Comer, Ronald; Heller, Wendy B.

    2007-01-01

    The authors conducted a literature review on music therapy for individuals with autism because of the frequent use of music therapy for those with autism and recent research on the musical abilities of this population. To accomplish this narrative review, articles were searched from relevant databases, reference lists from articles, and book…

  11. Cassie: A Gifted Musician. Socio-Cultural and Educational Perspectives Related to the Development of Musical Understanding in Gifted Adolescents

    ERIC Educational Resources Information Center

    Tomlinson, Michelle M.

    2010-01-01

    This qualitative study focuses on the intrinsic value of musical understanding and how it is influenced by socio-cultural and educational factors shaping the development of a gifted adolescent. Using Gross's (1993) model of case studies of exceptionally gifted children, the student was identified for her innate abilities, and studied using the…

  12. Identifying emotions in music through electrical hearing in deaf children using cochlear implants.

    PubMed

    Hopyan, T; Gordon, K A; Papsin, B C

    2011-02-01

    Cochlear implant (CI) devices are the choice of treatment for individuals with severe to profound hearing loss. The CI devices provide the opportunity for children who are deaf to perceive sound by electrical stimulation of the auditory nerve, with the goal of optimizing oral communication. A natural benefit of acquiring hearing using CIs is the ability to hear, and perhaps enjoy, music. Music is a non-verbal auditory stimulus and a powerful tool for transmitting emotion. Identifying emotional cues is an important part of normal social development and communication and thus music may play an important role in establishing these skills during development. To date, it is not known whether children who use cochlear implants to hear can identify the emotional content carried in music. Our objective in the present study was to determine whether children who have been deaf from infancy and are experienced CI users have acquired the ability to identify emotion in musical phrases. Study participants were 18 CI users (ages 7-13 years) who received right unilateral CIs (mean age at CI activation of 2.9 years) and 18 age-and gender-matched controls. Participants were asked to judge 32 brief musical excerpts as happy or sad by pointing to simple graphics of a smiling or frowning face. Children using CIs were able to correctly distinguish happy versus sad music well above chance levels, but performed more poorly on this task than their peers with typical hearing. Age at CI activation and time since CI activation were both uncorrelated with outcome measures. Children with CIs show the ability to perceive emotion in music but do so less accurately than typically hearing peers.

  13. A sensitive period for musical training: contributions of age of onset and cognitive abilities.

    PubMed

    Bailey, Jennifer; Penhune, Virginia B

    2012-04-01

    The experiences we engage in during childhood can stay with us well into our adult years. The idea of a sensitive period--a window during maturation when our brains are most influenced by behavior--has been proposed. Work from our laboratory has shown that early-trained musicians (ET) performed better on visual-motor and auditory-motor synchronization tasks than late-trained musicians (LT), even when matched for total musical experience. Although the groups of musicians showed no cognitive differences, working memory scores correlated with task performance. In this study, we have replicated these findings in a larger sample of musicians and included a group of highly educated nonmusicians (NM). Participants performed six woodblock rhythms of varying levels of metrical complexity and completed cognitive subtests measuring verbal abilities, working memory, and pattern recognition. Working memory scores correlated with task performance across all three groups. Interestingly, verbal abilities were stronger among the NM, while nonverbal abilities were stronger among musicians. These findings are discussed in context of the sensitive period hypothesis as well as the debate surrounding cognitive differences between musicians and NM. © 2012 New York Academy of Sciences.

  14. Do informal musical activities shape auditory skill development in preschool-age children?

    PubMed

    Putkinen, Vesa; Saarikivi, Katri; Tervaniemi, Mari

    2013-08-29

    The influence of formal musical training on auditory cognition has been well established. For the majority of children, however, musical experience does not primarily consist of adult-guided training on a musical instrument. Instead, young children mostly engage in everyday musical activities such as singing and musical play. Here, we review recent electrophysiological and behavioral studies carried out in our laboratory and elsewhere which have begun to map how developing auditory skills are shaped by such informal musical activities both at home and in playschool-type settings. Although more research is still needed, the evidence emerging from these studies suggests that, in addition to formal musical training, informal musical activities can also influence the maturation of auditory discrimination and attention in preschool-aged children.

  15. Do informal musical activities shape auditory skill development in preschool-age children?

    PubMed Central

    Putkinen, Vesa; Saarikivi, Katri; Tervaniemi, Mari

    2013-01-01

    The influence of formal musical training on auditory cognition has been well established. For the majority of children, however, musical experience does not primarily consist of adult-guided training on a musical instrument. Instead, young children mostly engage in everyday musical activities such as singing and musical play. Here, we review recent electrophysiological and behavioral studies carried out in our laboratory and elsewhere which have begun to map how developing auditory skills are shaped by such informal musical activities both at home and in playschool-type settings. Although more research is still needed, the evidence emerging from these studies suggests that, in addition to formal musical training, informal musical activities can also influence the maturation of auditory discrimination and attention in preschool-aged children. PMID:24009597

  16. Development and Validation of a Musical Behavior Measure for Preschool Children

    ERIC Educational Resources Information Center

    Yi, Gina Jisun

    2013-01-01

    The purpose of this study was to develop a measure for use in assessing musical behaviors of preschool children in the context of regular music instruction and to determine the validity and the reliability of the measure. The Early Childhood Musical Behavior Measure (ECMBM) was constructed for use with preschool-aged children to measure their…

  17. We "Are" Musical

    ERIC Educational Resources Information Center

    Welch, Graham F.

    2005-01-01

    The challenge for music education is to nurture and develop each individual's basic musicality. Assuming normal neurological functioning and development, we are all musical. Our musical development begins pre-birth, with musical behaviours in one form or another being evident across the lifespan. Nevertheless, early enculturation can both foster…

  18. Developing the Multimedia User Interface Component (MUSIC) for the Icarus Presentation System (IPS)

    DTIC Science & Technology

    1993-12-01

    AD-A276 341 In-House Report December 1993 DEVELOPING THE MULTIMEDIA USER INTERFACE COMPONENT ( MUSIC ) FOR THE ICARUS PRESENTATION SYSTEM (IPS) Ingrid...DATEs COVERED 7 December 1993 Ina-House Jun - Aug 93 4 TWLE AM SL1sM1E & FUNDING NUMBERS DEVELOPING THE MULTIMEDIA USER INTERFACE COMPONENT ( MUSIC ) PE...the Multimedia User Interface Component ( MUSIC ). This report documents the initial research, design and implementation of a prototype of the MUSIC

  19. Hemispheric Laterality in Music and Math

    ERIC Educational Resources Information Center

    Szirony, Gary Michael; Burgin, John S.; Pearson, L. Carolyn

    2008-01-01

    Hemispheric laterality may be a useful concept in teaching, learning, training, and in understanding more about human development. To address this issue, a measure of hemispheric laterality was compared to musical and mathematical ability. The Human Information Processing Survey (HIPS) instrument, designed to measure hemispheric laterality, was…

  20. Is There Musical Meaning in the Musical?

    ERIC Educational Resources Information Center

    Kindall-Smith, Marsha

    2010-01-01

    The study of music contributes to transmitting cultural heritage, learning self-discipline and teamwork, developing creativity and self-expression, developing multiple intelligences, engaging in problem solving and abstract thinking, and influencing academic achievement. Whether a performance has "musical meaning" at the core of music education…

  1. Music and Dyslexia: A New Musical Training Method to Improve Reading and Related Disorders

    PubMed Central

    Habib, Michel; Lardy, Chloé; Desiles, Tristan; Commeiras, Céline; Chobert, Julie; Besson, Mireille

    2016-01-01

    Numerous arguments in the recent neuroscientific literature support the use of musical training as a therapeutic tool among the arsenal already available to therapists and educators for treating children with dyslexia. In the present study, we tested the efficacy of a specially-designed Cognitivo-Musical Training (CMT) method based upon three principles: (1) music-language analogies: training dyslexics with music could contribute to improve brain circuits which are common to music and language processes; (2) the temporal and rhythmic features of music, which could exert a positive effect on the multiple dimensions of the “temporal deficit” characteristic of some types of dyslexia; and (3) cross-modal integration, based on converging evidence of impaired connectivity between brain regions in dyslexia and related disorders. Accordingly, we developed a series of musical exercises involving jointly and simultaneously sensory (visual, auditory, somatosensory) and motor systems, with special emphasis on rhythmic perception and production in addition to intensive training of various features of the musical auditory signal. Two separate studies were carried out, one in which dyslexic children received intensive musical exercises concentrated over 18 h during 3 consecutive days, and the other in which the 18 h of musical training were spread over 6 weeks. Both studies showed significant improvements in some untrained, linguistic and non-linguistic variables. The first one yielded significant improvement in categorical perception and auditory perception of temporal components of speech. The second study revealed additional improvements in auditory attention, phonological awareness (syllable fusion), reading abilities, and repetition of pseudo-words. Importantly, most improvements persisted after an untrained period of 6 weeks. These results provide new additional arguments for using music as part of systematic therapeutic and instructional practice for dyslexic children

  2. Comparison of psychomotor function between music students and students participating in music training.

    PubMed

    Chansirinukor, Wunpen; Khemthong, Supalak

    2014-07-01

    To compare psychomotor function between a music student group who had music education and a non-music student group who participated in music training. Consecutive sampling was used for completing questionnaires, testing reaction times (visual, auditory, and tactile system), measuring electromyography of upper trapezius muscles both sides and taking photos of the Craniovertebral (CV) angle in the sitting position. Data collection was made twice for each student group: the music students at one-hour intervals for resting and conducting nonmusic activities, the non-music students at two-day intervals, 20 minutes/session, and performed music training (by a manual of keyboard notation). The non-music students (n = 65) improved reaction times, but responded slower than the music students except for the tactile system. The music students (n = 28) showed faster reaction times and higher activities of the trapezius muscle than the non-music students at post-test. In addition, the CV angle of the non-music students was significantly improved. The level of musical ability may influence the psychomotor function. Significant improvement was observed in visual, auditory and tactile reaction time, and CV angle in the non-music students. However upper trapezius muscle activities between both student groups were unchanged.

  3. Infants’ sensitivity to emotion in music and emotion-action understanding

    PubMed Central

    Siu, Tik-Sze Carrey; Cheung, Him

    2017-01-01

    Emerging evidence has indicated infants’ early sensitivity to acoustic cues in music. Do they interpret these cues in emotional terms to represent others’ affective states? The present study examined infants’ development of emotional understanding of music with a violation-of-expectation paradigm. Twelve- and 20-month-olds were presented with emotionally concordant and discordant music-face displays on alternate trials. The 20-month-olds, but not the 12-month-olds, were surprised by emotional incongruence between musical and facial expressions, suggesting their sensitivity to musical emotion. In a separate non-music task, only the 20-month-olds were able to use an actress’s affective facial displays to predict her subsequent action. Interestingly, for the 20-month-olds, such emotion-action understanding correlated with sensitivity to musical expressions measured in the first task. These two abilities however did not correlate with family income, parental estimation of language and communicative skills, and quality of parent-child interaction. The findings suggest that sensitivity to musical emotion and emotion-action understanding may be supported by a generalised common capacity to represent emotion from social cues, which lays a foundation for later social-communicative development. PMID:28152081

  4. Hearing the irrational: music and the development of the modern concept of number.

    PubMed

    Pesic, Peter

    2010-09-01

    Because the modern concept of number emerged within a quadrivium that included music alongside arithmetic, geometry, and astronomy, musical considerations affected mathematical developments. Michael Stifel embedded the then-paradoxical term "irrational numbers" (numerici irrationales) in a musical context (1544), though his philosophical aversion to the "cloud of infinity" surrounding such numbers finally outweighed his musical arguments in their favor. Girolamo Cardano gave the same status to irrational and rational quantities in his algebra (1545), for which his contemporaneous work on music suggested parallels and empirical examples. Nicola Vicentino's attempt to revive ancient "enharmonic" music (1555) required and hence defended the use of "irrational proportions" (proportiones inrationales) as if they were numbers. These developments emerged in richly interactive social and cultural milieus whose participants interwove musical and mathematical interests so closely that their intense controversies about ancient Greek music had repercussions for mathematics as well. The musical interests of Stifel, Cardano, and Vicentino influenced their respective treatments of "irrational numbers." Practical as well as theoretical music both invited and opened the way for the recognition of a radically new concept of number, even in the teeth of paradox.

  5. Clinical investigations of receptive and expressive musical functions after stroke.

    PubMed

    Rosslau, Ken; Steinwede, Daniel; Schröder, C; Herholz, Sibylle C; Lappe, Claudia; Dobel, Christian; Altenmüller, Eckart

    2015-01-01

    There is a long tradition of investigating various disorders of musical abilities after stroke. These impairments, associated with acquired amusia, can be highly selective, affecting only music perception (i.e., receptive abilities/functions) or expression (music production abilities), and some patients report that these may dramatically influence their emotional state. The aim of this study was to systematically test both the melodic and rhythmic domains of music perception and expression in left- and right-sided stroke patients compared to healthy subjects. Music perception was assessed using rhythmic and melodic discrimination tasks, while tests of expressive function involved the vocal or instrumental reproduction of rhythms and melodies. Our approach revealed deficits in receptive and expressive functions in stroke patients, mediated by musical expertise. Those patients who had experienced a short period of musical training in childhood and adolescence performed better in the receptive and expressive subtests compared to those without any previous musical training. While discrimination of specific musical patterns was unimpaired after a left-sided stroke, patients with a right-sided stroke had worse results for fine melodic and rhythmic analysis. In terms of expressive testing, the most consistent results were obtained from a test that required patients to reproduce sung melodies. This implies that the means of investigating production abilities can impact the identification of deficits.

  6. Clinical investigations of receptive and expressive musical functions after stroke

    PubMed Central

    Rosslau, Ken; Steinwede, Daniel; Schröder, C.; Herholz, Sibylle C.; Lappe, Claudia; Dobel, Christian; Altenmüller, Eckart

    2015-01-01

    There is a long tradition of investigating various disorders of musical abilities after stroke. These impairments, associated with acquired amusia, can be highly selective, affecting only music perception (i.e., receptive abilities/functions) or expression (music production abilities), and some patients report that these may dramatically influence their emotional state. The aim of this study was to systematically test both the melodic and rhythmic domains of music perception and expression in left- and right-sided stroke patients compared to healthy subjects. Music perception was assessed using rhythmic and melodic discrimination tasks, while tests of expressive function involved the vocal or instrumental reproduction of rhythms and melodies. Our approach revealed deficits in receptive and expressive functions in stroke patients, mediated by musical expertise. Those patients who had experienced a short period of musical training in childhood and adolescence performed better in the receptive and expressive subtests compared to those without any previous musical training. While discrimination of specific musical patterns was unimpaired after a left-sided stroke, patients with a right-sided stroke had worse results for fine melodic and rhythmic analysis. In terms of expressive testing, the most consistent results were obtained from a test that required patients to reproduce sung melodies. This implies that the means of investigating production abilities can impact the identification of deficits. PMID:26124731

  7. Music and mirror neurons: from motion to ’e’motion

    PubMed Central

    Overy, Katie

    2006-01-01

    The ability to create and enjoy music is a universal human trait and plays an important role in the daily life of most cultures. Music has a unique ability to trigger memories, awaken emotions and to intensify our social experiences. We do not need to be trained in music performance or appreciation to be able to reap its benefits—already as infants, we relate to it spontaneously and effortlessly. There has been a recent surge in neuroimaging investigations of the neural basis of musical experience, but the way in which the abstract shapes and patterns of musical sound can have such profound meaning to us remains elusive. Here we review recent neuroimaging evidence and suggest that music, like language, involves an intimate coupling between the perception and production of hierarchically organized sequential information, the structure of which has the ability to communicate meaning and emotion. We propose that these aspects of musical experience may be mediated by the human mirror neuron system. PMID:18985111

  8. Music, music therapy and dementia: a review of literature and the recommendations of the Italian Psychogeriatric Association.

    PubMed

    Raglio, A; Bellelli, G; Mazzola, P; Bellandi, D; Giovagnoli, A R; Farina, E; Stramba-Badiale, M; Gentile, S; Gianelli, M V; Ubezio, M C; Zanetti, O; Trabucchi, M

    2012-08-01

    This study reviews the most recent (from 2000 to 2011) Clinical Controlled Trials (CCT) and Randomized Controlled Trials (RCT) concerning the use of music and music-therapy (MT) in the context of dementia and related issues. Studies which explored the efficacy of music and MT on behavioral and psychological symptoms of dementia (BPSD) are prevalent, while those aiming at assessing a potential effect of these approaches on cognitive and physiological aspects are scant. Although with some limitations, the results of these studies are consistent with the efficacy of MT approach on BPSD. In this context, the ability of the music therapist to directly interact with the patients appears to be crucial for the success of the intervention. This review was endorsed by the Italian Psychogeriatric Association (AIP) and represents its view about the criteria to select appropriate music and MT approaches in the field of dementia. Accordingly, we have developed a list of recommendations to facilitate the current use of these techniques in the context of non-pharmacological treatments for patients with dementia. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

  9. Assessing musical skills in autistic children who are not savants.

    PubMed

    Heaton, Pamela

    2009-05-27

    Descriptions of autistic musical savants suggest that they possess extraordinary skills within the domain. However, until recently little was known about the musical skills and potential of individuals with autism who are not savants. The results from these more recent studies investigating music perception, cognition and learning in musically untrained children with autism have revealed a pattern of abilities that are either enhanced or spared. For example, increased sensitivity to musical pitch and timbre is frequently observed, and studies investigating perception of musical structure and emotions have consistently failed to reveal deficits in autism. While the phenomenon of the savant syndrome is of considerable theoretical interest, it may have led to an under-consideration of the potential talents and skills of that vast majority of autistic individuals, who do not meet savant criteria. Data from empirical studies show that many autistic children possess musical potential that can and should be developed.

  10. The Mozart Effect: Musical Phenomenon or Musical Preference? A More Ecologically Valid Reconsideration

    ERIC Educational Resources Information Center

    Cassity, Hope Daniels; Henley, Tracy B.; Markley, Robert P.

    2007-01-01

    The "Mozart effect" is the reported phenomenon of increased spatial abilities after listening to that composer's music. However, subsequent research suggests that the Mozart effect may be an artifactual consequence of heightened arousal and mood rather than the music of Mozart per se (e.g., Thompson, Schellenberg, & Husain, 2001). The present…

  11. Dissociation between musical and monetary reward responses in specific musical anhedonia.

    PubMed

    Mas-Herrero, Ernest; Zatorre, Robert J; Rodriguez-Fornells, Antoni; Marco-Pallarés, Josep

    2014-03-17

    Music has been present in all human cultures since prehistory [1, 2], although it is not associated with any apparent biological advantages (such as food, sex, etc.) or utility value (such as money). Nevertheless, music is ranked among the highest sources of pleasure [3], and its important role in our society and culture has led to the assumption that the ability of music to induce pleasure is universal. However, this assumption has never been empirically tested. In the present report, we identified a group of healthy individuals without depression or generalized anhedonia who showed reduced behavioral pleasure ratings and no autonomic responses to pleasurable music, despite having normal musical perception capacities. These persons showed preserved behavioral and physiological responses to monetary reward, indicating that the low sensitivity to music was not due to a global hypofunction of the reward network. These results point to the existence of specific musical anhedonia and suggest that there may be individual differences in access to the reward system. Copyright © 2014 Elsevier Ltd. All rights reserved.

  12. Peer-Led Professional Development in Musical Creativity through Improvisation for Music Teachers

    ERIC Educational Resources Information Center

    Parsons, Joshua Ryan

    2017-01-01

    General creativity and, more specifically, creative thinking in music are valuable qualities that should be fostered in music education for personal, professional, and societal reasons. In order for band directors to successfully integrate musical creativity into their classroom curriculum and serve as resources for other content area teachers…

  13. Genomic Imprinting Is Implicated in the Psychology of Music.

    PubMed

    Mehr, Samuel A; Kotler, Jennifer; Howard, Rhea M; Haig, David; Krasnow, Max M

    2017-10-01

    Why do people sing to babies? Human infants are relatively altricial and need their parents' attention to survive. Infant-directed song may constitute a signal of that attention. In Prader-Willi syndrome (PWS), a rare disorder of genomic imprinting, genes from chromosome 15q11-q13 that are typically paternally expressed are unexpressed, which results in exaggeration of traits that reduce offspring's investment demands on the mother. PWS may thus be associated with a distinctive musical phenotype. We report unusual responses to music in people with PWS. Subjects with PWS ( N = 39) moved more during music listening, exhibited greater reductions in heart rate in response to music listening, and displayed a specific deficit in pitch-discrimination ability relative to typically developing adults and children ( N = 589). Paternally expressed genes from 15q11-q13, which are unexpressed in PWS, may thus increase demands for music and enhance perceptual sensitivity to music. These results implicate genomic imprinting in the psychology of music, informing theories of music's evolutionary history.

  14. Music training and speech perception: a gene-environment interaction.

    PubMed

    Schellenberg, E Glenn

    2015-03-01

    Claims of beneficial side effects of music training are made for many different abilities, including verbal and visuospatial abilities, executive functions, working memory, IQ, and speech perception in particular. Such claims assume that music training causes the associations even though children who take music lessons are likely to differ from other children in music aptitude, which is associated with many aspects of speech perception. Music training in childhood is also associated with cognitive, personality, and demographic variables, and it is well established that IQ and personality are determined largely by genetics. Recent evidence also indicates that the role of genetics in music aptitude and music achievement is much larger than previously thought. In short, music training is an ideal model for the study of gene-environment interactions but far less appropriate as a model for the study of plasticity. Children seek out environments, including those with music lessons, that are consistent with their predispositions; such environments exaggerate preexisting individual differences. © 2015 New York Academy of Sciences.

  15. At-risk elementary school children with one year of classroom music instruction are better at keeping a beat.

    PubMed

    Slater, Jessica; Tierney, Adam; Kraus, Nina

    2013-01-01

    Temporal processing underlies both music and language skills. There is increasing evidence that rhythm abilities track with reading performance and that language disorders such as dyslexia are associated with poor rhythm abilities. However, little is known about how basic time-keeping skills can be shaped by musical training, particularly during critical literacy development years. This study was carried out in collaboration with Harmony Project, a non-profit organization providing free music education to children in the gang reduction zones of Los Angeles. Our findings reveal that elementary school children with just one year of classroom music instruction perform more accurately in a basic finger-tapping task than their untrained peers, providing important evidence that fundamental time-keeping skills may be strengthened by short-term music training. This sets the stage for further examination of how music programs may be used to support the development of basic skills underlying learning and literacy, particularly in at-risk populations which may benefit the most.

  16. Using Generalizability Theory to Assess the Score Reliability of the Special Ability Selection Examinations for Music Education Programmes in Higher Education

    ERIC Educational Resources Information Center

    Atilgan, Hakan

    2008-01-01

    The "Special Ability Selection Examination" (SASE), which is used to select appropriate students for the music education departments of educational faculties in Turkey, has many subsections and must evaluate highly competitive cohorts of students according to a broad range of criteria. The test consists of three subsections, with a large…

  17. Autism, emotion recognition and the mirror neuron system: the case of music.

    PubMed

    Molnar-Szakacs, Istvan; Wang, Martha J; Laugeson, Elizabeth A; Overy, Katie; Wu, Wai-Ling; Piggot, Judith

    2009-11-16

    Understanding emotions is fundamental to our ability to navigate and thrive in a complex world of human social interaction. Individuals with Autism Spectrum Disorders (ASD) are known to experience difficulties with the communication and understanding of emotion, such as the nonverbal expression of emotion and the interpretation of emotions of others from facial expressions and body language. These deficits often lead to loneliness and isolation from peers, and social withdrawal from the environment in general. In the case of music however, there is evidence to suggest that individuals with ASD do not have difficulties recognizing simple emotions. In addition, individuals with ASD have been found to show normal and even superior abilities with specific aspects of music processing, and often show strong preferences towards music. It is possible these varying abilities with different types of expressive communication may be related to a neural system referred to as the mirror neuron system (MNS), which has been proposed as deficient in individuals with autism. Music's power to stimulate emotions and intensify our social experiences might activate the MNS in individuals with ASD, and thus provide a neural foundation for music as an effective therapeutic tool. In this review, we present literature on the ontogeny of emotion processing in typical development and in individuals with ASD, with a focus on the case of music.

  18. Investigation on the music perception skills of Italian children with cochlear implants.

    PubMed

    Scorpecci, Alessandro; Zagari, Felicia; Mari, Giorgia; Giannantonio, Sara; D'Alatri, Lucia; Di Nardo, Walter; Paludetti, Gaetano

    2012-10-01

    To compare the music perception skills of a group of Italian-speaking children with cochlear implants to those of a group of normal hearing children; to analyze possible correlations between implanted children's musical skills and their demographics, clinical characteristics, phonological perception, and speech recognition and production abilities. 18 implanted children aged 5-12 years and a reference group of 23 normal-hearing subjects with typical language development were enrolled. Both groups received a melody identification test and a song (i.e. original version) identification test. The implanted children also received a test battery aimed at assessing speech recognition, speech production and phoneme discrimination. The implanted children scored significantly worse than the normal hearing subjects in both musical tests. In the cochlear implant group, phoneme discrimination abilities were significantly correlated with both melody and song identification skills, and length of device use was significantly correlated with song identification skills. Experience with device use and phonological perception had a moderate-to-strong correlation to implanted children's music perception abilities. In the light of these findings, it is reasonable to assume that a rehabilitation program specifically aimed at improving phonological perception could help pediatric cochlear implant recipients better understand the basic elements of music; moreover, a training aimed at improving the comprehension of the spectral elements of music could enhance implanted children's phonological skills. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

  19. Emotion Perception in Music in High-Functioning Adolescents with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Quintin, Eve-Marie; Bhatara, Anjali; Poissant, Helene; Fombonne, Eric; Levitin, Daniel J.

    2011-01-01

    Individuals with Autism Spectrum Disorders (ASD) succeed at a range of musical tasks. The ability to recognize musical emotion as belonging to one of four categories (happy, sad, scared or peaceful) was assessed in high-functioning adolescents with ASD (N = 26) and adolescents with typical development (TD, N = 26) with comparable performance IQ,…

  20. Assessing the Positive Influence of Music Activities in Community Development Programs

    ERIC Educational Resources Information Center

    Dillon, Steve

    2006-01-01

    This article describes a framework for assessing the positive influence of music activities in community development programs. It examines hybrid music, health and rich media approaches to creative case study with the purpose of developing more compelling evidence based advocacy that examines the claims of a causal link. This preliminary study…

  1. Mathematical intelligence developed in math learning with classical backsound music of the classical era

    NASA Astrophysics Data System (ADS)

    Karlimah

    2018-05-01

    This study examines the application of classical music backsound in mathematics learning. The method used is quasi experimental design nonequivalent pretest-posttest control group in elementary school students in Tasikmalaya city, Indonesia. The results showed that classical music contributed significantly to the mathematical intelligence of elementary school students. The mathematical intelligence shown is in the cognitive ability ranging from the level of knowledge to evaluation. High level mathematical intelligence is shown by students in reading and writing integers with words and numbers. The low level of mathematical intelligence exists in projecting the story into a mathematical problem. The implication of this research is the use of classical music backsound on learning mathematics should pay attention to the level of difficulty of mathematics material being studied.

  2. Musical training, neuroplasticity and cognition.

    PubMed

    Rodrigues, Ana Carolina; Loureiro, Maurício Alves; Caramelli, Paulo

    2010-01-01

    The influence of music on the human brain has been recently investigated in numerous studies. Several investigations have shown that structural and functional cerebral neuroplastic processes emerge as a result of long-term musical training, which in turn may produce cognitive differences between musicians and non-musicians. Musicians can be considered ideal cases for studies on brain adaptation, due to their unique and intensive training experiences. This article presents a review of recent findings showing positive effects of musical training on non-musical cognitive abilities, which probably reflect plastic changes in brains of musicians.

  3. Music Education Intervention Improves Vocal Emotion Recognition

    ERIC Educational Resources Information Center

    Mualem, Orit; Lavidor, Michal

    2015-01-01

    The current study is an interdisciplinary examination of the interplay among music, language, and emotions. It consisted of two experiments designed to investigate the relationship between musical abilities and vocal emotional recognition. In experiment 1 (N = 24), we compared the influence of two short-term intervention programs--music and…

  4. Music and its association with epileptic disorders.

    PubMed

    Maguire, Melissa

    2015-01-01

    The association between music and epileptic seizures is complex and intriguing. Musical processing within the human brain recruits a network which involves many cortical areas that could activate as part of a temporal lobe seizure or become hyperexcitable on musical exposure as in the case of musicogenic epilepsy. The dichotomous effect of music on seizures may be explained by modification of dopaminergic circuitry or counteractive cognitive and sensory input in ictogenesis. Research has explored the utility of music as a therapy in epilepsy and while limited studies show some evidence of an effect on seizure activity; further work is required to ascertain its clinical potential. Sodium channel-blocking antiepileptic drugs, e.g., carbamazepine and oxcarbazepine, appear to effect pitch perception particularly in native-born Japanese, a rare but important adverse effect, particularly if a professional musician. Temporal lobe surgery for right lateralizing epilepsy has the capacity to effect all facets of musical processing, although risk and correlation to resection area need further research. There is a need for the development of investigative tools of musical processing that could be utilized along the surgical pathway. Similarly, work is also required in devising a musical paradigm as part of electroencephalography to improve surveillance of musicogenic seizures. These clinical applications could aid the management of epilepsy and preservation of musical ability. © 2015 Elsevier B.V. All rights reserved.

  5. Music Perception of Cochlear Implant Recipients with Implications for Music Instruction: A Review of Literature

    PubMed Central

    Hsiao, Feilin; Gfeller, Kate

    2013-01-01

    This review of literature presents a systematic analysis of the capabilities and limitations of cochlear implant recipients regarding music perception. Specifically, it a) analyzes individual components of music (e.g., rhythm, timbre, and pitch) as they interface with the technical characteristics of cochlear implants and the perceptual abilities of cochlear implant recipients; and b) describes accommodations for music instruction that support successful participation of children with cochlear implants. This article consolidates research studies from various disciplines (audiology, hearing science, speech-language pathology, cochlear implants, and music therapy) to provide practical recommendations for educators in fostering the musical growth of children with cochlear implants. PMID:23469365

  6. A preliminary report of music-based training for adult cochlear implant users: Rationales and development.

    PubMed

    Gfeller, Kate; Guthe, Emily; Driscoll, Virginia; Brown, Carolyn J

    2015-09-01

    This paper provides a preliminary report of a music-based training program for adult cochlear implant (CI) recipients. Included in this report are descriptions of the rationale for music-based training, factors influencing program development, and the resulting program components. Prior studies describing experience-based plasticity in response to music training, auditory training for persons with hearing impairment, and music training for CI recipients were reviewed. These sources revealed rationales for using music to enhance speech, factors associated with successful auditory training, relevant aspects of electric hearing and music perception, and extant evidence regarding limitations and advantages associated with parameters for music training with CI users. This informed the development of a computer-based music training program designed specifically for adult CI users. Principles and parameters for perceptual training of music, such as stimulus choice, rehabilitation approach, and motivational concerns were developed in relation to the unique auditory characteristics of adults with electric hearing. An outline of the resulting program components and the outcome measures for evaluating program effectiveness are presented. Music training can enhance the perceptual accuracy of music, but is also hypothesized to enhance several features of speech with similar processing requirements as music (e.g., pitch and timbre). However, additional evaluation of specific training parameters and the impact of music-based training on speech perception of CI users is required.

  7. A preliminary report of music-based training for adult cochlear implant users: rationales and development

    PubMed Central

    Gfeller, Kate; Guthe, Emily; Driscoll, Virginia; Brown, Carolyn J.

    2015-01-01

    Objective This paper provides a preliminary report of a music-based training program for adult cochlear implant (CI) recipients. Included in this report are descriptions of the rationale for music-based training, factors influencing program development, and the resulting program components. Methods Prior studies describing experience-based plasticity in response to music training, auditory training for persons with hearing impairment, and music training for cochlear implant recipients were reviewed. These sources revealed rationales for using music to enhance speech, factors associated with successful auditory training, relevant aspects of electric hearing and music perception, and extant evidence regarding limitations and advantages associated with parameters for music training with CI users. This information formed the development of a computer-based music training program designed specifically for adult CI users. Results Principles and parameters for perceptual training of music, such as stimulus choice, rehabilitation approach, and motivational concerns were developed in relation to the unique auditory characteristics of adults with electric hearing. An outline of the resulting program components and the outcome measures for evaluating program effectiveness are presented. Conclusions Music training can enhance the perceptual accuracy of music, but is also hypothesized to enhance several features of speech with similar processing requirements as music (e.g., pitch and timbre). However, additional evaluation of specific training parameters and the impact of music-based training on speech perception of CI users are required. PMID:26561884

  8. Theory-guided Therapeutic Function of Music to facilitate emotion regulation development in preschool-aged children

    PubMed Central

    Sena Moore, Kimberly; Hanson-Abromeit, Deanna

    2015-01-01

    Emotion regulation (ER) is an umbrella term to describe interactive, goal-dependent explicit, and implicit processes that are intended to help an individual manage and shift an emotional experience. The primary window for appropriate ER development occurs during the infant, toddler, and preschool years. Atypical ER development is considered a risk factor for mental health problems and has been implicated as a primary mechanism underlying childhood pathologies. Current treatments are predominantly verbal- and behavioral-based and lack the opportunity to practice in-the-moment management of emotionally charged situations. There is also an absence of caregiver–child interaction in these treatment strategies. Based on behavioral and neural support for music as a therapeutic mechanism, the incorporation of intentional music experiences, facilitated by a music therapist, may be one way to address these limitations. Musical Contour Regulation Facilitation (MCRF) is an interactive therapist-child music-based intervention for ER development practice in preschoolers. The MCRF intervention uses the deliberate contour and temporal structure of a music therapy session to mirror the changing flow of the caregiver–child interaction through the alternation of high arousal and low arousal music experiences. The purpose of this paper is to describe the Therapeutic Function of Music (TFM), a theory-based description of the structural characteristics for a music-based stimulus to musically facilitate developmentally appropriate high arousal and low arousal in-the-moment ER experiences. The TFM analysis is based on a review of the music theory, music neuroscience, and music development literature and provides a preliminary model of the structural characteristics of the music as a core component of the MCRF intervention. PMID:26528171

  9. Theory-guided Therapeutic Function of Music to facilitate emotion regulation development in preschool-aged children.

    PubMed

    Sena Moore, Kimberly; Hanson-Abromeit, Deanna

    2015-01-01

    Emotion regulation (ER) is an umbrella term to describe interactive, goal-dependent explicit, and implicit processes that are intended to help an individual manage and shift an emotional experience. The primary window for appropriate ER development occurs during the infant, toddler, and preschool years. Atypical ER development is considered a risk factor for mental health problems and has been implicated as a primary mechanism underlying childhood pathologies. Current treatments are predominantly verbal- and behavioral-based and lack the opportunity to practice in-the-moment management of emotionally charged situations. There is also an absence of caregiver-child interaction in these treatment strategies. Based on behavioral and neural support for music as a therapeutic mechanism, the incorporation of intentional music experiences, facilitated by a music therapist, may be one way to address these limitations. Musical Contour Regulation Facilitation (MCRF) is an interactive therapist-child music-based intervention for ER development practice in preschoolers. The MCRF intervention uses the deliberate contour and temporal structure of a music therapy session to mirror the changing flow of the caregiver-child interaction through the alternation of high arousal and low arousal music experiences. The purpose of this paper is to describe the Therapeutic Function of Music (TFM), a theory-based description of the structural characteristics for a music-based stimulus to musically facilitate developmentally appropriate high arousal and low arousal in-the-moment ER experiences. The TFM analysis is based on a review of the music theory, music neuroscience, and music development literature and provides a preliminary model of the structural characteristics of the music as a core component of the MCRF intervention.

  10. Musical learning in children and adults with Williams syndrome.

    PubMed

    Lense, M; Dykens, E

    2013-09-01

    There is recent interest in using music making as an empirically supported intervention for various neurodevelopmental disorders due to music's engagement of perceptual-motor mapping processes. However, little is known about music learning in populations with developmental disabilities. Williams syndrome (WS) is a neurodevelopmental genetic disorder whose characteristic auditory strengths and visual-spatial weaknesses map onto the processes used to learn to play a musical instrument. We identified correlates of novel musical instrument learning in WS by teaching 46 children and adults (7-49 years) with WS to play the Appalachian dulcimer. Obtained dulcimer skill was associated with prior musical abilities (r = 0.634, P < 0.001) and visual-motor integration abilities (r = 0.487, P = 0.001), but not age, gender, IQ, handedness, auditory sensitivities or musical interest/emotionality. Use of auditory learning strategies, but not visual or instructional strategies, predicted greater dulcimer skill beyond individual musical and visual-motor integration abilities (β = 0.285, sr(2) = 0.06, P = 0.019). These findings map onto behavioural and emerging neural evidence for greater auditory-motor mapping processes in WS. Results suggest that explicit awareness of task-specific learning approaches is important when learning a new skill. Implications for using music with populations with syndrome-specific strengths and weakness will be discussed. © 2012 The Authors. Journal of Intellectual Disability Research © 2012 John Wiley & Sons Ltd, MENCAP & IASSID.

  11. Assessing musical skills in autistic children who are not savants

    PubMed Central

    Heaton, Pamela

    2009-01-01

    Descriptions of autistic musical savants suggest that they possess extraordinary skills within the domain. However, until recently little was known about the musical skills and potential of individuals with autism who are not savants. The results from these more recent studies investigating music perception, cognition and learning in musically untrained children with autism have revealed a pattern of abilities that are either enhanced or spared. For example, increased sensitivity to musical pitch and timbre is frequently observed, and studies investigating perception of musical structure and emotions have consistently failed to reveal deficits in autism. While the phenomenon of the savant syndrome is of considerable theoretical interest, it may have led to an under-consideration of the potential talents and skills of that vast majority of autistic individuals, who do not meet savant criteria. Data from empirical studies show that many autistic children possess musical potential that can and should be developed. PMID:19528029

  12. [The development of musicality in children after cochlear implantation].

    PubMed

    Zheng, Yan; Liu, Bo; Dong, Ruijuan; Xu, Tianqiu; Chen, Jing; Chen, Xuejing; Zhong, Yan; Meng, Chao; Wang, Hong; Chen, Xueqing

    2014-08-01

    The purpose of this study is to analyze the development of musicality in children after cochlear implantation, and provide a clinical database for the evaluation of their musicality. Twenty-six children with cochlear implants (CI group) participated in this research. They received cochlear implants at the age of 11 to 68 months with a mean of 35.6 months. Seventy-six infants as a control group aged from 1 to 24 months with a mean of 6.1 months participated in this study, whose hearing were considered normal by passing the case history collection, high-risk registers for hearing loss and hearing screening using DPOAE. The music and young children with CIs: Musicality Rating Scale was used to evaluate their musicality. The evaluation was performed before cochlear implantation and 1, 3, 6, 9, 12, 24 months after cochlear implantation for children with cochlear implants. The evaluation was also performed at 1, 3, 6, 9, 12, 24 months for children with normal hearing. The mean scores of musicality showed significant improvements with time of CI use for CI group (P<0.05). The mean scores of musicality also showed significant improvements with time for control group (P<0.05). There were no significant differences in mean scores between CI group and control group at 1, 3, 6, 9, 12 months of hearing age by rank sum test (P>0.05). Significant difference was noted between the two groups at 24 months (P<0.05). The musicality of children with cochlear implants improved significantly with time after cochlear implantation. The most rapid growth was found in the first year after cochlear implantation.

  13. Processing of musical structure by high-functioning adolescents with autism spectrum disorders.

    PubMed

    Quintin, Eve-Marie; Bhatara, Anjali; Poissant, Hélène; Fombonne, Eric; Levitin, Daniel J

    2013-01-01

    Enhanced pitch perception and memory have been cited as evidence of a local processing bias in autism spectrum disorders (ASD). This bias is argued to account for enhanced perceptual functioning ( Mottron & Burack, 2001 ; Mottron, Dawson, Soulières, Hubert, & Burack, 2006 ) and central coherence theories of ASD ( Frith, 1989 ; Happé & Frith, 2006 ). A local processing bias confers a different cognitive style to individuals with ASD ( Happé, 1999 ), which accounts in part for their good visuospatial and visuoconstructive skills. Here, we present analogues in the auditory domain, audiotemporal or audioconstructive processing, which we assess using a novel experimental task: a musical puzzle. This task evaluates the ability of individuals with ASD to process temporal sequences of musical events as well as various elements of musical structure and thus indexes their ability to employ a global processing style. Musical structures created and replicated by children and adolescents with ASD (10-19 years old) and typically developing children and adolescents (7-17 years old) were found to be similar in global coherence. Presenting a musical template for reference increased accuracy equally for both groups, with performance associated to performance IQ and short-term auditory memory. The overall pattern of performance was similar for both groups; some puzzles were easier than others and this was the case for both groups. Task performance was further found to be correlated with the ability to perceive musical emotions, more so for typically developing participants. Findings are discussed in light of the empathizing-systemizing theory of ASD ( Baron-Cohen, 2009 ) and the importance of describing the strengths of individuals with ASD ( Happé, 1999 ; Heaton, 2009 ).

  14. The Effect of Mozart's Music on Child Development in a Jordanian Kindergarten

    ERIC Educational Resources Information Center

    Mattar, Jehan

    2013-01-01

    Young children who listen to music regularly demonstrate better development than those who do not. As children grow, their social, cognitive and physical skills can be enhanced by their relationship with music. The music of Mozart was introduced into the children's environment as a sensory background for the standard curriculum. The purpose of…

  15. Positive Use of Rap Music in the Classroom.

    ERIC Educational Resources Information Center

    Anderson, Edward

    As an extension of African-Americans' rich language and musical heritage and abilities, rap music has some value in the educational setting. Rap music started as a dance fad beginning in the mid-1970s among Blacks and Hispanics in New York's outer boroughs. It is another generational brand of Black language and musical usage and an extension of…

  16. The developmental origins of musicality.

    PubMed

    Trehub, Sandra E

    2003-07-01

    The study of musical abilities and activities in infancy has the potential to shed light on musical biases or dispositions that are rooted in nature rather than nurture. The available evidence indicates that infants are sensitive to a number of sound features that are fundamental to music across cultures. Their discrimination of pitch and timing differences and their perception of equivalence classes are similar, in many respects, to those of listeners who have had many years of exposure to music. Whether these perceptual skills are unique to human listeners is not known. What is unique is the intense human interest in music, which is evident from the early days of life. Also unique is the importance of music in social contexts. Current ideas about musical timing and interpersonal synchrony are considered here, along with proposals for future research.

  17. Resting-state functional connectivity and pitch identification ability in non-musicians

    PubMed Central

    Hou, Jiancheng; Chen, Chuansheng; Dong, Qi

    2015-01-01

    Previous studies have used task-related fMRI to investigate the neural basis of pitch identification (PI), but no study has examined the associations between resting-state functional connectivity (RSFC) and PI ability. Using a large sample of Chinese non-musicians (N = 320, with 56 having prior musical training), the current study examined the associations among musical training, PI ability, and RSFC. Results showed that musical training was associated with increased RSFC within the networks for multiple cognitive functions (such as vision, phonology, semantics, auditory encoding, and executive functions). PI ability was associated with RSFC with regions for perceptual and auditory encoding for participants with musical training, and with RSFC with regions for short-term memory, semantics, and phonology for participants without musical training. PMID:25717289

  18. Measuring engagement with music: development of an informant-report questionnaire.

    PubMed

    Vanstone, Ashley D; Wolf, Michael; Poon, Tina; Cuddy, Lola L

    2016-01-01

    This study describes the development of the Music Engagement Questionnaire (MusEQ), a 35-item scale to measure engagement with music in daily life. Music has implications for well-being and for therapy, notably for individuals living with dementia. A number of excellent scales or questionnaires are now available to measure music engagement. Unlike these scales, the MusEQ may be completed by either the participant or an informant. Study 1 drew on a community-based sample of 391 participants. Exploratory factor analysis revealed six interpretable factors, which formed the basis for construction of six subscales. Study 2 applied the MusEQ to a group of participants with Alzheimer's disease (AD; n = 16) as well as a group of neurotypical older adults (OA; n = 16). Informants completed the MusEQ, and the OA group also completed the self-report version of the MusEQ. Both groups had an interview in which they described the place music had in their lives. These interviews were scored by three independent raters. The MusEQ showed excellent internal consistency. Five of the factor-derived subscales showed good or excellent internal consistency. MusEQ scores were moderately correlated with a global rating of 'musicality' and with music education. There was strong agreement between self-report and informant-report data. MusEQ scores showed a significant positive relationship to independent ratings of music engagement. The MusEQ provides a meaningful and reliable option for measuring music engagement among participants who are unable to complete a self-report questionnaire.

  19. A Rationale for Early Training in Music.

    ERIC Educational Resources Information Center

    Simons, Gene M.

    1979-01-01

    The ability of young children to learn music is commonly underestimated. There is a large amount of research and empirical evidence which indicates that (1) early childhood is the most critical period for learning fundamental concepts and skills in music and (2) children's potential for musical growth declines with age. (Author/NQ)

  20. Teacher Research as Professional Development for P-12 Music Teachers

    ERIC Educational Resources Information Center

    Conway, Colleen; Edgar, Scott; Hansen, Erin; Palmer, C. Michael

    2014-01-01

    The purpose of this study was to examine the experiences of seven music educators who conducted teacher research in their classrooms and to document whether the teachers and the local school district considered the project as professional development. Research questions included: (1) How do these music educators describe the experience of planning…

  1. The Engagement in Musical Activities of Young Children with Varied Hearing Abilities

    ERIC Educational Resources Information Center

    Chen-Hafteck, Lily; Schraer-Joiner, Lyn

    2011-01-01

    This multiple case study examined the musical experiences of five hard-of-hearing/deaf children (hearing loss ranging from 35-95 dB) and four typical-hearing children, ages 3-4. Their responses to various musical activities were observed and analysed using flow indicators. It was found that both groups of children: (1) were capable of engaging in…

  2. Effects of culture on musical pitch perception.

    PubMed

    Wong, Patrick C M; Ciocca, Valter; Chan, Alice H D; Ha, Louisa Y Y; Tan, Li-Hai; Peretz, Isabelle

    2012-01-01

    The strong association between music and speech has been supported by recent research focusing on musicians' superior abilities in second language learning and neural encoding of foreign speech sounds. However, evidence for a double association--the influence of linguistic background on music pitch processing and disorders--remains elusive. Because languages differ in their usage of elements (e.g., pitch) that are also essential for music, a unique opportunity for examining such language-to-music associations comes from a cross-cultural (linguistic) comparison of congenital amusia, a neurogenetic disorder affecting the music (pitch and rhythm) processing of about 5% of the Western population. In the present study, two populations (Hong Kong and Canada) were compared. One spoke a tone language in which differences in voice pitch correspond to differences in word meaning (in Hong Kong Cantonese, /si/ means 'teacher' and 'to try' when spoken in a high and mid pitch pattern, respectively). Using the On-line Identification Test of Congenital Amusia, we found Cantonese speakers as a group tend to show enhanced pitch perception ability compared to speakers of Canadian French and English (non-tone languages). This enhanced ability occurs in the absence of differences in rhythmic perception and persists even after relevant factors such as musical background and age were controlled. Following a common definition of amusia (5% of the population), we found Hong Kong pitch amusics also show enhanced pitch abilities relative to their Canadian counterparts. These findings not only provide critical evidence for a double association of music and speech, but also argue for the reconceptualization of communicative disorders within a cultural framework. Along with recent studies documenting cultural differences in visual perception, our auditory evidence challenges the common assumption of universality of basic mental processes and speaks to the domain generality of culture

  3. Effects of Culture on Musical Pitch Perception

    PubMed Central

    Wong, Patrick C. M.; Ciocca, Valter; Chan, Alice H. D.; Ha, Louisa Y. Y.; Tan, Li-Hai; Peretz, Isabelle

    2012-01-01

    The strong association between music and speech has been supported by recent research focusing on musicians' superior abilities in second language learning and neural encoding of foreign speech sounds. However, evidence for a double association—the influence of linguistic background on music pitch processing and disorders—remains elusive. Because languages differ in their usage of elements (e.g., pitch) that are also essential for music, a unique opportunity for examining such language-to-music associations comes from a cross-cultural (linguistic) comparison of congenital amusia, a neurogenetic disorder affecting the music (pitch and rhythm) processing of about 5% of the Western population. In the present study, two populations (Hong Kong and Canada) were compared. One spoke a tone language in which differences in voice pitch correspond to differences in word meaning (in Hong Kong Cantonese, /si/ means ‘teacher’ and ‘to try’ when spoken in a high and mid pitch pattern, respectively). Using the On-line Identification Test of Congenital Amusia, we found Cantonese speakers as a group tend to show enhanced pitch perception ability compared to speakers of Canadian French and English (non-tone languages). This enhanced ability occurs in the absence of differences in rhythmic perception and persists even after relevant factors such as musical background and age were controlled. Following a common definition of amusia (5% of the population), we found Hong Kong pitch amusics also show enhanced pitch abilities relative to their Canadian counterparts. These findings not only provide critical evidence for a double association of music and speech, but also argue for the reconceptualization of communicative disorders within a cultural framework. Along with recent studies documenting cultural differences in visual perception, our auditory evidence challenges the common assumption of universality of basic mental processes and speaks to the domain generality of culture

  4. Developing the musical brain to boost early pre-verbal, communication and listening skills: The implications for musicality development pre- and post-cochlear implantation. It is not just about Nursery Rhymes!

    PubMed

    Rocca, Christine

    2015-09-01

    A growing body of evidence suggests that musical activities can enhance the listening brain and develop higher cognitive functions, including linguistic abilities. The BabyBeats™ early intervention resource, a musical habilitation resource, was designed to improve early parent interaction, early listening behaviour, early communication skills, and social and emotional development, pre- and post-implantation. A feasibility study was conducted on families from the UK. There were two groups: seven babies <12 months old, with a varying degree of severe to profound hearing loss and eight infants who had been implanted with a cochlear implant and were now >12 months old. Audit data were collected based on a simple parental and professional feedback questionnaire, completed at the end of an 8-month trial. Parental feedback was positive and ideas from the resource were carried over into the family's everyday routines. Parents and professionals observed increased vocalisation, attention, and anticipation of the activities in their babies. Parents also reported increased confidence in singing, moving, and playing with their baby. These preliminary outcomes suggest that this type of intervention may lead to earlier development of communication and listening skills when used in combination with appropriate amplification. The next steps will be to include more infants, match the groups regarding age and developmental stage, to observe the infants for a longer period and to compare outcomes over time.

  5. Music therapy in cardiac health care: current issues in research.

    PubMed

    Hanser, Suzanne B

    2014-01-01

    Music therapy is a service that has become more prevalent as an adjunct to medical practice-as its evidence base expands and music therapists begin to join the cardiology team in every phase of care, from the most serious cases to those maintaining good heart health. Although applications of music medicine, primarily listening to short segments of music, are capable of stabilizing vital signs and managing symptoms in the short-term, music therapy interventions by a qualified practitioner are showing promise in establishing deeper and more lasting impact. On the basis of mind-body approaches, stress/coping models, the neuromatrix theory of pain, and entrainment, music therapy capitalizes on the ability of music to affect the autonomic nervous system. Although only a limited number of randomized controlled trials pinpoint the efficacy of specific music therapy interventions, qualitative research reveals some profound outcomes in certain individuals. A depth of understanding related to the experience of living with a cardiovascular disease can be gained through music therapy approaches such as nonverbal music psychotherapy and guided imagery and music. The multifaceted nature of musical responsiveness contributes to strong individual variability and must be taken into account in the development of research protocols for future music therapy and music medicine interventions. The extant research provides a foundation for exploring the many potential psychosocial, physiological, and spiritual outcomes of a music therapy service for cardiology patients.

  6. Using Typical Infant Development to Inform Music Therapy with Children with Disabilities

    ERIC Educational Resources Information Center

    Wheeler, Barbara L.; Stultz, Sylvia

    2008-01-01

    This article illustrates some ways in which observations of typically-developing infants can inform music therapy and other work with children with disabilities. The research project that is described examines typical infant development with special attention to musical relatedness and communication. Videotapes of sessions centering on musical…

  7. Music: a unique window into the world of autism.

    PubMed

    Molnar-Szakacs, Istvan; Heaton, Pamela

    2012-04-01

    Understanding emotions is fundamental to our ability to navigate the complex world of human social interaction. Individuals with autism spectrum disorders (ASD) experience difficulties with the communication and understanding of emotions within the social domain. Their ability to interpret other people's nonverbal, facial, and bodily expressions of emotion is strongly curtailed. However, there is evidence to suggest that many individuals with ASD show a strong and early preference for music and are able to understand simple and complex musical emotions in childhood and adulthood. The dissociation between emotion recognition abilities in musical and social domains in individuals with ASD provides us with the opportunity to consider the nature of emotion processing difficulties characterizing this disorder. There has recently been a surge of interest in musical abilities in individuals with ASD, and this has motivated new behavioral and neuroimaging studies. Here, we review this new work. We conclude by providing some questions for future directions. © 2012 New York Academy of Sciences.

  8. Becoming Music-Making Music Teachers: Connecting Music Making, Identity, Wellbeing, and Teaching for Four Student Teachers

    ERIC Educational Resources Information Center

    Pellegrino, Kristen

    2015-01-01

    The purpose of this descriptive case study was to examine the developing music teacher identity of four student music teachers by exploring the meanings of music making and the intersections of music making and teaching. Participants all had dual student teaching placements: elementary general music and secondary band. Data were generated through…

  9. Song and speech: examining the link between singing talent and speech imitation ability.

    PubMed

    Christiner, Markus; Reiterer, Susanne M

    2013-01-01

    In previous research on speech imitation, musicality, and an ability to sing were isolated as the strongest indicators of good pronunciation skills in foreign languages. We, therefore, wanted to take a closer look at the nature of the ability to sing, which shares a common ground with the ability to imitate speech. This study focuses on whether good singing performance predicts good speech imitation. Forty-one singers of different levels of proficiency were selected for the study and their ability to sing, to imitate speech, their musical talent and working memory were tested. Results indicated that singing performance is a better indicator of the ability to imitate speech than the playing of a musical instrument. A multiple regression revealed that 64% of the speech imitation score variance could be explained by working memory together with educational background and singing performance. A second multiple regression showed that 66% of the speech imitation variance of completely unintelligible and unfamiliar language stimuli (Hindi) could be explained by working memory together with a singer's sense of rhythm and quality of voice. This supports the idea that both vocal behaviors have a common grounding in terms of vocal and motor flexibility, ontogenetic and phylogenetic development, neural orchestration and auditory memory with singing fitting better into the category of "speech" on the productive level and "music" on the acoustic level. As a result, good singers benefit from vocal and motor flexibility, productively and cognitively, in three ways. (1) Motor flexibility and the ability to sing improve language and musical function. (2) Good singers retain a certain plasticity and are open to new and unusual sound combinations during adulthood both perceptually and productively. (3) The ability to sing improves the memory span of the auditory working memory.

  10. Development and efficacy of music therapy techniques within palliative care.

    PubMed

    Clements-Cortés, Amy

    2016-05-01

    Music therapy is increasingly becoming an intervention used in palliative care settings around the globe. While the specialty of palliative care music therapy is relatively young having emerged in the late 1980s, there is a strong and growing body of evidence demonstrating its efficacy in assisting a variety of issues common at end-of-life. There are multiple music therapy techniques that are implemented with clients in palliative care and they can be categorized in four broad areas: receptive, creative, recreative and combined. These techniques will be presented with respect to their development by clinicians as supported by the descriptive and research literature. Information is also provided on the use of music therapy in facilitating the grieving and bereavement process. Copyright © 2015 Elsevier Ltd. All rights reserved.

  11. How Children Grow--Musically.

    ERIC Educational Resources Information Center

    Scott, Carol Rogel

    1989-01-01

    Reviews current research findings in the field of music in early childhood. Focuses on the musical development of the average child, citing evidence of music cognition and of music production. Reports some model programs established by music educators to work with parents and preschools to encourage musical development in the young child. (LS)

  12. Developing Understanding of Twentieth Century Composition in Junior High School General Music. Final Report.

    ERIC Educational Resources Information Center

    Adler, Marvin Stanley

    To develop an understanding of major 20th century musical styles and compositional techniques in junior high school general music classes, and to utilize rather than ignore student interest in current music, a sequence for units-of-study was developed and tested over a 2-year period in urban junior high schools. The initial units dealt with what…

  13. Rhythm and Melody Tasks for School-Aged Children With and Without Musical Training: Age-Equivalent Scores and Reliability.

    PubMed

    Ireland, Kierla; Parker, Averil; Foster, Nicholas; Penhune, Virginia

    2018-01-01

    Measuring musical abilities in childhood can be challenging. When music training and maturation occur simultaneously, it is difficult to separate the effects of specific experience from age-based changes in cognitive and motor abilities. The goal of this study was to develop age-equivalent scores for two measures of musical ability that could be reliably used with school-aged children (7-13) with and without musical training. The children's Rhythm Synchronization Task (c-RST) and the children's Melody Discrimination Task (c-MDT) were adapted from adult tasks developed and used in our laboratories. The c-RST is a motor task in which children listen and then try to synchronize their taps with the notes of a woodblock rhythm while it plays twice in a row. The c-MDT is a perceptual task in which the child listens to two melodies and decides if the second was the same or different. We administered these tasks to 213 children in music camps (musicians, n = 130) and science camps (non-musicians, n = 83). We also measured children's paced tapping, non-paced tapping, and phonemic discrimination as baseline motor and auditory abilities We estimated internal-consistency reliability for both tasks, and compared children's performance to results from studies with adults. As expected, musically trained children outperformed those without music lessons, scores decreased as difficulty increased, and older children performed the best. Using non-musicians as a reference group, we generated a set of age-based z-scores, and used them to predict task performance with additional years of training. Years of lessons significantly predicted performance on both tasks, over and above the effect of age. We also assessed the relation between musician's scores on music tasks, baseline tasks, auditory working memory, and non-verbal reasoning. Unexpectedly, musician children outperformed non-musicians in two of three baseline tasks. The c-RST and c-MDT fill an important need for researchers

  14. Rhythm and Melody Tasks for School-Aged Children With and Without Musical Training: Age-Equivalent Scores and Reliability

    PubMed Central

    Ireland, Kierla; Parker, Averil; Foster, Nicholas; Penhune, Virginia

    2018-01-01

    Measuring musical abilities in childhood can be challenging. When music training and maturation occur simultaneously, it is difficult to separate the effects of specific experience from age-based changes in cognitive and motor abilities. The goal of this study was to develop age-equivalent scores for two measures of musical ability that could be reliably used with school-aged children (7–13) with and without musical training. The children's Rhythm Synchronization Task (c-RST) and the children's Melody Discrimination Task (c-MDT) were adapted from adult tasks developed and used in our laboratories. The c-RST is a motor task in which children listen and then try to synchronize their taps with the notes of a woodblock rhythm while it plays twice in a row. The c-MDT is a perceptual task in which the child listens to two melodies and decides if the second was the same or different. We administered these tasks to 213 children in music camps (musicians, n = 130) and science camps (non-musicians, n = 83). We also measured children's paced tapping, non-paced tapping, and phonemic discrimination as baseline motor and auditory abilities We estimated internal-consistency reliability for both tasks, and compared children's performance to results from studies with adults. As expected, musically trained children outperformed those without music lessons, scores decreased as difficulty increased, and older children performed the best. Using non-musicians as a reference group, we generated a set of age-based z-scores, and used them to predict task performance with additional years of training. Years of lessons significantly predicted performance on both tasks, over and above the effect of age. We also assessed the relation between musician's scores on music tasks, baseline tasks, auditory working memory, and non-verbal reasoning. Unexpectedly, musician children outperformed non-musicians in two of three baseline tasks. The c-RST and c-MDT fill an important need for researchers

  15. Novice Music Teachers Learning to Improvise in an Improvisation Professional Development Workshop

    ERIC Educational Resources Information Center

    Filsinger, Mark H.

    2013-01-01

    With the intent of improving music improvisation pedagogy, the purpose of this research was to examine experiences of six novice music teachers and a professional development facilitator in an eight-week Improvisation Professional Development Workshop (IPDW). The research questions were: 1. How do teachers learn to improvise within the context of…

  16. Development and validation of the University of Washington Clinical Assessment of Music Perception test.

    PubMed

    Kang, Robert; Nimmons, Grace Liu; Drennan, Ward; Longnion, Jeff; Ruffin, Chad; Nie, Kaibao; Won, Jong Ho; Worman, Tina; Yueh, Bevan; Rubinstein, Jay

    2009-08-01

    Assessment of cochlear implant outcomes centers around speech discrimination. Despite dramatic improvements in speech perception, music perception remains a challenge for most cochlear implant users. No standardized test exists to quantify music perception in a clinically practical manner. This study presents the University of Washington Clinical Assessment of Music Perception (CAMP) test as a reliable and valid music perception test for English-speaking, adult cochlear implant users. Forty-two cochlear implant subjects were recruited from the University of Washington Medical Center cochlear implant program and referred by two implant manufacturers. Ten normal-hearing volunteers were drawn from the University of Washington Medical Center and associated campuses. A computer-driven, self-administered test was developed to examine three specific aspects of music perception: pitch direction discrimination, melody recognition, and timbre recognition. The pitch subtest used an adaptive procedure to determine just-noticeable differences for complex tone pitch direction discrimination within the range of 1 to 12 semitones. The melody and timbre subtests assessed recognition of 12 commonly known melodies played with complex tones in an isochronous manner and eight musical instruments playing an identical five-note sequence, respectively. Testing was repeated for cochlear implant subjects to evaluate test-retest reliability. Normal-hearing volunteers were also tested to demonstrate differences in performance in the two populations. For cochlear implant subjects, pitch direction discrimination just-noticeable differences ranged from 1 to 8.0 semitones (Mean = 3.0, SD = 2.3). Melody and timbre recognition ranged from 0 to 94.4% correct (mean = 25.1, SD = 22.2) and 20.8 to 87.5% (mean = 45.3, SD = 16.2), respectively. Each subtest significantly correlated at least moderately with both Consonant-Nucleus-Consonant (CNC) word recognition scores and spondee recognition thresholds

  17. The role of physics in shaping music

    NASA Astrophysics Data System (ADS)

    Townsend, Peter

    2015-07-01

    Physics and technology have played a major role in shaping the development, performance, interpretation and composition of music for many centuries. From the twentieth century, electronics and communications have provided recording and broadcasting that gives access to worldwide music and performers of many musical genres. Early scientific influence came via improved or totally new instruments, plus larger and better concert halls. Instrument examples range from developments of violins or pianos to keyed and valved wood wind and brass that offer chromatic performance. New sounds appeared by inventions of totally new instruments, such as the saxophone or the Theremin, to all the modern electronic influence on keyboards and synthesisers. Electronic variants of guitars are effectively new instruments that have spawned totally original musical styles. All such advances have encouraged more virtuosic performance, larger halls, a wider range of audiences and a consequent demand and ability of composers to meet the new challenges. Despite this immense impact, the role of physics and technology over the last few centuries has mostly been ignored, although it was often greater than any links to arts or culture. Recorded and broadcast music has enhanced our expectations on performance and opened gateways to purely electronically generated sounds, of the now familiar electronic keyboards and synthesisers. This brief review traces some of the highlights in musical evolution that were enabled by physics and technology and their impact on the musical scene. The pattern from the past is clear, and so some of the probable advances in the very near future are also predicted. Many are significant as they will impinge on our appreciation of both current and past music, as well as compositional styles. Mention is made of the difference in sound between live and recorded music and the reasons why none of us ever have precisely the same musical experience twice, even from the same

  18. The Mental Representation of Music Notation: Notational Audiation

    ERIC Educational Resources Information Center

    Brodsky, Warren; Kessler, Yoav; Rubinstein, Bat-Sheva; Ginsborg, Jane; Henik, Avishai

    2008-01-01

    This study investigated the mental representation of music notation. Notational audiation is the ability to internally "hear" the music one is reading before physically hearing it performed on an instrument. In earlier studies, the authors claimed that this process engages music imagery contingent on subvocal silent singing. This study refines the…

  19. Absolute Pitch: Effects of Timbre on Note-Naming Ability

    PubMed Central

    Vanzella, Patrícia; Schellenberg, E. Glenn

    2010-01-01

    Background Absolute pitch (AP) is the ability to identify or produce isolated musical tones. It is evident primarily among individuals who started music lessons in early childhood. Because AP requires memory for specific pitches as well as learned associations with verbal labels (i.e., note names), it represents a unique opportunity to study interactions in memory between linguistic and nonlinguistic information. One untested hypothesis is that the pitch of voices may be difficult for AP possessors to identify. A musician's first instrument may also affect performance and extend the sensitive period for acquiring accurate AP. Methods/Principal Findings A large sample of AP possessors was recruited on-line. Participants were required to identity test tones presented in four different timbres: piano, pure tone, natural (sung) voice, and synthesized voice. Note-naming accuracy was better for non-vocal (piano and pure tones) than for vocal (natural and synthesized voices) test tones. This difference could not be attributed solely to vibrato (pitch variation), which was more pronounced in the natural voice than in the synthesized voice. Although starting music lessons by age 7 was associated with enhanced note-naming accuracy, equivalent abilities were evident among listeners who started music lessons on piano at a later age. Conclusions/Significance Because the human voice is inextricably linked to language and meaning, it may be processed automatically by voice-specific mechanisms that interfere with note naming among AP possessors. Lessons on piano or other fixed-pitch instruments appear to enhance AP abilities and to extend the sensitive period for exposure to music in order to develop accurate AP. PMID:21085598

  20. Turn Off the Music! Music Impairs Visual Associative Memory Performance in Older Adults

    PubMed Central

    Reaves, Sarah; Graham, Brittany; Grahn, Jessica; Rabannifard, Parissa; Duarte, Audrey

    2016-01-01

    Purpose of the Study: Whether we are explicitly listening to it or not, music is prevalent in our environment. Surprisingly, little is known about the effect of environmental music on concurrent cognitive functioning and whether young and older adults are differentially affected by music. Here, we investigated the impact of background music on a concurrent paired associate learning task in healthy young and older adults. Design and Methods: Young and older adults listened to music or to silence while simultaneously studying face–name pairs. Participants’ memory for the pairs was then tested while listening to either the same or different music. Participants also made subjective ratings about how distracting they found each song to be. Results: Despite the fact that all participants rated music as more distracting to their performance than silence, only older adults’ associative memory performance was impaired by music. These results are most consistent with the theory that older adults’ failure to inhibit processing of distracting task-irrelevant information, in this case background music, contributes to their memory impairments. Implications: These data have important practical implications for older adults’ ability to perform cognitively demanding tasks even in what many consider to be an unobtrusive environment. PMID:26035876

  1. Residual neural processing of musical sound features in adult cochlear implant users.

    PubMed

    Timm, Lydia; Vuust, Peter; Brattico, Elvira; Agrawal, Deepashri; Debener, Stefan; Büchner, Andreas; Dengler, Reinhard; Wittfoth, Matthias

    2014-01-01

    Auditory processing in general and music perception in particular are hampered in adult cochlear implant (CI) users. To examine the residual music perception skills and their underlying neural correlates in CI users implanted in adolescence or adulthood, we conducted an electrophysiological and behavioral study comparing adult CI users with normal-hearing age-matched controls (NH controls). We used a newly developed musical multi-feature paradigm, which makes it possible to test automatic auditory discrimination of six different types of sound feature changes inserted within a musical enriched setting lasting only 20 min. The presentation of stimuli did not require the participants' attention, allowing the study of the early automatic stage of feature processing in the auditory cortex. For the CI users, we obtained mismatch negativity (MMN) brain responses to five feature changes but not to changes of rhythm, whereas we obtained MMNs for all the feature changes in the NH controls. Furthermore, the MMNs to deviants of pitch of CI users were reduced in amplitude and later than those of NH controls for changes of pitch and guitar timber. No other group differences in MMN parameters were found to changes in intensity and saxophone timber. Furthermore, the MMNs in CI users reflected the behavioral scores from a respective discrimination task and were correlated with patients' age and speech intelligibility. Our results suggest that even though CI users are not performing at the same level as NH controls in neural discrimination of pitch-based features, they do possess potential neural abilities for music processing. However, CI users showed a disrupted ability to automatically discriminate rhythmic changes compared with controls. The current behavioral and MMN findings highlight the residual neural skills for music processing even in CI users who have been implanted in adolescence or adulthood. -Automatic brain responses to musical feature changes reflect the

  2. Residual Neural Processing of Musical Sound Features in Adult Cochlear Implant Users

    PubMed Central

    Timm, Lydia; Vuust, Peter; Brattico, Elvira; Agrawal, Deepashri; Debener, Stefan; Büchner, Andreas; Dengler, Reinhard; Wittfoth, Matthias

    2014-01-01

    Auditory processing in general and music perception in particular are hampered in adult cochlear implant (CI) users. To examine the residual music perception skills and their underlying neural correlates in CI users implanted in adolescence or adulthood, we conducted an electrophysiological and behavioral study comparing adult CI users with normal-hearing age-matched controls (NH controls). We used a newly developed musical multi-feature paradigm, which makes it possible to test automatic auditory discrimination of six different types of sound feature changes inserted within a musical enriched setting lasting only 20 min. The presentation of stimuli did not require the participants’ attention, allowing the study of the early automatic stage of feature processing in the auditory cortex. For the CI users, we obtained mismatch negativity (MMN) brain responses to five feature changes but not to changes of rhythm, whereas we obtained MMNs for all the feature changes in the NH controls. Furthermore, the MMNs to deviants of pitch of CI users were reduced in amplitude and later than those of NH controls for changes of pitch and guitar timber. No other group differences in MMN parameters were found to changes in intensity and saxophone timber. Furthermore, the MMNs in CI users reflected the behavioral scores from a respective discrimination task and were correlated with patients’ age and speech intelligibility. Our results suggest that even though CI users are not performing at the same level as NH controls in neural discrimination of pitch-based features, they do possess potential neural abilities for music processing. However, CI users showed a disrupted ability to automatically discriminate rhythmic changes compared with controls. The current behavioral and MMN findings highlight the residual neural skills for music processing even in CI users who have been implanted in adolescence or adulthood. Highlights: -Automatic brain responses to musical feature changes

  3. Absolute pitch in children prior to the beginning of musical training.

    PubMed

    Ross, David A; Marks, Lawrence E

    2009-07-01

    Absolute pitch (AP) is a rare skill, historically defined as the ability to name notes. Until now, methodologic limitations made it impossible to directly test the extent to which the development of AP depends on musical training. Using a new paradigm, we tested children with minimal musical experience. Although most children performed poorly, two performed comparably to adult possessors of AP. Follow-up testing showed that the performance of both children progressed to that of "classic" AP. These data support the theory that AP can result from differences in the encoding of stimulus frequency that are independent of musical experience.

  4. Personality and music preferences: the influence of personality traits on preferences regarding musical elements.

    PubMed

    Kopacz, Malgorzata

    2005-01-01

    The purpose of this scientific study was to determine how personality traits, as classified by Cattell, influence preferences regarding musical elements. The subject group consisted of 145 students, male and female, chosen at random from different Polish universities. For the purpose of determining their personality traits the participants completed the 16PF Questionnaire (Cattell, Saunders, & Stice, 1957; Russel & Karol, 1993), in its Polish adaptation by Choynowski (Nowakowska, 1970). The participants' musical preferences were determined by their completing a Questionnaire of Musical Preferences (specifically created for the purposes of this research), in which respondents indicated their favorite piece of music. Next, on the basis of the Questionnaire of Musical Preferences, a list of the works of music chosen by the participants was compiled. All pieces were collected on CDs and analyzed to separate out their basic musical elements. The statistical analysis shows that some personality traits: Liveliness (Factor F), Social Boldness (Factor H), Vigilance (Factor L), Openness to Change (Factor Q1), Extraversion (a general factor) have an influence on preferences regarding musical elements. Important in the subjects' musical preferences were found to be those musical elements having stimulative value and the ability to regulate the need for stimulation. These are: tempo, rhythm in relation to metrical basis, number of melodic themes, sound voluminosity, and meter.

  5. Relationships among Musical Aptitude, Digit Ratio and Testosterone in Men and Women

    PubMed Central

    Borniger, Jeremy C.; Chaudhry, Adeel; Muehlenbein, Michael P.

    2013-01-01

    Circulating adult testosterone levels, digit ratio (length of the second finger relative to the fourth finger), and directional asymmetry in digit ratio are considered sexually dimorphic traits in humans. These have been related to spatial abilities in men and women, and because similar brain structures appear to be involved in both spatial and musical abilities, neuroendocrine function may be related to musical as well as spatial cognition. To evaluate relationships among testosterone and musical ability in men and women, saliva samples were collected, testosterone concentrations assessed, and digit ratios calculated using standardized protocols in a sample of university students (N = 61), including both music and non-music majors. Results of Spearman correlations suggest that digit ratio and testosterone levels are statistically related to musical aptitude and performance only within the female sample: A) those females with greater self-reported history of exposure to music (p = 0.016) and instrument proficiency (p = 0.040) scored higher on the Advanced Measures of Music Audiation test, B) those females with higher left hand digit ratio (and perhaps lower fetal testosterone levels) were more highly ranked (p = 0.007) in the orchestra, C) female music students exhibited a trend (p = 0.082) towards higher testosterone levels compared to female non-music students, and D) female music students with higher rank in the orchestra/band had higher testosterone levels (p = 0.003) than lower ranked students. None of these relationships were significant in the male sample, although a lack of statistical power may be one cause. The effects of testosterone are likely a small part of a poorly understood system of biological and environmental stimuli that contribute to musical aptitude. Hormones may play some role in modulating the phenotype of musical ability, and this may be the case for females more so than males. PMID:23520475

  6. Musical memory in a patient with severe anterograde amnesia

    PubMed Central

    Cavaco, Sara; Feinstein, Justin S.; van Twillert, Henk; Tranel, Daniel

    2014-01-01

    The ability to play a musical instrument represents a unique procedural skill that can be remarkably resilient to disruptions in declarative memory. For example, musicians with severe anterograde amnesia have demonstrated preserved ability to play musical instruments. However, the question of whether amnesic musicians can learn how to play new musical material despite severe memory impairment has not been thoroughly investigated. We capitalized on a rare opportunity to address this question. Patient SZ, an amateur musician (tenor saxophone), has extensive bilateral damage to his medial temporal lobes following herpes simplex encephalitis, resulting in a severe anterograde amnesia. We tested SZ’s capacity to learn new unfamiliar songs by sight-reading following three months of biweekly practices. Performances were recorded and then evaluated by a professional saxophonist. SZ demonstrated significant improvement in his ability to read and play new music, despite his inability to recognize any of the songs at a declarative level. The results suggest that it is possible to learn certain aspects of new music without the assistance of declarative memory. PMID:23036073

  7. Cochlear implant users move in time to the beat of drum music.

    PubMed

    Phillips-Silver, Jessica; Toiviainen, Petri; Gosselin, Nathalie; Turgeon, Christine; Lepore, Franco; Peretz, Isabelle

    2015-03-01

    Cochlear implant users show a profile of residual, yet poorly understood, musical abilities. An ability that has received little to no attention in this population is entrainment to a musical beat. We show for the first time that a heterogeneous group of cochlear implant users is able to find the beat and move their bodies in time to Latin Merengue music, especially when the music is presented in unpitched drum tones. These findings not only reveal a hidden capacity for feeling musical rhythm through the body in the deaf and hearing impaired population, but illuminate promising avenues for designing early childhood musical training that can engage implanted children in social musical activities with benefits potentially extending to non-musical domains. Copyright © 2015 Elsevier B.V. All rights reserved.

  8. The Inclusive World of Music: Students with Disabilities and Multiculturalism

    ERIC Educational Resources Information Center

    Knapp, David H.

    2011-01-01

    The Tanglewood and Housewright Symposia concluded that music programs should include music from other cultures, as well as teach students of all abilities. Yet teachers sometimes feel uncomfortable attending to both of these values. Some music teachers have found creative solutions to incorporating world music into their curriculum for students…

  9. Effects of Collaborative Musical Theater on the Development of Social Competence

    ERIC Educational Resources Information Center

    Perez-Aldeguer, Santiago

    2013-01-01

    Introduction: This study analyzes the social competence of university students of the Music Education Teaching Degree through variables group climate, team cohesion and social skills. The need to develop good social competence was the basis to implement a project based on the musical theater applied according to the collaborative learning…

  10. Without it no music: cognition, biology and evolution of musicality

    PubMed Central

    Honing, Henkjan; ten Cate, Carel; Peretz, Isabelle; Trehub, Sandra E.

    2015-01-01

    Musicality can be defined as a natural, spontaneously developing trait based on and constrained by biology and cognition. Music, by contrast, can be defined as a social and cultural construct based on that very musicality. One critical challenge is to delineate the constituent elements of musicality. What biological and cognitive mechanisms are essential for perceiving, appreciating and making music? Progress in understanding the evolution of music cognition depends upon adequate characterization of the constituent mechanisms of musicality and the extent to which they are present in non-human species. We argue for the importance of identifying these mechanisms and delineating their functions and developmental course, as well as suggesting effective means of studying them in human and non-human animals. It is virtually impossible to underpin the evolutionary role of musicality as a whole, but a multicomponent perspective on musicality that emphasizes its constituent capacities, development and neural cognitive specificity is an excellent starting point for a research programme aimed at illuminating the origins and evolution of musical behaviour as an autonomous trait. PMID:25646511

  11. Before They Walk in the Door: Environmental Influences on Musical Ability in Early Childhood and Implications for Nurturing the Nurturers

    ERIC Educational Resources Information Center

    Bond, Vanessa L.

    2011-01-01

    Environmental factors play a role in musical development, particularly in the critical period of early childhood. Children have the capacity to learn in the first days of life, long before entering formal schooling. Music education during this period is consequently the responsibility of parents, caregivers, and early childhood teachers. These…

  12. Music psychopathology. IV. The course of musical expression during music therapy with psychiatric inpatients.

    PubMed

    Steinberg, R; Kimmig, V; Raith, L; Günther, W; Bogner, J; Timmermann, T

    1991-01-01

    The music therapeutic productions of 67 psychiatric inpatients were analyzed concerning a systematic variation in the course of therapy. The impairment of performance was not as regular as with customary music, nevertheless with growing remission it was reversible in all diagnostic subgroups. The change for the better of rhythmic and motor skills of endogenous-depressed patients was seen to the same extent as with traditional music. The polarity profile developed for the assessment of music proved meaningful in the characterization of music therapeutic utterances.

  13. High school music classes enhance the neural processing of speech.

    PubMed

    Tierney, Adam; Krizman, Jennifer; Skoe, Erika; Johnston, Kathleen; Kraus, Nina

    2013-01-01

    Should music be a priority in public education? One argument for teaching music in school is that private music instruction relates to enhanced language abilities and neural function. However, the directionality of this relationship is unclear and it is unknown whether school-based music training can produce these enhancements. Here we show that 2 years of group music classes in high school enhance the neural encoding of speech. To tease apart the relationships between music and neural function, we tested high school students participating in either music or fitness-based training. These groups were matched at the onset of training on neural timing, reading ability, and IQ. Auditory brainstem responses were collected to a synthesized speech sound presented in background noise. After 2 years of training, the neural responses of the music training group were earlier than at pre-training, while the neural timing of students in the fitness training group was unchanged. These results represent the strongest evidence to date that in-school music education can cause enhanced speech encoding. The neural benefits of musical training are, therefore, not limited to expensive private instruction early in childhood but can be elicited by cost-effective group instruction during adolescence.

  14. Music education and its effect on intellectual abilities in children: a systematic review.

    PubMed

    Jaschke, Artur C; Eggermont, Laura H P; Honing, Henkjan; Scherder, Erik J A

    2013-01-01

    Far transfer between music education and other cognitive skills, such as academic achievement, has been widely examined. However, the results of studies within similar cognitive domains are found to be inconclusive or contradictory. These differences can be traced back to the analytical methods used, differences in the forms of music education studied and differences in neural activation during the processing of these tasks. In order to gain a better picture of the relationships involved, a literature survey was performed in leading databases, such as PubMed/MedLine, psychINFO, ScienceDirect, Embase, ERIC, ASSIA and Jstor from January 2001 to January 2013. All studies included, concerned the far transfer from music education to other cognitive skills in children aged 4-13 years as compared with controls. These studies were independently selected and their quality was assessed by two authors. This systematic review shows the need to address methodological and analytical questions in greater detail. There is a general need to unify methods used in music education research. Furthermore, the hypothesis that intellectual skills, such as mathematics, reading, writing and intelligence can be divided into sub-functions, needs to be examined as one approach to the problems considered here. When this has been done, detailed analysis of cognitive transfer from music education to other disciplines should become possible.

  15. Musical intervention enhances infants’ neural processing of temporal structure in music and speech

    PubMed Central

    Zhao, T. Christina; Kuhl, Patricia K.

    2016-01-01

    Individuals with music training in early childhood show enhanced processing of musical sounds, an effect that generalizes to speech processing. However, the conclusions drawn from previous studies are limited due to the possible confounds of predisposition and other factors affecting musicians and nonmusicians. We used a randomized design to test the effects of a laboratory-controlled music intervention on young infants’ neural processing of music and speech. Nine-month-old infants were randomly assigned to music (intervention) or play (control) activities for 12 sessions. The intervention targeted temporal structure learning using triple meter in music (e.g., waltz), which is difficult for infants, and it incorporated key characteristics of typical infant music classes to maximize learning (e.g., multimodal, social, and repetitive experiences). Controls had similar multimodal, social, repetitive play, but without music. Upon completion, infants’ neural processing of temporal structure was tested in both music (tones in triple meter) and speech (foreign syllable structure). Infants’ neural processing was quantified by the mismatch response (MMR) measured with a traditional oddball paradigm using magnetoencephalography (MEG). The intervention group exhibited significantly larger MMRs in response to music temporal structure violations in both auditory and prefrontal cortical regions. Identical results were obtained for temporal structure changes in speech. The intervention thus enhanced temporal structure processing not only in music, but also in speech, at 9 mo of age. We argue that the intervention enhanced infants’ ability to extract temporal structure information and to predict future events in time, a skill affecting both music and speech processing. PMID:27114512

  16. Musical intervention enhances infants' neural processing of temporal structure in music and speech.

    PubMed

    Zhao, T Christina; Kuhl, Patricia K

    2016-05-10

    Individuals with music training in early childhood show enhanced processing of musical sounds, an effect that generalizes to speech processing. However, the conclusions drawn from previous studies are limited due to the possible confounds of predisposition and other factors affecting musicians and nonmusicians. We used a randomized design to test the effects of a laboratory-controlled music intervention on young infants' neural processing of music and speech. Nine-month-old infants were randomly assigned to music (intervention) or play (control) activities for 12 sessions. The intervention targeted temporal structure learning using triple meter in music (e.g., waltz), which is difficult for infants, and it incorporated key characteristics of typical infant music classes to maximize learning (e.g., multimodal, social, and repetitive experiences). Controls had similar multimodal, social, repetitive play, but without music. Upon completion, infants' neural processing of temporal structure was tested in both music (tones in triple meter) and speech (foreign syllable structure). Infants' neural processing was quantified by the mismatch response (MMR) measured with a traditional oddball paradigm using magnetoencephalography (MEG). The intervention group exhibited significantly larger MMRs in response to music temporal structure violations in both auditory and prefrontal cortical regions. Identical results were obtained for temporal structure changes in speech. The intervention thus enhanced temporal structure processing not only in music, but also in speech, at 9 mo of age. We argue that the intervention enhanced infants' ability to extract temporal structure information and to predict future events in time, a skill affecting both music and speech processing.

  17. Explaining the Association between Music Training and Reading in Adults

    ERIC Educational Resources Information Center

    Swaminathan, Swathi; Schellenberg, E. Glenn; Venkatesan, Kirthika

    2018-01-01

    We sought to clarify whether the positive association between music lessons and reading ability is explained better by shared resources for processing pitch and temporal information, or by general cognitive abilities. Participants were native and nonnative speakers of English with varying levels of music training. We measured reading ability…

  18. Music experience influences laparoscopic skills performance.

    PubMed

    Boyd, Tanner; Jung, Inkyung; Van Sickle, Kent; Schwesinger, Wayne; Michalek, Joel; Bingener, Juliane

    2008-01-01

    Music education affects the mathematical and visuo-spatial skills of school-age children. Visuo-spatial abilities have a significant effect on laparoscopic suturing performance. We hypothesize that prior music experience influences the performance of laparoscopic suturing tasks. Thirty novices observed a laparoscopic suturing task video. Each performed 3 timed suturing task trials. Demographics were recorded. A repeated measures linear mixed model was used to examine the effects of prior music experience on suturing task time. Twelve women and 18 men completed the tasks. When adjusted for video game experience, participants who currently played an instrument performed significantly faster than those who did not (P<0.001). The model showed a significant sex by instrument interaction. Men who had never played an instrument or were currently playing an instrument performed better than women in the same group (P=0.002 and P<0.001). There was no sex difference in the performance of participants who had played an instrument in the past (P=0.29). This study attempted to investigate the effect of music experience on the laparoscopic suturing abilities of surgical novices. The visuo-spatial abilities used in laparoscopic suturing may be enhanced in those involved in playing an instrument.

  19. Transforming the Landscape through Music Creation and Performance

    ERIC Educational Resources Information Center

    Tedeschi, Simon

    2013-01-01

    This author is quite often described by respected critics and musical peers as one of the finest artists in the world--making the young pianist's mark on music both undeniable and admirable. In this speech he shares his thoughts on improvisation. The ability to improvise is integral to the future of classical music. Classical pianists are still…

  20. Turn Off the Music! Music Impairs Visual Associative Memory Performance in Older Adults.

    PubMed

    Reaves, Sarah; Graham, Brittany; Grahn, Jessica; Rabannifard, Parissa; Duarte, Audrey

    2016-06-01

    Whether we are explicitly listening to it or not, music is prevalent in our environment. Surprisingly, little is known about the effect of environmental music on concurrent cognitive functioning and whether young and older adults are differentially affected by music. Here, we investigated the impact of background music on a concurrent paired associate learning task in healthy young and older adults. Young and older adults listened to music or to silence while simultaneously studying face-name pairs. Participants' memory for the pairs was then tested while listening to either the same or different music. Participants also made subjective ratings about how distracting they found each song to be. Despite the fact that all participants rated music as more distracting to their performance than silence, only older adults' associative memory performance was impaired by music. These results are most consistent with the theory that older adults' failure to inhibit processing of distracting task-irrelevant information, in this case background music, contributes to their memory impairments. These data have important practical implications for older adults' ability to perform cognitively demanding tasks even in what many consider to be an unobtrusive environment. © The Author 2015. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  1. General Music Teachers' Attitudes and Practices Regarding Multicultural Music Education in Malaysia

    ERIC Educational Resources Information Center

    Wong, Kwan Yie; Pan, Kok Chang; Shah, Shahanum Mohd

    2016-01-01

    This study examined the utilisation of multicultural music education by Malaysian music teachers, with an emphasis on the relationship between music teachers' attitudes and their subsequent degree of effort in developing and implementing multicultural music education in their music classes. Respondents for the study were 456 music teachers;…

  2. Music lessons: revealing medicine's learning culture through a comparison with that of music.

    PubMed

    Watling, Christopher; Driessen, Erik; van der Vleuten, Cees P M; Vanstone, Meredith; Lingard, Lorelei

    2013-08-01

    Research on medical learning has tended to focus on the individual learner, but a sufficient understanding of the learning process requires that attention also be paid to the essential influence of the cultural context within which learning takes place. In this study, we undertook a comparative examination of two learning cultures - those of music and medicine - in order to unearth assumptions about learning that are taken for granted within the medical culture. We used a constructivist grounded theory approach to explore experiences of learning within the two cultures. We conducted nine focus groups (two with medical students, three with residents, four with music students) and four individual interviews (with one clinician-educator, one music educator and two doctor-musicians), for a total of 37 participants. Analysis occurred alongside and informed data collection. Themes were identified iteratively using constant comparisons. Cultural perspectives diverged in terms of where learning should occur, what learning outcomes are desired, and how learning is best facilitated. Whereas medicine valued learning by doing, music valued learning by lesson. Whereas medical learners aimed for competence, music students aimed instead for ever-better performance. Whereas medical learners valued their teachers for their clinical skills more than for their teaching abilities, the opposite was true in music, in which teachers' instructional skills were paramount. Self-assessment challenged learners in both cultures, but medical learners viewed self-assessment as a skill they could develop, whereas music students recognised that external feedback would always be required. This comparative analysis reveals that medicine and music make culturally distinct assumptions about teaching and learning. The contrasts between the two cultures illuminate potential vulnerabilities in the medical learning culture, including the risks inherent in its competence-focused approach and the

  3. The effects of musical training on movement pre-programming and re-programming abilities: an event-related potential investigation.

    PubMed

    Anatürk, Melis; Jentzsch, Ines

    2015-03-01

    Two response precuing experiments were conducted to investigate effects of musical skill level on the ability to pre- and re-programme simple movements. Participants successfully used advance information to prepare forthcoming responses and showed response slowing when precue information was invalid rather than valid. This slowing was, however, only observed for partially invalid but not fully invalid precues. Musicians were generally faster than non-musicians, but no group differences in the efficiency of movement pre-programming or re-programming were observed. Interestingly, only musicians exhibited a significant foreperiod lateralized readiness potential (LRP) when response hand was pre-specified or full advance information was provided. These LRP findings suggest increased effector-specific motor preparation in musicians than non-musicians. However, here the levels of effector-specific preparation did not predict preparatory advantages observed in behaviour. In sum, combining the response precuing and ERP paradigms serves a valuable tool to examine influences of musical training on movement pre- or re-programming processes. Copyright © 2015 Elsevier B.V. All rights reserved.

  4. Development and Psychometric Evaluation of the Adaptive Functions of Music Listening Scale

    PubMed Central

    Groarke, Jenny M.; Hogan, Michael J.

    2018-01-01

    Music listening may serve many adaptive functions in everyday life. However, studies examining the relationship between the functions of music listening (FML) and wellbeing outcomes have produced mixed findings. The purpose of this study is to develop a new measure to assess music listening functions that is psychometrically robust, and suitable for outcomes-based research on music listening and wellbeing. Scale items were developed based on a literature review and a prior qualitative enquiry. The items were reviewed by four content experts in music psychology and scale development. Scale structure was investigated by EFA and CFA in two large samples of participants (N = 1,191, 17–66 years, M = 22.04, SD = 6.23, 326 males). Tests of dimensionality revealed a 46-item scale with 11 factors for the Adaptive Functions of Music Listening (AFML) scale. Namely, Stress Regulation, Anxiety Regulation, Anger Regulation, Loneliness Regulation, Rumination, Reminiscence, Strong Emotional Experiences, Awe and Appreciation, Cognitive Regulation, Identity, and Sleep FML. The scale and its subscales possess good internal consistency and construct validity. In line with theory and research on gender differences in FML, scores on factors representing affect regulation FML were significantly higher among female respondents. Supporting the concurrent validity of the AFML scale, factors were positively correlated with an existing measure of the FML—the Music USE questionnaire. Further evidence of construct validity derives from positive associations between affect regulation factor scores and level of reappraisal, and lack of association with suppression, as measured by the Emotion Regulation Questionnaire. Consistent with the view that adaptive FML are positively related to wellbeing, a number of factors, affect regulation factors in particular, were significantly positively correlated with subjective, psychological, and social wellbeing measures across two cross-sectional studies

  5. Development and Psychometric Evaluation of the Adaptive Functions of Music Listening Scale.

    PubMed

    Groarke, Jenny M; Hogan, Michael J

    2018-01-01

    Music listening may serve many adaptive functions in everyday life. However, studies examining the relationship between the functions of music listening (FML) and wellbeing outcomes have produced mixed findings. The purpose of this study is to develop a new measure to assess music listening functions that is psychometrically robust, and suitable for outcomes-based research on music listening and wellbeing. Scale items were developed based on a literature review and a prior qualitative enquiry. The items were reviewed by four content experts in music psychology and scale development. Scale structure was investigated by EFA and CFA in two large samples of participants ( N = 1,191, 17-66 years, M = 22.04, SD = 6.23, 326 males). Tests of dimensionality revealed a 46-item scale with 11 factors for the Adaptive Functions of Music Listening (AFML) scale. Namely, Stress Regulation, Anxiety Regulation, Anger Regulation, Loneliness Regulation, Rumination, Reminiscence, Strong Emotional Experiences, Awe and Appreciation, Cognitive Regulation, Identity , and Sleep FML. The scale and its subscales possess good internal consistency and construct validity. In line with theory and research on gender differences in FML, scores on factors representing affect regulation FML were significantly higher among female respondents. Supporting the concurrent validity of the AFML scale, factors were positively correlated with an existing measure of the FML-the Music USE questionnaire. Further evidence of construct validity derives from positive associations between affect regulation factor scores and level of reappraisal, and lack of association with suppression, as measured by the Emotion Regulation Questionnaire. Consistent with the view that adaptive FML are positively related to wellbeing, a number of factors, affect regulation factors in particular, were significantly positively correlated with subjective, psychological, and social wellbeing measures across two cross-sectional studies.

  6. [Musical Inactivity - A Risk Factor? A Short Questionnaire to Assess Musical Activity (MusA)].

    PubMed

    Fernholz, Isabel; Menzel, Juliane; Jabusch, Hans-Christian; Gembris, Heiner; Fischer, Felix; Kendel, Friederike; Kreutz, Gunter; Schmidt, Alexander; Willich, Stefan N; Weikert, Cornelia

    2018-02-27

    There is only a limited number of studies on associations between musical activity and health issues. It seems that musical activity has physiological and psychological benefits, as well as effects on the mental capacity, but this has been studied only in a few clinical and epidemiological studies. One reason might be that no appropriate survey instrument assessing musical activity is available. Here we provide an overview of survey instruments that assess musicality and musical activity. One focus is the presentation of a newly developed German questionnaire (MusA), which assesses musical activity (active music making and music reception) and was specifically developed for the "German National Cohort", a German health study. Through literature research, questionnaires were identified that assess musicality and / or musical activity. A new German questionnaire was developed from a panel of experts and tested in a small study (n=121, women and men age 18-70 years). In the literature research, 3 questionnaires were identified which focus on musicality and musical activity with different aspects (Gold-MSI, MUSE, MEQ). All 3 instruments may be characterized as large psychometric scales, which especially assess aspects of musicality in the English language. The Gold-MSI is additionally available in German. None of the existing questionnaires covers musical activities in detail. A new short German questionnaire consisting of 9 questions with a maximum filling time of 3-5 min has been developed. There are few questionnaires available for assessing musicality and musical activity with different aspects. The newly developed MusA in the German language focuses on the assessment of musical activity and is intended to be used in larger, population-based as well as clinical studies, to examine music activities and listening to music as independent factors in connection with prevention and therapy of chronic diseases. © Georg Thieme Verlag KG Stuttgart · New York.

  7. Does Everyone Have a Musical Identity?: Reflections on "Musical Identities"

    ERIC Educational Resources Information Center

    Gracyk, Theodore

    2004-01-01

    The book, "Musical Identities" (Raymond MacDonald, David Hargreaves, Dorothy Miell, eds.; Oxford and New York: Oxford University Press, 2002) consists of 11 essays on the psychology of music. The editors divided the essays into two groups: those on developing musical identities ("identities in music" involving recognizable…

  8. Without it no music: cognition, biology and evolution of musicality.

    PubMed

    Honing, Henkjan; ten Cate, Carel; Peretz, Isabelle; Trehub, Sandra E

    2015-03-19

    Musicality can be defined as a natural, spontaneously developing trait based on and constrained by biology and cognition. Music, by contrast, can be defined as a social and cultural construct based on that very musicality. One critical challenge is to delineate the constituent elements of musicality. What biological and cognitive mechanisms are essential for perceiving, appreciating and making music? Progress in understanding the evolution of music cognition depends upon adequate characterization of the constituent mechanisms of musicality and the extent to which they are present in non-human species. We argue for the importance of identifying these mechanisms and delineating their functions and developmental course, as well as suggesting effective means of studying them in human and non-human animals. It is virtually impossible to underpin the evolutionary role of musicality as a whole, but a multicomponent perspective on musicality that emphasizes its constituent capacities, development and neural cognitive specificity is an excellent starting point for a research programme aimed at illuminating the origins and evolution of musical behaviour as an autonomous trait. © 2015 The Author(s) Published by the Royal Society. All rights reserved.

  9. New paradigms for musical control-A decade of development at the MIT Media Lab

    NASA Astrophysics Data System (ADS)

    Paradiso, Joseph A.

    2004-05-01

    As electronic musical instruments liberate the action and energy of control from physical sound production, they are free to mutate into many different forms-the constraints on instrument design have shifted from physics to ergonomics, applications, and aesthetics. Low-cost sensors enable stimuli of all types to act as input, and with a computer interposed between action and sound production, essentially any sonic or musical dynamic can be mapped onto any gesture or activity with an increasingly high degree of interpretation or ``mapping,'' Accordingly, the notion of a musical instrument is being redefined, and as possibilities broaden, some researchers and artists are striving to break boundaries while others work to quantify and understand expanded metrics for musical interaction. Over the past decade, the author and his colleagues have adapted a wealth of sensor technologies and developed many interaction paradigms to scratch away at the evolving frontier of electronic musical instruments [J. Paradiso, ``Electronic music interfaces: new ways to play,'' IEEE Spectrum 34(12), 18-30 (1997)]. This presentation will review the status of electronic music controllers, provide a snapshot of current issues that the field is facing, and present various examples of new musical interfaces developed at the MIT Media Lab.

  10. Musical Experience, Sensorineural Auditory Processing, and Reading Subskills in Adults.

    PubMed

    Tichko, Parker; Skoe, Erika

    2018-04-27

    Developmental research suggests that sensorineural auditory processing, reading subskills (e.g., phonological awareness and rapid naming), and musical experience are related during early periods of reading development. Interestingly, recent work suggests that these relations may extend into adulthood, with indices of sensorineural auditory processing relating to global reading ability. However, it is largely unknown whether sensorineural auditory processing relates to specific reading subskills, such as phonological awareness and rapid naming, as well as musical experience in mature readers. To address this question, we recorded electrophysiological responses to a repeating click (auditory stimulus) in a sample of adult readers. We then investigated relations between electrophysiological responses to sound, reading subskills, and musical experience in this same set of adult readers. Analyses suggest that sensorineural auditory processing, reading subskills, and musical experience are related in adulthood, with faster neural conduction times and greater musical experience associated with stronger rapid-naming skills. These results are similar to the developmental findings that suggest reading subskills are related to sensorineural auditory processing and musical experience in children.

  11. Musical Experience, Sensorineural Auditory Processing, and Reading Subskills in Adults

    PubMed Central

    Tichko, Parker; Skoe, Erika

    2018-01-01

    Developmental research suggests that sensorineural auditory processing, reading subskills (e.g., phonological awareness and rapid naming), and musical experience are related during early periods of reading development. Interestingly, recent work suggests that these relations may extend into adulthood, with indices of sensorineural auditory processing relating to global reading ability. However, it is largely unknown whether sensorineural auditory processing relates to specific reading subskills, such as phonological awareness and rapid naming, as well as musical experience in mature readers. To address this question, we recorded electrophysiological responses to a repeating click (auditory stimulus) in a sample of adult readers. We then investigated relations between electrophysiological responses to sound, reading subskills, and musical experience in this same set of adult readers. Analyses suggest that sensorineural auditory processing, reading subskills, and musical experience are related in adulthood, with faster neural conduction times and greater musical experience associated with stronger rapid-naming skills. These results are similar to the developmental findings that suggest reading subskills are related to sensorineural auditory processing and musical experience in children. PMID:29702572

  12. Mirror-Like Mechanisms and Music

    PubMed Central

    D'Ausilio, Alessandro

    2009-01-01

    The neural processes underlying sensory-motor integration have always attracted strong interest. The classic view is that action and perception are two extremes of mental operations. In the past 2 decades, though, a large number of discoveries have indeed refuted such an interpretation in favor of a more integrated view. Specifically, the discovery of mirror neurons in monkey premotor cortex is a rather strong demonstration that sensory and motor processes share the same neural substrates. In fact, these cells show complex sensory-motor properties, such that observed, heard, or executed goal-directed actions could equally activate these neurons. On the other hand, the neuroscience of music has similarly emerged as an active and productive field of research. In fact, music-related behaviors are a useful model of action-perception mechanisms and how they develop through training. More recently, these two lines of research have begun to intersect into a novel branch of research. As a consequence, it has been proposed recently that mirror-like mechanisms might be at the basis of human music perception-production abilities. The scope of the present short review is to set the scientific background for mirror-like mechanisms in music by examining recent published data. PMID:20024515

  13. Congenital Amusia Persists in the Developing Brain after Daily Music Listening

    PubMed Central

    Mignault Goulet, Geneviève; Moreau, Patricia; Robitaille, Nicolas; Peretz, Isabelle

    2012-01-01

    Congenital amusia is a neurodevelopmental disorder that affects about 3% of the adult population. Adults experiencing this musical disorder in the absence of macroscopically visible brain injury are described as cases of congenital amusia under the assumption that the musical deficits have been present from birth. Here, we show that this disorder can be expressed in the developing brain. We found that (10–13 year-old) children exhibit a marked deficit in the detection of fine-grained pitch differences in both musical and acoustical context in comparison to their normally developing peers comparable in age and general intelligence. This behavioral deficit could be traced down to their abnormal P300 brain responses to the detection of subtle pitch changes. The altered pattern of electrical activity does not seem to arise from an anomalous functioning of the auditory cortex, because all early components of the brain potentials, the N100, the MMN, and the P200 appear normal. Rather, the brain and behavioral measures point to disrupted information propagation from the auditory cortex to other cortical regions. Furthermore, the behavioral and neural manifestations of the disorder remained unchanged after 4 weeks of daily musical listening. These results show that congenital amusia can be detected in childhood despite regular musical exposure and normal intellectual functioning. PMID:22606299

  14. The Dalcroze Approach to Music Education: Theory and Applications

    ERIC Educational Resources Information Center

    Anderson, William Todd

    2012-01-01

    The methods of the Dalcroze approach to music education--eurhythmics, solfege, and improvisation--have had a profound influence on modern music education. In particular, the overt training in kinesthetic abilities, and the assertion that the relationship between music and movement is an intimate one, is at the heart of Dalcroze's approach to…

  15. Music training improves speech-in-noise perception: Longitudinal evidence from a community-based music program.

    PubMed

    Slater, Jessica; Skoe, Erika; Strait, Dana L; O'Connell, Samantha; Thompson, Elaine; Kraus, Nina

    2015-09-15

    Music training may strengthen auditory skills that help children not only in musical performance but in everyday communication. Comparisons of musicians and non-musicians across the lifespan have provided some evidence for a "musician advantage" in understanding speech in noise, although reports have been mixed. Controlled longitudinal studies are essential to disentangle effects of training from pre-existing differences, and to determine how much music training is necessary to confer benefits. We followed a cohort of elementary school children for 2 years, assessing their ability to perceive speech in noise before and after musical training. After the initial assessment, participants were randomly assigned to one of two groups: one group began music training right away and completed 2 years of training, while the second group waited a year and then received 1 year of music training. Outcomes provide the first longitudinal evidence that speech-in-noise perception improves after 2 years of group music training. The children were enrolled in an established and successful community-based music program and followed the standard curriculum, therefore these findings provide an important link between laboratory-based research and real-world assessment of the impact of music training on everyday communication skills. Copyright © 2015 Elsevier B.V. All rights reserved.

  16. [Music, pulse, heart and sport].

    PubMed

    Gasenzer, E R; Leischik, R

    2018-02-01

    Music, with its various elements, such as rhythm, sound and melody had the unique ability even in prehistoric, ancient and medieval times to have a special fascination for humans. Nowadays, it is impossible to eliminate music from our daily lives. We are accompanied by music in shopping arcades, on the radio, during sport or leisure time activities and in wellness therapy. Ritualized drumming was used in the medical sense to drive away evil spirits or to undergo holy enlightenment. Today we experience the varied effects of music on all sensory organs and we utilize its impact on cardiovascular and neurological rehabilitation, during invasive cardiovascular procedures or during physical activities, such as training or work. The results of recent studies showed positive effects of music on heart rate and in therapeutic treatment (e. g. music therapy). This article pursues the impact of music on the body and the heart and takes sports medical aspects from the past and the present into consideration; however, not all forms of music and not all types of musical activity are equally suitable and are dependent on the type of intervention, the sports activity or form of movement and also on the underlying disease. This article discusses the influence of music on the body, pulse, on the heart and soul in the past and the present day.

  17. Factors that Predict Participation in Choral Music for High-School Students

    ERIC Educational Resources Information Center

    Siebenaler, Dennis James

    2006-01-01

    Why do so few students continue to participate in choral music through high school? How do home influences, peers, prior music experiences and teachers, self-perceptions of ability, and musical experiences outside of school contribute to decisions concerning participation in school music? This study attempted to identify some of the factors and…

  18. Montessori and Music.

    ERIC Educational Resources Information Center

    Barnett, Elise Braun

    1999-01-01

    Discusses principles of Montessori music education, examining the fundamental characteristics of childhood and the role that music plays in development. Explores the inner satisfaction that comes from experiencing movement with music through compositions and folk music. Emphasizes the Montessori practices of meeting sensorimotor needs of children…

  19. Music and Computing.

    ERIC Educational Resources Information Center

    Boody, Charles G., Ed.

    1986-01-01

    Six articles on music and computing address development of computer-based music technology, computer assisted instruction (CAI) in ear training and music fundamentals, a machine-independent data structure for musical pitch relationship representation, touch tablet input device in a melodic dictation CAI game, and systematic evaluation strategies…

  20. Organists and organ music composers.

    PubMed

    Foerch, Christian; Hennerici, Michael G

    2015-01-01

    Clinical case reports of patients with exceptional musical talent and education provide clues as to how the brain processes musical ability and aptitude. In this chapter, selected examples from famous and unknown organ players/composers are presented to demonstrate the complexity of modified musical performances as well as the capacities of the brain to preserve artistic abilities: both authors are active organists and academic neurologists with strong clinical experience, practice, and knowledge about the challenges to play such an outstanding instrument and share their interest to explore potentially instrument-related phenomena of brain modulation in specific transient or permanent impairments. We concentrate on the sites of lesions, suggested pathophysiology, separate positive (e.g., seizures, visual or auditory hallucinations, or synesthesia [an involuntary perception produced by stimulation of another sense]) and negative phenomena (e.g., amusia, aphasia, neglect, or sensory-motor deficits) and particularly address aspects of recent concepts of temporary and permanent network disorders. © 2015 Elsevier B.V. All rights reserved.

  1. Promises of formal and informal musical activities in advancing neurocognitive development throughout childhood.

    PubMed

    Putkinen, Vesa; Tervaniemi, Mari; Saarikivi, Katri; Huotilainen, Minna

    2015-03-01

    Adult musicians show superior neural sound discrimination when compared to nonmusicians. However, it is unclear whether these group differences reflect the effects of experience or preexisting neural enhancement in individuals who seek out musical training. Tracking how brain function matures over time in musically trained and nontrained children can shed light on this issue. Here, we review our recent longitudinal event-related potential (ERP) studies that examine how formal musical training and less formal musical activities influence the maturation of brain responses related to sound discrimination and auditory attention. These studies found that musically trained school-aged children and preschool-aged children attending a musical playschool show more rapid maturation of neural sound discrimination than their control peers. Importantly, we found no evidence for pretraining group differences. In a related cross-sectional study, we found ERP and behavioral evidence for improved executive functions and control over auditory novelty processing in musically trained school-aged children and adolescents. Taken together, these studies provide evidence for the causal role of formal musical training and less formal musical activities in shaping the development of important neural auditory skills and suggest transfer effects with domain-general implications. © 2015 New York Academy of Sciences.

  2. Evidence for shared cognitive processing of pitch in music and language.

    PubMed

    Perrachione, Tyler K; Fedorenko, Evelina G; Vinke, Louis; Gibson, Edward; Dilley, Laura C

    2013-01-01

    Language and music epitomize the complex representational and computational capacities of the human mind. Strikingly similar in their structural and expressive features, a longstanding question is whether the perceptual and cognitive mechanisms underlying these abilities are shared or distinct--either from each other or from other mental processes. One prominent feature shared between language and music is signal encoding using pitch, conveying pragmatics and semantics in language and melody in music. We investigated how pitch processing is shared between language and music by measuring consistency in individual differences in pitch perception across language, music, and three control conditions intended to assess basic sensory and domain-general cognitive processes. Individuals' pitch perception abilities in language and music were most strongly related, even after accounting for performance in all control conditions. These results provide behavioral evidence, based on patterns of individual differences, that is consistent with the hypothesis that cognitive mechanisms for pitch processing may be shared between language and music.

  3. Musical Genre and Gender as Factors in Higher Education Learning in Music

    ERIC Educational Resources Information Center

    Welch, Graham; Papageorgi, Ioulia; Haddon, Liz; Creech, A.; Morton, Frances; de Bezenac, C.; Duffy, Celia; Potter, John; Whyton, Tony; Himonides, Evangelos

    2008-01-01

    Educational and psychological research suggests that gender and musical genre can influence musical learning and the development of musical identities, particularly during adolescence. However, there is a relative paucity of educational studies in higher education (HE) concerning the possible impact on musical learning of gender and musical genre,…

  4. Music K-6.

    ERIC Educational Resources Information Center

    New York State Education Dept., Albany. Bureau of Elementary Curriculum Development.

    The primary function of music education is the development of a responsiveness to the artistic qualities of sound. The constituent elements fundamental to musical response are rhythm, melody, harmony, form, expression, and style. With the goal of developing a responsiveness consisting of musicality and affective growth, this guide has been…

  5. Applying Computer-Assisted Musical Instruction to Music Appreciation Course: An Example with Chinese Musical Instruments

    ERIC Educational Resources Information Center

    Lou, Shi-Jer; Guo, Yuan-Chang; Zhu, Yi-Zhen; Shih, Ru-Chu; Dzan, Wei-Yuan

    2011-01-01

    This study aims to explore the effectiveness of computer-assisted musical instruction (CAMI) in the Learning Chinese Musical Instruments (LCMI) course. The CAMI software for Chinese musical instruments was developed and administered to 228 students in a vocational high school. A pretest-posttest non-equivalent control group design with three…

  6. Effects of musical training on sound pattern processing in high-school students.

    PubMed

    Wang, Wenjung; Staffaroni, Laura; Reid, Errold; Steinschneider, Mitchell; Sussman, Elyse

    2009-05-01

    Recognizing melody in music involves detection of both the pitch intervals and the silence between sequentially presented sounds. This study tested the hypothesis that active musical training in adolescents facilitates the ability to passively detect sequential sound patterns compared to musically non-trained age-matched peers. Twenty adolescents, aged 15-18 years, were divided into groups according to their musical training and current experience. A fixed order tone pattern was presented at various stimulus rates while electroencephalogram was recorded. The influence of musical training on passive auditory processing of the sound patterns was assessed using components of event-related brain potentials (ERPs). The mismatch negativity (MMN) ERP component was elicited in different stimulus onset asynchrony (SOA) conditions in non-musicians than musicians, indicating that musically active adolescents were able to detect sound patterns across longer time intervals than age-matched peers. Musical training facilitates detection of auditory patterns, allowing the ability to automatically recognize sequential sound patterns over longer time periods than non-musical counterparts.

  7. Developing a Scale for Strategies Used during the Practice and Learning of Instrumental Music

    ERIC Educational Resources Information Center

    Uygun, Mehtap Aydiner; Kilinçer, Özlem

    2017-01-01

    The purpose of this study is to develop a valid and reliable scale to identify the strategies students who study instrumental music use during the practice and learning of instrumental music based on their own responses. The study group comprised of 358 students studying music education in five universities in the academic year of 2015 to 2016.…

  8. Developing Musicality: Formal and Informal Practices

    ERIC Educational Resources Information Center

    Jaffurs, Sheri E.

    2004-01-01

    Musicality is a loosely used term with many meanings. It can be applied to a small child who chants a nursery rhyme, or to a harmonica player who plays by ear, or to a conductor like Toscanini. Some educators and philosophers believe that musicality is manifested in the technical achievements of musicians. Others believe that technique is…

  9. Objective Measurements in Assessing a Black Music Course of Study.

    ERIC Educational Resources Information Center

    Taylor, Frederick J.

    1990-01-01

    A study of 80 eighth grade students investigated whether incorporation of a African-American music program would have special benefits for African-American students, music-experienced students, or high-musical-ability students. African-American students, taught material consistent with their heritage, performed better than whites. It is concluded…

  10. Genomics studies on musical aptitude, music perception, and practice.

    PubMed

    Järvelä, Irma

    2018-03-23

    When searching for genetic markers inherited together with musical aptitude, genes affecting inner ear development and brain function were identified. The alpha-synuclein gene (SNCA), located in the most significant linkage region of musical aptitude, was overexpressed when listening and performing music. The GATA-binding protein 2 gene (GATA2) was located in the best associated region of musical aptitude and regulates SNCA in dopaminergic neurons, thus linking DNA- and RNA-based studies of music-related traits together. In addition to SNCA, several other genes were linked to dopamine metabolism. Mutations in SNCA predispose to Lewy-body dementia and cause Parkinson disease in humans and affect song production in songbirds. Several other birdsong genes were found in transcriptome analysis, suggesting a common evolutionary background of sound perception and production in humans and songbirds. Regions of positive selection with musical aptitude contained genes affecting auditory perception, cognitive performance, memory, human language development, and song perception and production of songbirds. The data support the role of dopaminergic pathway and their link to the reward mechanism as a molecular determinant in positive selection of music. Integration of gene-level data from the literature across multiple species prioritized activity-dependent immediate early genes as candidate genes in musical aptitude and listening to and performing music. © 2018 New York Academy of Sciences.

  11. Kids with disabilities inspire a musical instrument

    ScienceCinema

    Daily, Dan; Pfeifer, Kent

    2018-02-14

    The Midiwing is a musical instrument that unites music and computer technology for those who lack the experience, physical ability, or maturity to play music with traditional instruments. To create the instrument, Dan Daily, Director of Musicode Innovations, reworked and recoded Musical Instrument Digital Interface (MIDI) technology and introduced ergonomic design. He applied to the New Mexico Small Business Assistance (NMSBA) Program to receive help when he discovered the microcontroller he used was being phased out. Daily and Kent Pfeifer, an engineer at Sandia National Laboratories and musician himself, partnered to create a new state-of-the-art design.

  12. Kids with disabilities inspire a musical instrument

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Daily, Dan; Pfeifer, Kent

    The Midiwing is a musical instrument that unites music and computer technology for those who lack the experience, physical ability, or maturity to play music with traditional instruments. To create the instrument, Dan Daily, Director of Musicode Innovations, reworked and recoded Musical Instrument Digital Interface (MIDI) technology and introduced ergonomic design. He applied to the New Mexico Small Business Assistance (NMSBA) Program to receive help when he discovered the microcontroller he used was being phased out. Daily and Kent Pfeifer, an engineer at Sandia National Laboratories and musician himself, partnered to create a new state-of-the-art design.

  13. Song and speech: examining the link between singing talent and speech imitation ability

    PubMed Central

    Christiner, Markus; Reiterer, Susanne M.

    2013-01-01

    In previous research on speech imitation, musicality, and an ability to sing were isolated as the strongest indicators of good pronunciation skills in foreign languages. We, therefore, wanted to take a closer look at the nature of the ability to sing, which shares a common ground with the ability to imitate speech. This study focuses on whether good singing performance predicts good speech imitation. Forty-one singers of different levels of proficiency were selected for the study and their ability to sing, to imitate speech, their musical talent and working memory were tested. Results indicated that singing performance is a better indicator of the ability to imitate speech than the playing of a musical instrument. A multiple regression revealed that 64% of the speech imitation score variance could be explained by working memory together with educational background and singing performance. A second multiple regression showed that 66% of the speech imitation variance of completely unintelligible and unfamiliar language stimuli (Hindi) could be explained by working memory together with a singer's sense of rhythm and quality of voice. This supports the idea that both vocal behaviors have a common grounding in terms of vocal and motor flexibility, ontogenetic and phylogenetic development, neural orchestration and auditory memory with singing fitting better into the category of “speech” on the productive level and “music” on the acoustic level. As a result, good singers benefit from vocal and motor flexibility, productively and cognitively, in three ways. (1) Motor flexibility and the ability to sing improve language and musical function. (2) Good singers retain a certain plasticity and are open to new and unusual sound combinations during adulthood both perceptually and productively. (3) The ability to sing improves the memory span of the auditory working memory. PMID:24319438

  14. Neural correlates of specific musical anhedonia

    PubMed Central

    Martínez-Molina, Noelia; Mas-Herrero, Ernest; Rodríguez-Fornells, Antoni; Zatorre, Robert J.

    2016-01-01

    Although music is ubiquitous in human societies, there are some people for whom music holds no reward value despite normal perceptual ability and preserved reward-related responses in other domains. The study of these individuals with specific musical anhedonia may be crucial to understand better the neural correlates underlying musical reward. Previous neuroimaging studies have shown that musically induced pleasure may arise from the interaction between auditory cortical networks and mesolimbic reward networks. If such interaction is critical for music-induced pleasure to emerge, then those individuals who do not experience it should show alterations in the cortical-mesolimbic response. In the current study, we addressed this question using fMRI in three groups of 15 participants, each with different sensitivity to music reward. We demonstrate that the music anhedonic participants showed selective reduction of activity for music in the nucleus accumbens (NAcc), but normal activation levels for a monetary gambling task. Furthermore, this group also exhibited decreased functional connectivity between the right auditory cortex and ventral striatum (including the NAcc). In contrast, individuals with greater than average response to music showed enhanced connectivity between these structures. Thus, our results suggest that specific musical anhedonia may be associated with a reduction in the interplay between the auditory cortex and the subcortical reward network, indicating a pivotal role of this interaction for the enjoyment of music. PMID:27799544

  15. Examining the relationship between skilled music training and attention.

    PubMed

    Wang, Xiao; Ossher, Lynn; Reuter-Lorenz, Patricia A

    2015-11-01

    While many aspects of cognition have been investigated in relation to skilled music training, surprisingly little work has examined the connection between music training and attentional abilities. The present study investigated the performance of skilled musicians on cognitively demanding sustained attention tasks, measuring both temporal and visual discrimination over a prolonged duration. Participants with extensive formal music training were found to have superior performance on a temporal discrimination task, but not a visual discrimination task, compared to participants with no music training. In addition, no differences were found between groups in vigilance decrement in either type of task. Although no differences were evident in vigilance per se, the results indicate that performance in an attention-demanding temporal discrimination task was superior in individuals with extensive music training. We speculate that this basic cognitive ability may contribute to advantages that musicians show in other cognitive measures. Copyright © 2015 Elsevier Inc. All rights reserved.

  16. Music therapy in neurological rehabilitation settings.

    PubMed

    Galińska, Elżbieta

    2015-01-01

    The neurologic music therapy is a new scope of music therapy. Its techniques deal with dysfunctions resulting from diseases of the human nervous system. Music can be used as an alternative modality to access functions unavailable through non-musical stimulus. Processes in the brain activated by the influence of music can be generalized and transferred to non-musical functions. Therefore, in clinical practice, the translation of non-musical therapeutic exercises into analogous, isomorphic musical exercises is performed. They make use of the executive peculiarity of musical instruments and musical structures to prime, cue and coordinate movements. Among musical components, a repetitive rhythm plays a significant role. It regulates physiologic and behavioural functions through the mechanism of entrainment (synchronization of biological rhythms with musical rhythm based on acoustic resonance). It is especially relevant for patients with a deficient internal timing system in the brain. Additionally, regular rhythmic patterns facilitate memory encoding and decoding of non-musical information hence music is an efficient mnemonic tool. The music as a hierarchical, compound language of time, with its unique ability to access affective/motivational systems in the brain, provides time structures enhancing perception processes, mainly in the range of cognition, language and motor learning. It allows for emotional expression and improvement of the motivation for rehabilitation activities. The new technologies of rhythmic sensory stimulation (i.e. Binaural Beat Stimulation) or rhythmic music in combination with rhythmic light therapy appear. This multimodal forms of stimulation are used in the treatment of stroke, brain injury, dementia and other cognitive deficits. Clinical outcome studies provide evidence of the significant superiority of rehabilitation with music over the one without music.

  17. How Musical We Are: John Blacking on Music, Education, and Cultural Understanding.

    ERIC Educational Resources Information Center

    Campbell, Patricia Shehan

    2000-01-01

    Offers a biographic profile on the life of John Blacking who was a distinguished music scholar. Explores his approach to the study of children as a distinctive musical culture and the nature of their musicality; the role of physical movement and dance in musical experience; and the development of world music in education. (CMK)

  18. Neural Correlates of Boredom in Music Perception

    PubMed Central

    Fakhr Tabatabaie, Ashkan; Azadehfar, Mohammad Reza; Mirian, Negin; Noroozian, Maryam; Yoonessi, Ahmad; Saebipour, Mohammad Reza; Yoonessi, Ali

    2014-01-01

    Introduction: Music can elicit powerful emotional responses, the neural correlates of which have not been properly understood. An important aspect about the quality of any musical piece is its ability to elicit a sense of excitement in the listeners. In this study, we investigated the neural correlates of boredom evoked by music in human subjects. Methods: We used EEG recording in nine subjects while they were listening to total number of 10 short-length (83 sec) musical pieces with various boredom indices. Subjects evaluated boringness of musical pieces while their EEG was recording. Results: Using short time Fourier analysis, we found that beta 2 rhythm was (16–20 Hz) significantly lower whenever the subjects rated the music as boring in comparison to non-boring. Discussion: The results demonstrate that the music modulates neural activity of various parts of the brain and can be measured using EEG. PMID:27284390

  19. Music and speech distractors disrupt sensorimotor synchronization: effects of musical training.

    PubMed

    Białuńska, Anita; Dalla Bella, Simone

    2017-12-01

    Humans display a natural tendency to move to the beat of music, more than to the rhythm of any other auditory stimulus. We typically move with music, but rarely with speech. This proclivity is apparent early during development and can be further developed over the years via joint dancing, singing, or instrument playing. Synchronization of movement to the beat can thus improve with age, but also with musical experience. In a previous study, we found that music perturbed synchronization with a metronome more than speech fragments; music superiority disappeared when distractors shared isochrony and the same meter (Dalla Bella et al., PLoS One 8(8):e71945, 2013). Here, we examined if the interfering effect of music and speech distractors in a synchronization task is influenced by musical training. Musicians and non-musicians synchronized by producing finger force pulses to the sounds of a metronome while music and speech distractors were presented at one of various phase relationships with respect to the target. Distractors were familiar musical excerpts and fragments of children poetry comparable in terms of beat/stress isochrony. Music perturbed synchronization with the metronome more than speech did in both groups. However, the difference in synchronization error between music and speech distractors was smaller for musicians than for non-musicians, especially when the peak force of movement is reached. These findings point to a link between musical training and timing of sensorimotor synchronization when reacting to music and speech distractors.

  20. Music therapy assessment for severely emotionally disturbed children: a pilot study.

    PubMed

    Layman, Deborah L; Hussey, David L; Laing, Sarah J

    2002-01-01

    The purpose of this study was to pilot a music therapy assessment instrument for severely emotionally disturbed children. The subjects in this pilot were 20 children, 13 male and 7 female, at a residential treatment center in Cleveland, Ohio. After conducting an extensive literature review, the authors developed a music therapy assessment instrument measuring 4 relevant domains: behavioral/social functioning, emotional responsiveness, language/communication abilities, and music skills. Responses were coded into 3 categories: defensive/withdrawn, target behavior, and disruptive/intrusive. Results demonstrated that subjects displayed significantly more behaviors in the disruptive/intrusive domain. High inter-rater reliability scores of 91.5% for percent agreement and .808 for Cohen's kappa were achieved utilizing this assessment instrument.

  1. Creative Thinking in Music: Developing a Model for Meaningful Learning in Middle School General Music

    ERIC Educational Resources Information Center

    Menard, Elizabeth

    2013-01-01

    Creativity can be experienced in many roles of musicianship: performing, improvising, and composing. Yet, activities that encourage creative thought in our music classrooms can be a challenge to implement. A strong music education curriculum for middle school general music is important; as this may be the last time we reach students who do not…

  2. Improvisation and the self-organization of multiple musical bodies.

    PubMed

    Walton, Ashley E; Richardson, Michael J; Langland-Hassan, Peter; Chemero, Anthony

    2015-01-01

    Understanding everyday behavior relies heavily upon understanding our ability to improvise, how we are able to continuously anticipate and adapt in order to coordinate with our environment and others. Here we consider the ability of musicians to improvise, where they must spontaneously coordinate their actions with co-performers in order to produce novel musical expressions. Investigations of this behavior have traditionally focused on describing the organization of cognitive structures. The focus, here, however, is on the ability of the time-evolving patterns of inter-musician movement coordination as revealed by the mathematical tools of complex dynamical systems to provide a new understanding of what potentiates the novelty of spontaneous musical action. We demonstrate this approach through the application of cross wavelet spectral analysis, which isolates the strength and patterning of the behavioral coordination that occurs between improvising musicians across a range of nested time-scales. Revealing the sophistication of the previously unexplored dynamics of movement coordination between improvising musicians is an important step toward understanding how creative musical expressions emerge from the spontaneous coordination of multiple musical bodies.

  3. Improvisation and the self-organization of multiple musical bodies

    PubMed Central

    Walton, Ashley E.; Richardson, Michael J.; Langland-Hassan, Peter; Chemero, Anthony

    2015-01-01

    Understanding everyday behavior relies heavily upon understanding our ability to improvise, how we are able to continuously anticipate and adapt in order to coordinate with our environment and others. Here we consider the ability of musicians to improvise, where they must spontaneously coordinate their actions with co-performers in order to produce novel musical expressions. Investigations of this behavior have traditionally focused on describing the organization of cognitive structures. The focus, here, however, is on the ability of the time-evolving patterns of inter-musician movement coordination as revealed by the mathematical tools of complex dynamical systems to provide a new understanding of what potentiates the novelty of spontaneous musical action. We demonstrate this approach through the application of cross wavelet spectral analysis, which isolates the strength and patterning of the behavioral coordination that occurs between improvising musicians across a range of nested time-scales. Revealing the sophistication of the previously unexplored dynamics of movement coordination between improvising musicians is an important step toward understanding how creative musical expressions emerge from the spontaneous coordination of multiple musical bodies. PMID:25941499

  4. Western classical music development: a statistical analysis of composers similarity, differentiation and evolution.

    PubMed

    Georges, Patrick

    2017-01-01

    This paper proposes a statistical analysis that captures similarities and differences between classical music composers with the eventual aim to understand why particular composers 'sound' different even if their 'lineages' (influences network) are similar or why they 'sound' alike if their 'lineages' are different. In order to do this we use statistical methods and measures of association or similarity (based on presence/absence of traits such as specific 'ecological' characteristics and personal musical influences) that have been developed in biosystematics, scientometrics, and bibliographic coupling. This paper also represents a first step towards a more ambitious goal of developing an evolutionary model of Western classical music.

  5. Musical Parenting and Music Education: Integrating Research and Practice

    ERIC Educational Resources Information Center

    Ilari, Beatriz

    2018-01-01

    Although teachers work constantly with parents, discussions concerning parental roles in children's music learning are often left at the margins in music teacher training programs. The aim of this article is to offer a review of musical parenting research from an ecological perspective. Bronfenbrenner's bioecological theory of human development is…

  6. The Relationship of Listening to Classical Music on First Graders' Ability To Retain Information.

    ERIC Educational Resources Information Center

    Lewis, Erin

    In traditional reading and CARE lessons (a curriculum used to help students learn to read and identify sounds), music is not played to enhance the learning environment. However, some studies have shown that when music is played during learning experiences there is more retention of the material. This research project compared the traditional…

  7. Music in the family: music making and music therapy with young children and their families.

    PubMed

    Wetherick, Donald

    2009-01-01

    Songs and singing games are a healthy part of young children's social, emotional and cognitive development. Such shared music making can facilitate and strengthen relationships between parents and children. Family health workers can encourage carers' informal uses of music with their children. In cases of developmental delay, disability, severe illness or family stress, music can continue to have a significant role in supporting children and parents. In some cases referral to specialist music therapy services may be appropriate for assessment and/or treatment.

  8. Social outcomes in children with autism spectrum disorder: a review of music therapy outcomes

    PubMed Central

    LaGasse, A Blythe

    2017-01-01

    Autism spectrum disorder (ASD) affects approximately one in 68 children, substantially affecting the child’s ability to acquire social skills. The application of effective interventions to facilitate and develop social skills is essential due to the lifelong impact that social skills may have on independence and functioning. Research indicates that music therapy can improve social outcomes in children with ASD. Outcome measures are primarily assessed using standardized nonmusical scales of social functioning from the parent or clinician perspective. Certified music therapists may also assess musical engagement and outcomes as a part of the individual’s profile. These measures provide an assessment of the individual’s social functioning within the music therapy session and generalizability to nonmusical settings. PMID:28260959

  9. Short-term Music Training Enhances Complex, Distributed Neural Communication during Music and Linguistic Tasks

    PubMed Central

    Carpentier, Sarah M.; Moreno, Sylvain; McIntosh, Anthony R.

    2016-01-01

    Musical training is frequently associated with benefits to linguistic abilities, and recent focus has been placed on possible benefits of bilingualism to lifelong executive functions; however, the neural mechanisms for such effects are unclear. The aim of this study was to gain better understanding of the whole-brain functional effects of music and second-language training that could support such previously observed cognitive transfer effects. We conducted a 28-day longitudinal study of monolingual English-speaking 4- to 6-year-old children randomly selected to receive daily music or French language training, excluding weekends. Children completed passive EEG music note and French vowel auditory oddball detection tasks before and after training. Brain signal complexity was measured on source waveforms at multiple temporal scales as an index of neural information processing and network communication load. Comparing pretraining with posttraining, musical training was associated with increased EEG complexity at coarse temporal scales during the music and French vowel tasks in widely distributed cortical regions. Conversely, very minimal decreases in complexity at fine scales and trends toward coarse-scale increases were displayed after French training during the tasks. Spectral analysis failed to distinguish between training types and found overall theta (3.5–7.5 Hz) power increases after all training forms, with spatially fewer decreases in power at higher frequencies (>10 Hz). These findings demonstrate that musical training increased diversity of brain network states to support domain-specific music skill acquisition and music-to-language transfer effects. PMID:27243611

  10. Short-term Music Training Enhances Complex, Distributed Neural Communication during Music and Linguistic Tasks.

    PubMed

    Carpentier, Sarah M; Moreno, Sylvain; McIntosh, Anthony R

    2016-10-01

    Musical training is frequently associated with benefits to linguistic abilities, and recent focus has been placed on possible benefits of bilingualism to lifelong executive functions; however, the neural mechanisms for such effects are unclear. The aim of this study was to gain better understanding of the whole-brain functional effects of music and second-language training that could support such previously observed cognitive transfer effects. We conducted a 28-day longitudinal study of monolingual English-speaking 4- to 6-year-old children randomly selected to receive daily music or French language training, excluding weekends. Children completed passive EEG music note and French vowel auditory oddball detection tasks before and after training. Brain signal complexity was measured on source waveforms at multiple temporal scales as an index of neural information processing and network communication load. Comparing pretraining with posttraining, musical training was associated with increased EEG complexity at coarse temporal scales during the music and French vowel tasks in widely distributed cortical regions. Conversely, very minimal decreases in complexity at fine scales and trends toward coarse-scale increases were displayed after French training during the tasks. Spectral analysis failed to distinguish between training types and found overall theta (3.5-7.5 Hz) power increases after all training forms, with spatially fewer decreases in power at higher frequencies (>10 Hz). These findings demonstrate that musical training increased diversity of brain network states to support domain-specific music skill acquisition and music-to-language transfer effects.

  11. Concept Analysis: Music Therapy.

    PubMed

    Murrock, Carolyn J; Bekhet, Abir K

    2016-01-01

    Down through the ages, music has been universally valued for its therapeutic properties based on the psychological and physiological responses in humans. However, the underlying mechanisms of the psychological and physiological responses to music have been poorly identified and defined. Without clarification, a concept can be misused, thereby diminishing its importance for application to nursing research and practice. The purpose of this article was for the clarification of the concept of music therapy based on Walker and Avant's concept analysis strategy. A review of recent nursing and health-related literature covering the years 2007-2014 was performed on the concepts of music, music therapy, preferred music, and individualized music. As a result of the search, the attributes, antecedents, and consequences of music therapy were identified, defined, and used to develop a conceptual model of music therapy. The conceptual model of music therapy provides direction for developing music interventions for nursing research and practice to be tested in various settings to improve various patient outcomes. Based on Walker and Avant's concept analysis strategy, model and contrary cases are included. Implications for future nursing research and practice to use the psychological and physiological responses to music therapy are discussed.

  12. Do women prefer more complex music around ovulation?

    PubMed

    Charlton, Benjamin D; Filippi, Piera; Fitch, W Tecumseh

    2012-01-01

    The evolutionary origins of music are much debated. One theory holds that the ability to produce complex musical sounds might reflect qualities that are relevant in mate choice contexts and hence, that music is functionally analogous to the sexually-selected acoustic displays of some animals. If so, women may be expected to show heightened preferences for more complex music when they are most fertile. Here, we used computer-generated musical pieces and ovulation predictor kits to test this hypothesis. Our results indicate that women prefer more complex music in general; however, we found no evidence that their preference for more complex music increased around ovulation. Consequently, our findings are not consistent with the hypothesis that a heightened preference/bias in women for more complex music around ovulation could have played a role in the evolution of music. We go on to suggest future studies that could further investigate whether sexual selection played a role in the evolution of this universal aspect of human culture.

  13. Musical cognition in Alzheimer's disease: application of the Montreal Battery of Evaluation of Amusia.

    PubMed

    Campanelli, Alessandra; Rendace, Lidia; Parisi, Francesco; D'Antonio, Fabrizia; Imbriano, Letizia; de Lena, Carlo; Trebbastoni, Alessandro

    2016-07-01

    The aim of this study was to assess certain musical abilities in 30 patients with Alzheimer's disease (AD) and 30 healthy controls by using the complete version of the Montreal Battery of Evaluation of Amusia (MBEA). This battery evaluates melodic (scale, contour, and interval) and temporal (rhythm and meter) perception of music and musical memory. We found that altered musical processing is a common feature in AD. Despite that, AD subjects show partially spared abilities for temporal organization of music, though not for melodic perception and musical memory. This peculiar dysfunctional pattern could depend on the neurodegenerative involvement of some specific areas for music perception and memory in the brains of AD patients. Further studies are needed to investigate the usefulness of additional musical tests like the MBEA on larger samples to confirm our preliminary data. © 2016 New York Academy of Sciences.

  14. Cross-modal perception of rhythm in music and dance by cochlear implant users.

    PubMed

    Vongpaisal, Tara; Monaghan, Melanie

    2014-05-01

    Two studies examined adult cochlear implant (CI) users' ability to match auditory rhythms occurring in music to visual rhythms occurring in dance (Cha Cha, Slow Swing, Tango and Jive). In Experiment 1, adults CI users (n = 10) and hearing controls matched a music excerpt to choreographed dance sequences presented as silent videos. In Experiment 2, participants matched a silent video of a dance sequence to music excerpts. CI users were successful in detecting timing congruencies across music and dance at well above-chance levels suggesting that they were able to process distinctive auditory and visual rhythm patterns that characterized each style. However, they were better able to detect cross-modal timing congruencies when the reference was an auditory rhythm than when the reference was a visual rhythm. Learning strategies that encourage cross-modal learning of musical rhythms may have applications in developing novel rehabilitative strategies to enhance music perception and appreciation outcomes of child implant users.

  15. Development of the Processfolio: Promoting Preservice Music Teacher Reflection through Authentic Assessment

    ERIC Educational Resources Information Center

    Silveira, Jason M.; Beauregard, Julie; Bull, Tina

    2017-01-01

    The purpose of this study was to determine what impact an authentic assessment tool (i.e., a processfolio) would have on our music education Master of Arts in Teaching degree program. We conducted a case study at our university with the music education Master of Arts in Teaching student cohort to detail the development and initial implementation…

  16. What Can You Teach with Electronic Dance Music? A Music Teacher's Guide to EDM

    ERIC Educational Resources Information Center

    Halick, Mary E.

    2016-01-01

    Music teachers, who are working to develop students' musicianship skills, often focus on exposing students to new styles and genres of music. These initiatives encourage students to analyze, develop opinions, create, and perform music they may not normally hear. The purpose of this article is to introduce music educators to Electronic Dance Music…

  17. Exploring the Music Festival as a Music Educational Project

    ERIC Educational Resources Information Center

    Karlsen, Sidsel; Brandstrom, Sture

    2008-01-01

    The purpose of this article was to explore the music festival as a music educational project by means of results drawn from a case study investigating one particular festival's impact on identity development, both for the individual member of the audience (musical identity) and for the local society (local identity). The theoretical framework was…

  18. Assessment of Creativity-Based Learning Environment for Major Instrument Courses: A Case Study of Buca Faculty of Education, Department of Music Education

    ERIC Educational Resources Information Center

    Kaya, Asli; Bilen, Sermin

    2016-01-01

    The development of the creative potential of individuals is considered to be one of the requirements of modern education. As in all areas, the development of students' creative potential is also among the objectives of education programs in music education. The ability of music teachers to achieve this objective and create creative learning…

  19. The effects of musical training on structural brain development: a longitudinal study.

    PubMed

    Hyde, Krista L; Lerch, Jason; Norton, Andrea; Forgeard, Marie; Winner, Ellen; Evans, Alan C; Schlaug, Gottfried

    2009-07-01

    Long-term instrumental music training is an intense, multisensory and motor experience that offers an ideal opportunity to study structural brain plasticity in the developing brain in correlation with behavioral changes induced by training. Here, for the first time, we demonstrate structural brain changes after only 15 months of musical training in early childhood, which were correlated with improvements in musically relevant motor and auditory skills. These findings shed light on brain plasticity, and suggest that structural brain differences in adult experts (whether musicians or experts in other areas) are likely due to training-induced brain plasticity.

  20. The Second Assessment of Music, 1978-79. Released Exercise Set.

    ERIC Educational Resources Information Center

    Education Commission of the States, Denver, CO. National Assessment of Educational Progress.

    The document presents exercises, documentation, and summaries from the second assessment of music by the National Assessment of Educational Progress (NAEP). Objectives were to test 9-, 13-, and 17-year-old students' ability to value music as an important realm of human experience, to identify the elements and expressive controls of music, and to…

  1. Piano jacket for perceiving and playing music for patients with cerebral palsy.

    PubMed

    Lampe, Renée; Turova, Varvara; Alves-Pinto, Ana

    2017-12-23

    Patients with cerebral palsy with severe motor disabilities are limited not only in everyday life activities but also in choice of their hobbies. Playing a musical instrument is for the majority not possible, even though music constitutes a central component of many relaxation activities for people with disabilities. To give affected patients the opportunity to make music and to learn piano playing through somatosensory perception, a prototype of piano jacket was developed. A cycling jacket was equipped with boxes, each representing a musical note, incorporated into the sleeves. Each box contains vibration motors and LEDs. These can be used to translate the sequences of piano key presses performed at an external E-piano. An additional operation mode allows the user to actively play a melody himself by touching the same boxes that also incorporate touch sensor components. A working prototype of the piano jacket was developed. The sensory piano jacket provides patients with cerebral palsy and contractures the possibility to develop sensorimotor skills, motor abilities and participation in music-related activities. The jacket is planned to be used in music lessons. Implications for Rehabilitation The system is suitable even for patients with severe motor disabilities and especially joint contractures. Excellent handling through large easily accessible communication buttons. All building blocks are held in a garment, which allows for easy portability and gripping comfort.

  2. Motivation, Professional Development, and the Experienced Music Teacher

    ERIC Educational Resources Information Center

    Angeline, Vincent R.

    2014-01-01

    Drawing from inquiry on human motivation can serve to inform seasoned educators in questing for a more individualized form of professional development. Experienced music teachers who have moved beyond the formative stages benefit from crafting self-defined experiences that satisfy needs-based states. Research in self-determination theory reveals…

  3. Making Music Mine: The Development of Rhythmic Literacy

    ERIC Educational Resources Information Center

    Burton, Suzanne L.

    2017-01-01

    In this study, I explored children's development of rhythmic music literacy using a language acquisition paradigm. An emergent, constructivist curriculum was implemented over one academic year with 39 children, 5-8 years old. Children were involved in audiation-based active listening, singing, moving, chanting, and playing instruments and engaged…

  4. The First National Assessment of Musical Performance, Report 03-MU-01.

    ERIC Educational Resources Information Center

    Education Commission of the States, Denver, CO. National Assessment of Educational Progress.

    The report summarizes results of a survey of musical performance abilities of Americans of various ages. During 1971 and 1972 a national assessment program was conducted to measure the musical abilities of nine-year-olds, 13-year-olds, 17-year-olds, and young adults from 26-35 years of age. Exercises were divided into five groups: singing familiar…

  5. A review of “music and movement” therapies for children with autism: embodied interventions for multisystem development

    PubMed Central

    Srinivasan, Sudha M.; Bhat, Anjana N.

    2013-01-01

    The rising incidence of Autism Spectrum Disorders (ASDs) has led to a surge in the number of children needing autism interventions. This paper is a call to clinicians to diversify autism interventions and to promote the use of embodied music-based approaches to facilitate multisystem development. Approximately 12% of all autism interventions and 45% of all alternative treatment strategies in schools involve music-based activities. Musical training impacts various forms of development including communication, social-emotional, and motor development in children with ASDs and other developmental disorders as well as typically developing children. In this review, we will highlight the multisystem impairments of ASDs, explain why music and movement therapies are a powerful clinical tool, as well as describe mechanisms and offer evidence in support of music therapies for children with ASDs. We will support our claims by reviewing results from brain imaging studies reporting on music therapy effects in children with autism. We will also discuss the critical elements and the different types of music therapy approaches commonly used in pediatric neurological populations including autism. We provide strong arguments for the use of music and movement interventions as a multisystem treatment tool for children with ASDs. Finally, we also make recommendations for assessment and treatment of children with ASDs, and provide directions for future research. PMID:23576962

  6. Musical Narratives: A Study of a Young Child's Identity Work in and through Music-Making

    ERIC Educational Resources Information Center

    Barrett, Margaret S.

    2011-01-01

    The investigation of infants' and young children's early musical engagement as singers, song-makers, and music-makers has provided some insight into children's early vocal and musical development. Recent research has highlighted the vital role of interactive vocalization or "communicative musicality" in infants' general development, including…

  7. Neurophysiological Influence of Musical Training on Speech Perception

    PubMed Central

    Shahin, Antoine J.

    2011-01-01

    Does musical training affect our perception of speech? For example, does learning to play a musical instrument modify the neural circuitry for auditory processing in a way that improves one's ability to perceive speech more clearly in noisy environments? If so, can speech perception in individuals with hearing loss (HL), who struggle in noisy situations, benefit from musical training? While music and speech exhibit some specialization in neural processing, there is evidence suggesting that skills acquired through musical training for specific acoustical processes may transfer to, and thereby improve, speech perception. The neurophysiological mechanisms underlying the influence of musical training on speech processing and the extent of this influence remains a rich area to be explored. A prerequisite for such transfer is the facilitation of greater neurophysiological overlap between speech and music processing following musical training. This review first establishes a neurophysiological link between musical training and speech perception, and subsequently provides further hypotheses on the neurophysiological implications of musical training on speech perception in adverse acoustical environments and in individuals with HL. PMID:21716639

  8. Neurophysiological influence of musical training on speech perception.

    PubMed

    Shahin, Antoine J

    2011-01-01

    Does musical training affect our perception of speech? For example, does learning to play a musical instrument modify the neural circuitry for auditory processing in a way that improves one's ability to perceive speech more clearly in noisy environments? If so, can speech perception in individuals with hearing loss (HL), who struggle in noisy situations, benefit from musical training? While music and speech exhibit some specialization in neural processing, there is evidence suggesting that skills acquired through musical training for specific acoustical processes may transfer to, and thereby improve, speech perception. The neurophysiological mechanisms underlying the influence of musical training on speech processing and the extent of this influence remains a rich area to be explored. A prerequisite for such transfer is the facilitation of greater neurophysiological overlap between speech and music processing following musical training. This review first establishes a neurophysiological link between musical training and speech perception, and subsequently provides further hypotheses on the neurophysiological implications of musical training on speech perception in adverse acoustical environments and in individuals with HL.

  9. A multi-disciplinary approach to the origins of music: perspectives from anthropology, archaeology, cognition and behaviour.

    PubMed

    Morley, Iain

    2014-01-01

    Archaeological evidence for musical activities pre-dates even the earliest-known cave art and it remains the case that no human culture has yet been encountered that does not practise some recognisably musical activity. Yet the human abilities to make and appreciate music have been described as "amongst the most mysterious with which [we are] endowed" (Charles Darwin, 1872) and music itself as "the supreme mystery of the science of man" (Claude Levi-Strauss, 1970). Like language, music has been the subject of keen investigation across a great diversity of fields, from neuroscience and psychology, to ethnography, to studies of its structures in its own dedicated field, musicology; unlike the evolution of human language abilities, it is only recently that the origins of musical capacities have begun to receive dedicated attention. It is increasingly clear that human musical abilities are fundamentally related to other important human abilities, yet much remains mysterious about this ubiquitous human phenomenon, not least its prehistoric origins. It is evident that no single field of investigation can address the wide range of issues relevant to answering the question of music's origins. This review brings together evidence from a wide range of anthropological and human sciences, including palaeoanthropology, archaeology, neuroscience, primatology and developmental psychology, in an attempt to elucidate the nature of the foundations of music, how they have evolved, and how they are related to capabilities underlying other important human behaviours. It is proposed that at their most fundamental level musical behaviours (including both vocalisation and dance) are forms of deliberate metrically-organised gesture, and constitute a specialised use of systems dedicated to the expression and comprehension of social and emotional information between individuals. The abilities underlying these behaviours are selectively advantageous themselves; in addition, various mechanisms

  10. Ten Guidelines for Preschool Music Programs.

    ERIC Educational Resources Information Center

    Warner, Laverne

    1999-01-01

    Asserts that music is an important part of child development, but music experiences in preschool are often haphazard. Provides suggestions for developing music activities, including: using singing as program basis; choosing easy to sing music; understanding the relationship between music and creativity; slowly introducing movement experiences;…

  11. Psychological intervention reduces self-reported performance anxiety in high school music students

    PubMed Central

    Braden, Alice M.; Osborne, Margaret S.; Wilson, Sarah J.

    2015-01-01

    Music performance anxiety (MPA) can be distressing for many young people studying music, and may negatively impact upon their ability to cope with the demands and stressors of music education. It can also lead young people to give up music or to develop unhealthy coping habits in their adult music careers. Minimal research has examined the effectiveness of psychological programs to address MPA in young musicians. Sixty-two adolescents were pseudo-randomized to a cognitive behavioral (CB) group-delivered intervention or a waitlist condition. The intervention consisted of psychoeducation, cognitive restructuring and relaxation techniques, identification of strengths, goal-setting, imagery and visualization techniques to support three solo performances in front of judges. Significant reductions in self-rated MPA were found in both groups following the intervention and compared to their baseline MPA. This reduction was maintained at 2-months follow-up. There appeared to be inconsistent effects of the intervention upon judge-rated MPA, however the presence of floor effects precluded meaningful reductions in MPA. There appeared to be no effect of the intervention upon judge-rated performance quality. This study highlights the potential for group-based CB programs to be delivered within school music curricula to help young musicians develop skills to overcome the often debilitating effects of MPA. PMID:25784885

  12. The shared neural basis of music and language.

    PubMed

    Yu, Mengxia; Xu, Miao; Li, Xueting; Chen, Zhencai; Song, Yiying; Liu, Jia

    2017-08-15

    Human musical ability is proposed to play a key phylogenetical role in the evolution of language, and the similarity of hierarchical structure in music and language has led to considerable speculation about their shared mechanisms. While behavioral and electrophysioglocial studies have revealed associations between music and linguistic abilities, results from functional magnetic resonance imaging (fMRI) studies on their relations are contradictory, possibly because these studies usually treat music or language as single entities without breaking down to their components. Here, we examined the relations between different components of music (i.e., melodic and rhythmic analysis) and language (i.e., semantic and phonological processing) using both behavioral tests and resting-state fMRI. Behaviorally, we found that individuals with music training experiences were better at semantic processing, but not at phonological processing, than those without training. Further correlation analyses showed that semantic processing of language was related to melodic, but not rhythmic, analysis of music. Neurally, we found that performances in both semantic processing and melodic analysis were correlated with spontaneous brain activities in the bilateral precentral gyrus (PCG) and superior temporal plane at the regional level, and with the resting-state functional connectivity of the left PCG with the left supramarginal gyrus and left superior temporal gyrus at the network level. Together, our study revealed the shared spontaneous neural basis of music and language based on the behavioral link between melodic analysis and semantic processing, which possibly relied on a common mechanism of automatic auditory-motor integration. Copyright © 2017 IBRO. Published by Elsevier Ltd. All rights reserved.

  13. Music and Movement for Young Children's Healthy Development

    ERIC Educational Resources Information Center

    Izumi-Taylor, Satomi; Morris, Vivian Gunn; Meredith, Cathy D.; Hicks, Claire

    2012-01-01

    Young children enjoy moving around when they hear music. Children take pleasure in physical activities that contribute to their healthy development. Physical activities are vital to retain healthy bodies, and inactivity is one cause of obesity in young children (Dow, 2010; Izumi-Taylor & Morris, 2007). This article describes how teachers and…

  14. Longitudinal Effects of Group Music Instruction on Literacy Skills in Low-Income Children

    PubMed Central

    Slater, Jessica; Strait, Dana L.; Skoe, Erika; O'Connell, Samantha; Thompson, Elaine; Kraus, Nina

    2014-01-01

    Children from low-socioeconomic backgrounds tend to fall progressively further behind their higher-income peers over the course of their academic careers. Music training has been associated with enhanced language and learning skills, suggesting that music programs could play a role in helping low-income children to stay on track academically. Using a controlled, longitudinal design, the impact of group music instruction on English reading ability was assessed in 42 low-income Spanish-English bilingual children aged 6–9 years in Los Angeles. After one year, children who received music training retained their age-normed level of reading performance while a matched control group's performance deteriorated, consistent with expected declines in this population. While the extent of change is modest, outcomes nonetheless provide evidence that music programs may have value in helping to counteract the negative effects of low-socioeconomic status on child literacy development. PMID:25409300

  15. The Aural Music Project: An Exploration of the Usefulness of An Experimental Listening Test.

    ERIC Educational Resources Information Center

    Humphry, Betty J.; Pitcher, Barbara

    The GRE Advanced Music Test and an experimental Aural Supplement (a listening test designed to measure music students'"hearing ability") were taken by 334 senior music students as part of a project conducted in 1964. The Advanced Music Test consists of 200 5-choice questions on the fundamentals of music, history and literature, theory,…

  16. "It's a hurricane! it's a hurricane!": can music facilitate social constructive and sociodramatic play in a preschool classroom?

    PubMed

    Love, Angela; Burns, M Susan

    2006-12-01

    Sustaining attention and successfully engaging with others in collaborative play are important accomplishments focused on in preschool classrooms and childcare centers. In addition, music is frequently used in early childhood classrooms, and even recommended as an environmental feature to motivate and regulate children's behavior. Although pretend play provides appealing opportunities for developing these social abilities, no studies to date have explored the use of music as a tool to motivate and sustain constructive and social pretend play. Results from the current study indicate that within 1 preschool classroom, more sustained play (with fewer interruptions) occurred when music played as compared to when no music played in the background. In addition, significantly more dyadic play occurred when slower music played in the background, than when no music played.

  17. Selective preservation of the beat in apperceptive music agnosia: a case study.

    PubMed

    Baird, Amee D; Walker, David G; Biggs, Vivien; Robinson, Gail A

    2014-04-01

    Music perception involves processing of melodic, temporal and emotional dimensions that have been found to dissociate in healthy individuals and after brain injury. Two components of the temporal dimension have been distinguished, namely rhythm and metre. We describe an 18 year old male musician 'JM' who showed apperceptive music agnosia with selectively preserved metre perception, and impaired recognition of sad and peaceful music relative to age and music experience matched controls after resection of a right temporoparietal tumour. Two months post-surgery JM underwent a comprehensive neuropsychological evaluation including assessment of his music perception abilities using the Montreal Battery for Evaluation of Amusia (MBEA, Peretz, Champod, & Hyde, 2003). He also completed several experimental tasks to explore his ability to recognise famous songs and melodies, emotions portrayed by music and a broader range of environmental sounds. Five age-, gender-, education- and musical experienced-matched controls were administered the same experimental tasks. JM showed selective preservation of metre perception, with impaired performances compared to controls and scoring below the 5% cut-off on all MBEA subtests, except for the metric condition. He could identify his favourite songs and environmental sounds. He showed impaired recognition of sad and peaceful emotions portrayed in music relative to controls but intact ability to identify happy and scary music. This case study contributes to the scarce literature documenting a dissociation between rhythmic and metric processing, and the rare observation of selectively preserved metric interpretation in the context of apperceptive music agnosia. It supports the notion that the anterior portion of the superior temporal gyrus (STG) plays a role in metric processing and provides the novel observation that selectively preserved metre is sufficient to identify happy and scary, but not sad or peaceful emotions portrayed in music

  18. The sound of music: differentiating musicians using a fast, musical multi-feature mismatch negativity paradigm.

    PubMed

    Vuust, Peter; Brattico, Elvira; Seppänen, Miia; Näätänen, Risto; Tervaniemi, Mari

    2012-06-01

    Musicians' skills in auditory processing depend highly on instrument, performance practice, and on level of expertise. Yet, it is not known though whether the style/genre of music might shape auditory processing in the brains of musicians. Here, we aimed at tackling the role of musical style/genre on modulating neural and behavioral responses to changes in musical features. Using a novel, fast and musical sounding multi-feature paradigm, we measured the mismatch negativity (MMN), a pre-attentive brain response, to six types of musical feature change in musicians playing three distinct styles of music (classical, jazz, rock/pop) and in non-musicians. Jazz and classical musicians scored higher in the musical aptitude test than band musicians and non-musicians, especially with regards to tonal abilities. These results were extended by the MMN findings: jazz musicians had larger MMN-amplitude than all other experimental groups across the six different sound features, indicating a greater overall sensitivity to auditory outliers. In particular, we found enhanced processing of pith and sliding up to pitches in jazz musicians only. Furthermore, we observed a more frontal MMN to pitch and location compared to the other deviants in jazz musicians and left lateralization of the MMN to timbre in classical musicians. These findings indicate that the characteristics of the style/genre of music played by musicians influence their perceptual skills and the brain processing of sound features embedded in a musical context. Musicians' brain is hence shaped by the type of training, musical style/genre, and listening experiences. Copyright © 2012 Elsevier Ltd. All rights reserved.

  19. Mentalising music in frontotemporal dementia.

    PubMed

    Downey, Laura E; Blezat, Alice; Nicholas, Jennifer; Omar, Rohani; Golden, Hannah L; Mahoney, Colin J; Crutch, Sebastian J; Warren, Jason D

    2013-01-01

    Despite considerable recent interest, the biological basis and clinical diagnosis of behavioural variant frontotemporal dementia (bvFTD) pose unresolved problems. Mentalising (the cognitive capacity to interpret the behaviour of oneself and others in terms of mental states) is impaired as a prominent feature of bvFTD, consistent with involvement of brain regions including ventro-medial prefrontal cortex (PFC), orbitofrontal cortex and anterior temporal lobes. Here, we investigated mentalising ability in a cohort of patients with bvFTD using a novel modality: music. We constructed a novel neuropsychological battery requiring attribution of affective mental or non-mental associations to musical stimuli. Mentalising performance of patients with bvFTD (n = 20) was assessed in relation to matched healthy control subjects (n = 20); patients also had a comprehensive assessment of behaviour and general neuropsychological functions. Neuroanatomical correlates of performance on the experimental tasks were investigated using voxel-based morphometry of patients' brain magnetic resonance imaging (MRI) scans. Compared to healthy control subjects, patients showed impaired ability to attribute mental states but not non-mental characteristics to music, and this deficit correlated with performance on a standard test of social inference and with carer ratings of patients' empathic capacity, but not with other potentially relevant measures of general neuropsychological function. Mentalising performance in the bvFTD group was associated with grey matter changes in anterior temporal lobe and ventro-medial PFC. These findings suggest that music can represent surrogate mental states and the ability to construct such mental representations is impaired in bvFTD, with potential implications for our understanding of the biology of bvFTD and human social cognition more broadly. Copyright © 2012 Elsevier Ltd. All rights reserved.

  20. Mentalising music in frontotemporal dementia

    PubMed Central

    Downey, Laura E.; Blezat, Alice; Nicholas, Jennifer; Omar, Rohani; Golden, Hannah L.; Mahoney, Colin J.; Crutch, Sebastian J.; Warren, Jason D.

    2013-01-01

    Despite considerable recent interest, the biological basis and clinical diagnosis of behavioural variant frontotemporal dementia (bvFTD) pose unresolved problems. Mentalising (the cognitive capacity to interpret the behaviour of oneself and others in terms of mental states) is impaired as a prominent feature of bvFTD, consistent with involvement of brain regions including ventro-medial prefrontal cortex (PFC), orbitofrontal cortex and anterior temporal lobes. Here, we investigated mentalising ability in a cohort of patients with bvFTD using a novel modality: music. We constructed a novel neuropsychological battery requiring attribution of affective mental or non-mental associations to musical stimuli. Mentalising performance of patients with bvFTD (n = 20) was assessed in relation to matched healthy control subjects (n = 20); patients also had a comprehensive assessment of behaviour and general neuropsychological functions. Neuroanatomical correlates of performance on the experimental tasks were investigated using voxel-based morphometry of patients' brain magnetic resonance imaging (MRI) scans. Compared to healthy control subjects, patients showed impaired ability to attribute mental states but not non-mental characteristics to music, and this deficit correlated with performance on a standard test of social inference and with carer ratings of patients' empathic capacity, but not with other potentially relevant measures of general neuropsychological function. Mentalising performance in the bvFTD group was associated with grey matter changes in anterior temporal lobe and ventro-medial PFC. These findings suggest that music can represent surrogate mental states and the ability to construct such mental representations is impaired in bvFTD, with potential implications for our understanding of the biology of bvFTD and human social cognition more broadly. PMID:23107380

  1. Improvisation as Ability, Culture, and Experience

    ERIC Educational Resources Information Center

    Higgins, Lee; Mantie, Roger

    2013-01-01

    We argue in this article for greater role for improvisation in the music classroom. Based on an extensive examination of scholarship about improvisational practices, we propose three conceptualizations--ability, culture, experience--that can serve to guide the teaching of improvisation. When considered as an "ability," improvisation is a…

  2. Self-generated sounds of locomotion and ventilation and the evolution of human rhythmic abilities.

    PubMed

    Larsson, Matz

    2014-01-01

    It has been suggested that the basic building blocks of music mimic sounds of moving humans, and because the brain was primed to exploit such sounds, they eventually became incorporated in human culture. However, that raises further questions. Why do genetically close, culturally well-developed apes lack musical abilities? Did our switch to bipedalism influence the origins of music? Four hypotheses are raised: (1) Human locomotion and ventilation can mask critical sounds in the environment. (2) Synchronization of locomotion reduces that problem. (3) Predictable sounds of locomotion may stimulate the evolution of synchronized behavior. (4) Bipedal gait and the associated sounds of locomotion influenced the evolution of human rhythmic abilities. Theoretical models and research data suggest that noise of locomotion and ventilation may mask critical auditory information. People often synchronize steps subconsciously. Human locomotion is likely to produce more predictable sounds than those of non-human primates. Predictable locomotion sounds may have improved our capacity of entrainment to external rhythms and to feel the beat in music. A sense of rhythm could aid the brain in distinguishing among sounds arising from discrete sources and also help individuals to synchronize their movements with one another. Synchronization of group movement may improve perception by providing periods of relative silence and by facilitating auditory processing. The adaptive value of such skills to early ancestors may have been keener detection of prey or stalkers and enhanced communication. Bipedal walking may have influenced the development of entrainment in humans and thereby the evolution of rhythmic abilities.

  3. Musical and poetic creativity and epilepsy.

    PubMed

    Hesdorffer, Dale C; Trimble, Michael

    2016-04-01

    Associations between epilepsy and musical or poetic composition have received little attention. We reviewed the literature on links between poetic and musical skills and epilepsy, limiting this to the Western canon. While several composers were said to have had epilepsy, John Hughes concluded that none of the major classical composers thought to have had epilepsy actually had it. The only composer with epilepsy that we could find was the contemporary composer, Hikari Oe, who has autism and developed epilepsy at age 15years. In his childhood years, his mother found that he had an ability to identify bird sound and keys of songs and began teaching him piano. Hikari is able to compose in his head when his seizures are not severe, but when his seizures worsen, his creativity is lost. Music critics have commented on the simplicity of his musical composition and its monotonous sound. Our failure to find evidence of musical composers with epilepsy finds parallels with poetry where there are virtually no established poets with epilepsy. Those with seizures include Lord George Byron in the setting of terminal illness, Algernon Swinburne who had alcohol-related seizures, Charles Lloyd who had seizures and psychosis, Edward Lear who had childhood onset seizures, and Vachel Lindsay. The possibility that Emily Dickinson had epilepsy is also discussed. It has not been possible to identify great talents with epilepsy who excel in poetic or musical composition. There are few published poets with epilepsy and no great composers. Why is this? Similarities between music and poetry include meter, tone, stress, rhythm, and form, and much poetry is sung with music. It is likely that great musical and poetic compositions demand a greater degree of concentration and memory than is possible in epilepsy, resulting in problems retaining a musical and mathematical structure over time. The lack of association between recognizable neuropsychiatric disorders and these skills is a gateway to

  4. "Sounds of Intent in the Early Years": A Proposed Framework of Young Children's Musical Development

    ERIC Educational Resources Information Center

    Voyajolu, Angela; Ockelford, Adam

    2016-01-01

    "Sounds of Intent in the Early Years" explores the musical development of children from birth to five years of age. Observational evidence has been utilised together with key literature on musical development and core concepts of zygonic theory (Ockelford, 2013) to investigate the applicability of the original "Sounds of…

  5. The Influence of Informal Music Education in Teacher Formation: An Autoethnography

    ERIC Educational Resources Information Center

    Nethsinghe, Rohan

    2012-01-01

    In this paper I explore how my musical background, teaching skills, understanding and knowledge as well as music-making abilities and skills, have formed my current self as musician, teacher and researcher. An autoethnographical method is used to investigate my background, including the different modes of music education I received. From this…

  6. Classrooms and Curriculum Come Alive with Music: A Sequential Approach of Teaching Music to Elementary Students Using Daily Oral Music Lessons.

    ERIC Educational Resources Information Center

    Sharp, Lanette

    Developed specifically for classroom teachers with a limited background in music, oral music lessons are designed to be taught in short, daily instruction segments to help students gain the most from music and transfer that knowledge to other parts of the curriculum. The lessons, a master degree project, were developed to support the Utah music…

  7. Children Using Cochlear Implants Capitalize on Acoustical Hearing for Music Perception

    PubMed Central

    Hopyan, Talar; Peretz, Isabelle; Chan, Lisa P.; Papsin, Blake C.; Gordon, Karen A.

    2012-01-01

    Cochlear implants (CIs) electrically stimulate the auditory nerve providing children who are deaf with access to speech and music. Because of device limitations, it was hypothesized that children using CIs develop abnormal perception of musical cues. Perception of pitch and rhythm as well as memory for music was measured by the children’s version of the Montreal Battery of Evaluation of Amusia (MBEA) in 23 unilateral CI users and 22 age-matched children with normal hearing. Children with CIs were less accurate than their normal hearing peers (p < 0.05). CI users were best able to discern rhythm changes (p < 0.01) and to remember musical pieces (p < 0.01). Contrary to expectations, abilities to hear cues in music improved as the age at implantation increased (p < 0.01). Because the children implanted at older ages also had better low frequency hearing prior to cochlear implantation and were able to use this hearing by wearing hearing aids. Access to early acoustical hearing in the lower frequency ranges appears to establish a base for music perception, which can be accessed with later electrical CI hearing. PMID:23133430

  8. Developing a benchmark for emotional analysis of music.

    PubMed

    Aljanaki, Anna; Yang, Yi-Hsuan; Soleymani, Mohammad

    2017-01-01

    Music emotion recognition (MER) field rapidly expanded in the last decade. Many new methods and new audio features are developed to improve the performance of MER algorithms. However, it is very difficult to compare the performance of the new methods because of the data representation diversity and scarcity of publicly available data. In this paper, we address these problems by creating a data set and a benchmark for MER. The data set that we release, a MediaEval Database for Emotional Analysis in Music (DEAM), is the largest available data set of dynamic annotations (valence and arousal annotations for 1,802 songs and song excerpts licensed under Creative Commons with 2Hz time resolution). Using DEAM, we organized the 'Emotion in Music' task at MediaEval Multimedia Evaluation Campaign from 2013 to 2015. The benchmark attracted, in total, 21 active teams to participate in the challenge. We analyze the results of the benchmark: the winning algorithms and feature-sets. We also describe the design of the benchmark, the evaluation procedures and the data cleaning and transformations that we suggest. The results from the benchmark suggest that the recurrent neural network based approaches combined with large feature-sets work best for dynamic MER.

  9. Mapping the Context: Insights and Issues from Local Government Development of Music Communities

    ERIC Educational Resources Information Center

    Kenny, Ailbhe

    2011-01-01

    Recent years have revealed local government to be a fundamental stakeholder in the development of arts and music communities. This article provides a context for an exploration and study of the issues, themes and dilemmas that surround local government and music communities. In particular the article provides this examination from an Irish…

  10. Practical Pluralism: Toward Anti-Racist Competencies in Music Educators

    ERIC Educational Resources Information Center

    Rampal, Michelle

    2015-01-01

    The specialized curricula of music education degree programs afford relatively few opportunities to cultivate educators' abilities to recognize, acknowledge, and incorporate students' multiple lived realities within the music classroom. This is especially problematic in an age where public schools serve an increasingly diverse population of…

  11. Community Music in Australia

    ERIC Educational Resources Information Center

    Harrison, Gillian

    2010-01-01

    This paper presents a historical perspective to the development of community music in Australia. Finding political support in Australia's progressive arts policies of the late 1970s, community music is discussed as embracing the principles of access and equity and supporting the development of musical skills in the context of social change and…

  12. A genome-wide linkage and association study of musical aptitude identifies loci containing genes related to inner ear development and neurocognitive functions

    PubMed Central

    Oikkonen, J.; Huang, Y.; Onkamo, P.; Ukkola-Vuoti, L.; Raijas, P.; Karma, K.; Vieland, V. J.; Järvelä, I.

    2014-01-01

    Humans have developed the perception, production and processing of sounds into the art of music. A genetic contribution to these skills of musical aptitude has long been suggested. We performed a genome-wide scan in 76 pedigrees (767 individuals) characterized for the ability to discriminate pitch (SP), duration (ST) and sound patterns (KMT), which are primary capacities for music perception. Using the Bayesian linkage and association approach implemented in program package KELVIN, especially designed for complex pedigrees, several SNPs near genes affecting the functions of the auditory pathway and neurocognitive processes were identified. The strongest association was found at 3q21.3 (rs9854612) with combined SP, ST and KMT test scores (COMB). This region is located a few dozen kilobases upstream of the GATA binding protein 2 (GATA2) gene. GATA2 regulates the development of cochlear hair cells and the inferior colliculus (IC), which are important in tonotopic mapping. The highest probability of linkage was obtained for phenotype SP at 4p14, located next to the region harboring the protocadherin 7 gene, PCDH7. Two SNPs rs13146789 and rs13109270 of PCDH7 showed strong association. PCDH7 has been suggested to play a role in cochlear and amygdaloid complexes. Functional class analysis showed that inner ear and schizophrenia related genes were enriched inside the linked regions. This study is the first to show the importance of auditory pathway genes in musical aptitude. PMID:24614497

  13. A genome-wide linkage and association study of musical aptitude identifies loci containing genes related to inner ear development and neurocognitive functions.

    PubMed

    Oikkonen, J; Huang, Y; Onkamo, P; Ukkola-Vuoti, L; Raijas, P; Karma, K; Vieland, V J; Järvelä, I

    2015-02-01

    Humans have developed the perception, production and processing of sounds into the art of music. A genetic contribution to these skills of musical aptitude has long been suggested. We performed a genome-wide scan in 76 pedigrees (767 individuals) characterized for the ability to discriminate pitch (SP), duration (ST) and sound patterns (KMT), which are primary capacities for music perception. Using the Bayesian linkage and association approach implemented in program package KELVIN, especially designed for complex pedigrees, several single nucleotide polymorphisms (SNPs) near genes affecting the functions of the auditory pathway and neurocognitive processes were identified. The strongest association was found at 3q21.3 (rs9854612) with combined SP, ST and KMT test scores (COMB). This region is located a few dozen kilobases upstream of the GATA binding protein 2 (GATA2) gene. GATA2 regulates the development of cochlear hair cells and the inferior colliculus (IC), which are important in tonotopic mapping. The highest probability of linkage was obtained for phenotype SP at 4p14, located next to the region harboring the protocadherin 7 gene, PCDH7. Two SNPs rs13146789 and rs13109270 of PCDH7 showed strong association. PCDH7 has been suggested to play a role in cochlear and amygdaloid complexes. Functional class analysis showed that inner ear and schizophrenia-related genes were enriched inside the linked regions. This study is the first to show the importance of auditory pathway genes in musical aptitude.

  14. Concerted Cultivation and Music Learning: Global Issues and Local Variations

    ERIC Educational Resources Information Center

    Ilari, Beatriz

    2013-01-01

    "Concerted cultivation" has been described as a common, urban middle-class practice concerning the enrollment of children in a variety of age-specific activities that may promote the learning of valuable life skills as well as the development of individual abilities (Lareau, 2003). Music is one such activity. This study investigated the…

  15. Thinking beyond the Myths and Misconceptions of Talent: Creating Music Education Policy that Advances Music's Essential Contribution to Twenty-First-Century Teaching and Learning

    ERIC Educational Resources Information Center

    Scripp, Lawrence; Ulibarri, Devin; Flax, Robert

    2013-01-01

    At present, there is growing scientific evidence of music's powerful, positive influence on the neurological, cognitive, and social-emotional development of all children. At the same time, a flurry of new studies now show that extensive, deliberate, and deep practice supported by an ability growth mindset--and not a fixed degree of talent--is the…

  16. Musical Training and Late-Life Cognition

    PubMed Central

    Gooding, Lori F; Abner, Erin L; Jicha, Gregory A; Kryscio, Richard J; Schmitt, Fredrick A

    2014-01-01

    This study investigated effects of early- to mid-life musical training on cognition in older adults. A Musical Training Survey examined self-reported musical experience and objective knowledge in 237 cognitively intact participants. Responses were classified into Low, Medium, and High knowledge groups. Linear mixed models compared the groups’ longitudinal performance on the Animal Naming Test (ANT; semantic verbal fluency) and Logical Memory Story A Immediate Recall (LMI; episodic memory) controlling for baseline age, time since baseline, education, sex, and full-scale IQ. Results indicate that High knowledge participants had significantly higher LMI scores at baseline and over time compared to Low knowledge participants. ANT scores did not differ among the groups. Ability to read music was associated with higher mean scores for both ANT and LMI over time. Early-to mid-life musical training may be associated with improved late-life episodic and semantic memory as well as a useful marker of cognitive reserve. PMID:24375575

  17. Fingerprinting of music scores

    NASA Astrophysics Data System (ADS)

    Irons, Jonathan; Schmucker, Martin

    2004-06-01

    Publishers of sheet music are generally reluctant in distributing their content via the Internet. Although online sheet music distribution's advantages are numerous the potential risk of Intellectual Property Rights (IPR) infringement, e.g. illegal online distributions, disables any innovation propensity. While active protection techniques only deter external risk factors, additional technology is necessary to adequately treat further risk factors. For several media types including music scores watermarking technology has been developed, which ebeds information in data by suitable data modifications. Furthermore, fingerprinting or perceptual hasing methods have been developed and are being applied especially for audio. These methods allow the identification of content without prior modifications. In this article we motivate the development of watermarking and fingerprinting technologies for sheet music. Outgoing from potential limitations of watermarking methods we explain why fingerprinting methods are important for sheet music and address potential applications. Finally we introduce a condept for fingerprinting of sheet music.

  18. Neural correlates of accelerated auditory processing in children engaged in music training.

    PubMed

    Habibi, Assal; Cahn, B Rael; Damasio, Antonio; Damasio, Hanna

    2016-10-01

    Several studies comparing adult musicians and non-musicians have shown that music training is associated with brain differences. It is unknown, however, whether these differences result from lengthy musical training, from pre-existing biological traits, or from social factors favoring musicality. As part of an ongoing 5-year longitudinal study, we investigated the effects of a music training program on the auditory development of children, over the course of two years, beginning at age 6-7. The training was group-based and inspired by El-Sistema. We compared the children in the music group with two comparison groups of children of the same socio-economic background, one involved in sports training, another not involved in any systematic training. Prior to participating, children who began training in music did not differ from those in the comparison groups in any of the assessed measures. After two years, we now observe that children in the music group, but not in the two comparison groups, show an enhanced ability to detect changes in tonal environment and an accelerated maturity of auditory processing as measured by cortical auditory evoked potentials to musical notes. Our results suggest that music training may result in stimulus specific brain changes in school aged children. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

  19. Musical Experience Influences Statistical Learning of a Novel Language

    PubMed Central

    Shook, Anthony; Marian, Viorica; Bartolotti, James; Schroeder, Scott R.

    2014-01-01

    Musical experience may benefit learning a new language by enhancing the fidelity with which the auditory system encodes sound. In the current study, participants with varying degrees of musical experience were exposed to two statistically-defined languages consisting of auditory Morse-code sequences which varied in difficulty. We found an advantage for highly-skilled musicians, relative to less-skilled musicians, in learning novel Morse-code based words. Furthermore, in the more difficult learning condition, performance of lower-skilled musicians was mediated by their general cognitive abilities. We suggest that musical experience may lead to enhanced processing of statistical information and that musicians’ enhanced ability to learn statistical probabilities in a novel Morse-code language may extend to natural language learning. PMID:23505962

  20. An evaluation of musician earplugs with college music students.

    PubMed

    Chesky, Kris; Pair, Marla; Yoshimura, Eri; Landford, Scott

    2009-01-01

    Musician earplugs are marketed and recommended for use in music settings but no studies have evaluated these products with musicians. This study evaluated the influences of earplugs on college students' perception and abilities to communicate in a musical environment, attitudes of earplugs, comfort over time, and the influence of earplugs on ability to play music. College students (N = 323) were provided with earplugs for use during and following an experimental condition designed to mimic a night club. Results underline the challenges of earplugs in environments that are both loud and require verbal interaction. Responses to comfort questions were variable and suggest a multi-factorial set of influences that may include intrinsic variables. Despite these limitations, subjects in this study generally liked the earplugs and believed that they are valuable. However, the earplugs were not viewed favorably by musicians willing to use the earplugs while playing music. This study supports the view that earplugs are subject to many problems and should be considered as a last resort.

  1. Composing Music, Developing Dialogues: An Enactive Perspective on Children's Collaborative Creativity

    ERIC Educational Resources Information Center

    Veloso, Ana Luisa

    2017-01-01

    This study aims to provide new insights on the nature of the embodied and collaborative processes related to the emergence of new musical ideas that occur when children are composing in groups. Data was obtained by participant observation of the teacher/researcher and by ten videotaped one-hour musical sessions dedicated to the development of a…

  2. Two randomized trials provide no consistent evidence for nonmusical cognitive benefits of brief preschool music enrichment.

    PubMed

    Mehr, Samuel A; Schachner, Adena; Katz, Rachel C; Spelke, Elizabeth S

    2013-01-01

    Young children regularly engage in musical activities, but the effects of early music education on children's cognitive development are unknown. While some studies have found associations between musical training in childhood and later nonmusical cognitive outcomes, few randomized controlled trials (RCTs) have been employed to assess causal effects of music lessons on child cognition and no clear pattern of results has emerged. We conducted two RCTs with preschool children investigating the cognitive effects of a brief series of music classes, as compared to a similar but non-musical form of arts instruction (visual arts classes, Experiment 1) or to a no-treatment control (Experiment 2). Consistent with typical preschool arts enrichment programs, parents attended classes with their children, participating in a variety of developmentally appropriate arts activities. After six weeks of class, we assessed children's skills in four distinct cognitive areas in which older arts-trained students have been reported to excel: spatial-navigational reasoning, visual form analysis, numerical discrimination, and receptive vocabulary. We initially found that children from the music class showed greater spatial-navigational ability than did children from the visual arts class, while children from the visual arts class showed greater visual form analysis ability than children from the music class (Experiment 1). However, a partial replication attempt comparing music training to a no-treatment control failed to confirm these findings (Experiment 2), and the combined results of the two experiments were negative: overall, children provided with music classes performed no better than those with visual arts or no classes on any assessment. Our findings underscore the need for replication in RCTs, and suggest caution in interpreting the positive findings from past studies of cognitive effects of music instruction.

  3. Two Randomized Trials Provide No Consistent Evidence for Nonmusical Cognitive Benefits of Brief Preschool Music Enrichment

    PubMed Central

    Mehr, Samuel A.; Schachner, Adena; Katz, Rachel C.; Spelke, Elizabeth S.

    2013-01-01

    Young children regularly engage in musical activities, but the effects of early music education on children's cognitive development are unknown. While some studies have found associations between musical training in childhood and later nonmusical cognitive outcomes, few randomized controlled trials (RCTs) have been employed to assess causal effects of music lessons on child cognition and no clear pattern of results has emerged. We conducted two RCTs with preschool children investigating the cognitive effects of a brief series of music classes, as compared to a similar but non-musical form of arts instruction (visual arts classes, Experiment 1) or to a no-treatment control (Experiment 2). Consistent with typical preschool arts enrichment programs, parents attended classes with their children, participating in a variety of developmentally appropriate arts activities. After six weeks of class, we assessed children's skills in four distinct cognitive areas in which older arts-trained students have been reported to excel: spatial-navigational reasoning, visual form analysis, numerical discrimination, and receptive vocabulary. We initially found that children from the music class showed greater spatial-navigational ability than did children from the visual arts class, while children from the visual arts class showed greater visual form analysis ability than children from the music class (Experiment 1). However, a partial replication attempt comparing music training to a no-treatment control failed to confirm these findings (Experiment 2), and the combined results of the two experiments were negative: overall, children provided with music classes performed no better than those with visual arts or no classes on any assessment. Our findings underscore the need for replication in RCTs, and suggest caution in interpreting the positive findings from past studies of cognitive effects of music instruction. PMID:24349171

  4. Developing Musical Creativity through Improvisation in the Large Performance Classroom

    ERIC Educational Resources Information Center

    Norgaard, Martin

    2017-01-01

    Improvisation is an ideal way to develop musical creativity in ensemble settings. This article describes two prominent theoretical frameworks related to improvisation. Next, based on research with developing and expert improvisers, it discusses how to sequence improvisatory activities so that students feel accomplished at every step. Finally, the…

  5. Investigation of synchronization between musical beat and heartbeat with cardio-music synchrogram

    NASA Astrophysics Data System (ADS)

    Fukumoto, Makoto; Nomura, Shusaku; Sawai, Masahiro; Imai, Jun-Ichi; Nagashima, Tomomasa

    To illuminate the synchronization phenomena between heartbeat and music, the effects of a sedative music of variable tempo on heart rates were investigated. In the experiment, nine subjects were exposed to the sedative music with having changes in its tempo. The tempo gradually increases, decreases, or stands stable in the music (hereafter these experimental condition are named as Up, Down, and Flat condition). With regard to the analysis of synchronization, we introduced our formerly developed Cardio-Music Synchrogram, which was used to extract statistically significant synchronization period between heartbeat and music. As a result, it was suggested that the sedative music in Down condition induced synchronization more frequently than Flat and Up conditions.

  6. The Influence of Music on Facial Emotion Recognition in Children with Autism Spectrum Disorder and Neurotypical Children.

    PubMed

    Brown, Laura S

    2017-03-01

    Children with autism spectrum disorder (ASD) often struggle with social skills, including the ability to perceive emotions based on facial expressions. Research evidence suggests that many individuals with ASD can perceive emotion in music. Examining whether music can be used to enhance recognition of facial emotion by children with ASD would inform development of music therapy interventions. The purpose of this study was to investigate the influence of music with a strong emotional valance (happy; sad) on children with ASD's ability to label emotions depicted in facial photographs, and their response time. Thirty neurotypical children and 20 children with high-functioning ASD rated expressions of happy, neutral, and sad in 30 photographs under two music listening conditions (sad music; happy music). During each music listening condition, participants rated the 30 images using a 7-point scale that ranged from very sad to very happy. Response time data were also collected across both conditions. A significant two-way interaction revealed that participants' ratings of happy and neutral faces were unaffected by music conditions, but sad faces were perceived to be sadder with sad music than with happy music. Across both conditions, neurotypical children rated the happy faces as happier and the sad faces as sadder than did participants with ASD. Response times of the neurotypical children were consistently shorter than response times of the children with ASD; both groups took longer to rate sad faces than happy faces. Response times of neurotypical children were generally unaffected by the valence of the music condition; however, children with ASD took longer to respond when listening to sad music. Music appears to affect perceptions of emotion in children with ASD, and perceptions of sad facial expressions seem to be more affected by emotionally congruent background music than are perceptions of happy or neutral faces. © the American Music Therapy Association 2016

  7. Music training and inhibitory control: a multidimensional model.

    PubMed

    Moreno, Sylvain; Farzan, Faranak

    2015-03-01

    Training programs aimed to improve cognitive skills have either yielded mixed results or remain to be validated. The limited benefits of such regimens are largely attributable to weak understanding of (1) how (and which) interventions provide the most cognitive improvements; and (2) how brain networks and neural mechanisms that underlie specific cognitive abilities can be modified selectively. Studies indicate that music training leads to robust and long-lasting benefits to behavior. Importantly, behavioral advantages conferred by music extend beyond perceptual abilities to even nonauditory functions, such as inhibitory control (IC) and its neural correlates. Alternative forms of arts engagement or brain training do not appear to yield such enhancements, which suggests that music uniquely taps into brain networks subserving a variety of auditory as well as domain-general mechanisms such as IC. To account for such widespread benefits of music training, we propose a framework of transfer effects characterized by three dimensions: level of processing, nature of the transfer, and involvement of executive functions. We suggest that transfer of skills is mediated through modulation of general cognitive processes, in particular IC. We believe that this model offers a viable framework to test the extent and limitations of music-related changes. © 2014 New York Academy of Sciences.

  8. Music-related reward responses predict episodic memory performance.

    PubMed

    Ferreri, Laura; Rodriguez-Fornells, Antoni

    2017-12-01

    Music represents a special type of reward involving the recruitment of the mesolimbic dopaminergic system. According to recent theories on episodic memory formation, as dopamine strengthens the synaptic potentiation produced by learning, stimuli triggering dopamine release could result in long-term memory improvements. Here, we behaviourally test whether music-related reward responses could modulate episodic memory performance. Thirty participants rated (in terms of arousal, familiarity, emotional valence, and reward) and encoded unfamiliar classical music excerpts. Twenty-four hours later, their episodic memory was tested (old/new recognition and remember/know paradigm). Results revealed an influence of music-related reward responses on memory: excerpts rated as more rewarding were significantly better recognized and remembered. Furthermore, inter-individual differences in the ability to experience musical reward, measured through the Barcelona Music Reward Questionnaire, positively predicted memory performance. Taken together, these findings shed new light on the relationship between music, reward and memory, showing for the first time that music-driven reward responses are directly implicated in higher cognitive functions and can account for individual differences in memory performance.

  9. Music performance anxiety in young musicians: comparison of playing classical or popular music.

    PubMed

    Nusseck, Manfred; Zander, Mark; Spahn, Claudia

    2015-03-01

    Music performance anxiety (MPA) is an issue frequently experienced by musicians. It occurs not only in experienced musicians but also in children and adolescents. Furthermore, most research on MPA has been done with musicians who specialized in classical music. This study investigated the development of MPA across the ages in young musicians focusing on the classical and popular genres. In a cross-sectional survey, 239 students at German music schools, aged between 7 and 20 yrs, were asked about their perceived MPA and musical background. The data were analyzed according to musical genre and age. Multiple regression analyses were performed to investigate the influences of musical experiences on MPA. The analyses yielded high levels of MPA for classical musicians between 7 and 16 yrs, which was reduced in older students; for popular musicians, low MPA was seen in the younger (7-11 yrs) and high MPA in the older (16+ yrs) musicians. MPA was influenced by gender and the number of performances in the classical music group and only by gender and age in the popular music group. The results showed clear different trends for the development of MPA between musical genres that should be taken into account for educational aspects in musical training.

  10. Skill Development: How Brain Research Can Inform Music Teaching

    ERIC Educational Resources Information Center

    Walter, Donald J.; Walter, Jennifer S.

    2015-01-01

    Practice is a major element in cultivating musical skill. Some psychologists have proposed that deliberate practice, a specific framework for structuring practice activities, creates the kind of practice necessary to increase skill and develop expertise. While psychologists have been observing behavior, neurologists have studied how the brain…

  11. Developing Music Teacher Identities: An International Multi-Site Study

    ERIC Educational Resources Information Center

    Ballantyne, Julie; Kerchner, Jody L.; Arostegui, Jose Luis

    2012-01-01

    This study investigates pre-service music teacher's (PSMT) perceptions of their professional identities. University-level education students in the United States America (USA), Spain and Australia were all asked interview questions based on general themes relevant to teacher identity development, and their responses were subjected to content…

  12. Learning through Immersive Study: Contextualizing Music in the Elementary Music Classroom

    ERIC Educational Resources Information Center

    Rifai, Ayah

    2016-01-01

    Music educators are part of a team charged with nurturing the development of the whole child. This includes instilling in students cognitive keys to essential life values that will be drawn on through adulthood. To help music educators attain this goal, this article encourages the inclusion of contexualized music units--immersive studies of…

  13. Teachers' Concepts of Musical Talent and Nurturing Musical Ability: Music Learning as Exclusive or as Opportunity for All?

    ERIC Educational Resources Information Center

    Jaap, Angela; Patrick, Fiona

    2015-01-01

    In recent years, there has been a shift in terminology used to describe gift and talent. This has resulted in widespread adoption of the term high ability to describe more able pupils. This shift has promoted a more inclusive ethos in terms of the concept of encouraging talent development, but it has also highlighted tensions between teachers'…

  14. Music cognition: a developmental perspective.

    PubMed

    Stalinski, Stephanie M; Schellenberg, E Glenn

    2012-10-01

    Although music is universal, there is a great deal of cultural variability in music structures. Nevertheless, some aspects of music processing generalize across cultures, whereas others rely heavily on the listening environment. Here, we discuss the development of musical knowledge, focusing on four themes: (a) capabilities that are present early in development; (b) culture-general and culture-specific aspects of pitch and rhythm processing; (c) age-related changes in pitch perception; and (d) developmental changes in how listeners perceive emotion in music. Copyright © 2012 Cognitive Science Society, Inc.

  15. Predictors of Music Sight-Reading Ability in High School Wind Players

    ERIC Educational Resources Information Center

    Gromko, Joyce Eastlund

    2004-01-01

    The purpose of this study, grounded in near-transfer theory, was to investigate relationships among music sight-reading and tonal and rhythmic audiation, visual field articulation, spatial orientation and visualization, and achievement in math concepts and reading comprehension. A regression analysis with data from four high schools (N = 98) in…

  16. Engagement in community music classes sparks neuroplasticity and language development in children from disadvantaged backgrounds

    PubMed Central

    Kraus, Nina; Hornickel, Jane; Strait, Dana L.; Slater, Jessica; Thompson, Elaine

    2014-01-01

    Children from disadvantaged backgrounds often face impoverished auditory environments, such as greater exposure to ambient noise and fewer opportunities to participate in complex language interactions during development. These circumstances increase their risk for academic failure and dropout. Given the academic and neural benefits associated with musicianship, music training may be one method for providing auditory enrichment to children from disadvantaged backgrounds. We followed a group of primary-school students from gang reduction zones in Los Angeles, CA, USA for 2 years as they participated in Harmony Project. By providing free community music instruction for disadvantaged children, Harmony Project promotes the healthy development of children as learners, the development of children as ambassadors of peace and understanding, and the development of stronger communities. Children who were more engaged in the music program—as defined by better attendance and classroom participation—developed stronger brain encoding of speech after 2 years than their less-engaged peers in the program. Additionally, children who were more engaged in the program showed increases in reading scores, while those less engaged did not show improvements. The neural gains accompanying music engagement were seen in the very measures of neural speech processing that are weaker in children from disadvantaged backgrounds. Our results suggest that community music programs such as Harmony Project provide a form of auditory enrichment that counteracts some of the biological adversities of growing up in poverty, and can further support community-based interventions aimed at improving child health and wellness. PMID:25566109

  17. Engagement in community music classes sparks neuroplasticity and language development in children from disadvantaged backgrounds.

    PubMed

    Kraus, Nina; Hornickel, Jane; Strait, Dana L; Slater, Jessica; Thompson, Elaine

    2014-01-01

    Children from disadvantaged backgrounds often face impoverished auditory environments, such as greater exposure to ambient noise and fewer opportunities to participate in complex language interactions during development. These circumstances increase their risk for academic failure and dropout. Given the academic and neural benefits associated with musicianship, music training may be one method for providing auditory enrichment to children from disadvantaged backgrounds. We followed a group of primary-school students from gang reduction zones in Los Angeles, CA, USA for 2 years as they participated in Harmony Project. By providing free community music instruction for disadvantaged children, Harmony Project promotes the healthy development of children as learners, the development of children as ambassadors of peace and understanding, and the development of stronger communities. Children who were more engaged in the music program-as defined by better attendance and classroom participation-developed stronger brain encoding of speech after 2 years than their less-engaged peers in the program. Additionally, children who were more engaged in the program showed increases in reading scores, while those less engaged did not show improvements. The neural gains accompanying music engagement were seen in the very measures of neural speech processing that are weaker in children from disadvantaged backgrounds. Our results suggest that community music programs such as Harmony Project provide a form of auditory enrichment that counteracts some of the biological adversities of growing up in poverty, and can further support community-based interventions aimed at improving child health and wellness.

  18. Musicality Correlates with Sociability and Emotionality in Williams Syndrome

    ERIC Educational Resources Information Center

    Ng, Rowena; Lai, Philip; Levitin, Daniel J.; Bellugi, Ursula

    2013-01-01

    Williams syndrome (WS) is a neurogenetic developmental disorder characterized by peaks and valleys of cognitive abilities. One peak that has been understudied is the affinity that many individuals with WS have with music. It remains unknown whether their high levels of musical interest, skill, and expressivity are related to their sociable…

  19. Can music lessons increase the performance of preschool children in IQ tests?

    PubMed

    Kaviani, Hossein; Mirbaha, Hilda; Pournaseh, Mehrangiz; Sagan, Olivia

    2014-02-01

    The impact of music on human cognition has a distinguished history as a research topic in psychology. The focus of the present study was on investigating the effects of music instruction on the cognitive development of preschool children. From a sample of 154 preschool children of Tehran kindergartens, 60 children aged between 5 and 6 were randomly assigned to two groups, one receiving music lessons and the other (matched for sex, age and mother's educational level) not taking part in any music classes. Children were tested before the start of the course of music lessons and at its end with 4 subtests of the Tehran-Stanford-Binet Intelligence Scale (TSB). The experimental group participated in twelve 75-min weekly music lessons. Statistical analysis showed significant IQ increase in participants receiving music lessons, specifically on the TSB verbal reasoning and short-term memory subtests. The numerical and visual/abstract reasoning abilities did not differ for the two groups after lessons. These data support studies that found similar skills enhancements in preschool children, despite vast differences in the setting in which the instruction occurred. These findings appear to be consistent with some neuroimaging and neurological observations which are discussed in the paper.

  20. Mozart effect, cognitive dissonance, and the pleasure of music.

    PubMed

    Perlovsky, Leonid; Cabanac, Arnaud; Bonniot-Cabanac, Marie-Claude; Cabanac, Michel

    2013-05-01

    We explore a possibility that the 'Mozart effect' points to a fundamental cognitive function of music. Would such an effect of music be due to the hedonicity, a fundamental dimension of mental experience? The present paper explores a recent hypothesis that music helps to tolerate cognitive dissonances and thus enabled accumulation of knowledge and human cultural evolution. We studied whether the influence of music is related to its hedonicity and whether pleasant or unpleasant music would influence scholarly test performance and cognitive dissonance. Specific hypotheses evaluated in this study are that during a test students experience contradictory cognitions that cause cognitive dissonances. If some music helps to tolerate cognitive dissonances, then first, this music should increase the duration during which participants can tolerate stressful conditions while evaluating test choices. Second, this should result in improved performance. These hypotheses are tentatively confirmed in the reported experiments as the agreeable music was correlated with longer duration of tests under stressful conditions and better performance above that under indifferent or unpleasant music. It follows that music likely performs a fundamental cognitive function explaining the origin and evolution of musical ability that have been considered a mystery. Published by Elsevier B.V.

  1. Music identification skills of children with specific language impairment.

    PubMed

    Mari, Giorgia; Scorpecci, Alessandro; Reali, Laura; D'Alatri, Lucia

    2016-03-01

    To date very few studies have investigated the musical skills of children with specific language impairment (SLI). There is growing evidence that SLI affects areas other than language, and it is therefore reasonable to hypothesize that children with this disorder may have difficulties in perceiving musical stimuli appropriately. To compare melody and song identification skills in a group of children with SLI and in a control group of children with typical language development (TD); and to study possible correlations between music identification skills and language abilities in the SLI group. This is a prospective case control study. Two groups of children were enrolled: one meeting DSM-IV-TR(®) diagnostic criteria for SLI and the other comprising an age-matched group of children with TD. All children received a melody and a song identification test, together with a test battery assessing receptive and productive language abilities. 30 children with SLI (mean age = 56 ± 9 months) and 23 with TD (mean age = 60 ± 10 months) were included. Melody and song identification scores among SLI children were significantly lower than those of TD children, and in both groups song identification scores were significantly higher than melody identification scores. Song identification skills bore a significant correlation to chronological age in both groups (TD: r = 0.529, p = 0.009; SLI: r = 0.506, p = 0.004). Whereas no other variables were found explaining the variability of melody or song identification scores in either group, the correlation between language comprehension and song identification in the SLI group approached significance (r = 0.166, p = 0.076). The poorer music perception skills of SLI children as compared with TD ones suggests that SLI may also affect music perception. Therefore, training programmes that simultaneously stimulate via language and music may prove useful in the rehabilitation of children affected by SLI. © 2015 Royal College of Speech and

  2. Functional and dysfunctional brain circuits underlying emotional processing of music in autism spectrum disorders.

    PubMed

    Caria, Andrea; Venuti, Paola; de Falco, Simona

    2011-12-01

    Despite intersubject variability, dramatic impairments of socio-communicative skills are core features of autistic spectrum disorder (ASD). A deficit in the ability to express and understand emotions has often been hypothesized to be an important correlate of such impairments. Little is known about individuals with ASD's ability to sense emotions conveyed by nonsocial stimuli such as music. Music has been found to be capable of evoking and conveying strong and consistent positive and negative emotions in healthy subjects. The ability to process perceptual and emotional aspects of music seems to be maintained in ASD. Individuals with ASD and neurotypical (NT) controls underwent a single functional magnetic resonance imaging (fMRI) session while processing happy and sad music excerpts. Overall, fMRI results indicated that while listening to both happy and sad music, individuals with ASD activated cortical and subcortical brain regions known to be involved in emotion processing and reward. A comparison of ASD participants with NT individuals demonstrated decreased brain activity in the premotor area and in the left anterior insula, especially in response to happy music excerpts. Our findings shed new light on the neurobiological correlates of preserved and altered emotional processing in ASD.

  3. Interdisciplinary collaboration in the use of a music-with-movement intervention to promote the wellbeing of people with dementia and their families: Development of an evidence-based intervention protocol.

    PubMed

    Lai, Claudia K Y; Lai, Daniel L L; Ho, Jacqueline S C; Wong, Kitty K Y; Cheung, Daphne S K

    2016-03-01

    The music-with-movement intervention is particularly suitable for people with dementia because their gross motor ability is preserved until the later stage of dementia. This study examines the effect of music-with-movement on reducing anxiety, sleep disturbances, and improving the wellbeing of people with dementia. This paper reports the first stage of the study - developing the intervention protocol that staff can use to teach family caregivers. A registered music therapist developed a music-with-movement protocol and taught staff of two social service centers over five weekly 1.5 h sessions, with center-in-charges (social workers and occupational therapists) and our research team joining these sessions to provide comments from their professional perspective. Each discipline had different expectations about the content; therefore, numerous meetings and discussions were held to bridge these differences and fine-tune the protocol. Few healthcare professionals doubt the merits of interdisciplinary collaboration at all levels of health promotion. In practice, interdisciplinary collaboration is complex and requires commitment. Openness and persistence is required from all stakeholders to achieve a successful intervention for consumers. © 2015 Wiley Publishing Asia Pty Ltd.

  4. Music Teachers' Everyday Conceptions of Musicality.

    ERIC Educational Resources Information Center

    Brandstrom, Sture

    1999-01-01

    Investigates music teachers' everyday conceptions of musicality through (1) a pilot study involving music teachers in higher education and (2) interviews with teachers in music teacher education and in compulsory school. Finds in the pilot the categories of musical achievement, musical experience, and musical communication, while the interviews…

  5. Social and Musical Objectives or Experiences School Music Teachers Anticipate Their Students Will Achieve as a Result of Attending a Summer Music Camp

    ERIC Educational Resources Information Center

    Richards, Eric W.

    2011-01-01

    The purpose of this study was to investigate specific social and musical objectives or experiences school music teachers anticipate their students will achieve as a result of attending a summer music camp. A survey instrument was developed to collect demographic data and responses to questions regarding 14 specific musical and social variables.…

  6. Comparison of emotion recognition from facial expression and music.

    PubMed

    Gaspar, Tina; Labor, Marina; Jurić, Iva; Dumancić, Dijana; Ilakovac, Vesna; Heffer, Marija

    2011-01-01

    The recognition of basic emotions in everyday communication involves interpretation of different visual and auditory clues. The ability to recognize emotions is not clearly determined as their presentation is usually very short (micro expressions), whereas the recognition itself does not have to be a conscious process. We assumed that the recognition from facial expressions is selected over the recognition of emotions communicated through music. In order to compare the success rate in recognizing emotions presented as facial expressions or in classical music works we conducted a survey which included 90 elementary school and 87 high school students from Osijek (Croatia). The participants had to match 8 photographs of different emotions expressed on the face and 8 pieces of classical music works with 8 offered emotions. The recognition of emotions expressed through classical music pieces was significantly less successful than the recognition of emotional facial expressions. The high school students were significantly better at recognizing facial emotions than the elementary school students, whereas girls were better than boys. The success rate in recognizing emotions from music pieces was associated with higher grades in mathematics. Basic emotions are far better recognized if presented on human faces than in music, possibly because the understanding of facial emotions is one of the oldest communication skills in human society. Female advantage in emotion recognition was selected due to the necessity of their communication with the newborns during early development. The proficiency in recognizing emotional content of music and mathematical skills probably share some general cognitive skills like attention, memory and motivation. Music pieces were differently processed in brain than facial expressions and consequently, probably differently evaluated as relevant emotional clues.

  7. Preserved processing of musical structure in a person with agrammatic aphasia.

    PubMed

    Slevc, L Robert; Faroqi-Shah, Yasmeen; Saxena, Sadhvi; Okada, Brooke M

    2016-12-01

    Evidence for shared processing of structure (or syntax) in language and in music conflicts with neuropsychological dissociations between the two. However, while harmonic structural processing can be impaired in patients with spared linguistic syntactic abilities (Peretz, I. (1993). Auditory atonalia for melodies. Cognitive Neuropsychology, 10, 21-56. doi:10.1080/02643299308253455), evidence for the opposite dissociation-preserved harmonic processing despite agrammatism-is largely lacking. Here, we report one such case: HV, a former musician with Broca's aphasia and agrammatic speech, was impaired in making linguistic, but not musical, acceptability judgments. Similarly, she showed no sensitivity to linguistic structure, but normal sensitivity to musical structure, in implicit priming tasks. To our knowledge, this is the first non-anecdotal report of a patient with agrammatic aphasia demonstrating preserved harmonic processing abilities, supporting claims that aspects of musical and linguistic structure rely on distinct neural mechanisms.

  8. The effect of musical practice on gesture/sound pairing.

    PubMed

    Proverbio, Alice M; Attardo, Lapo; Cozzi, Matteo; Zani, Alberto

    2015-01-01

    Learning to play a musical instrument is a demanding process requiring years of intense practice. Dramatic changes in brain connectivity, volume, and functionality have been shown in skilled musicians. It is thought that music learning involves the formation of novel audio visuomotor associations, but not much is known about the gradual acquisition of this ability. In the present study, we investigated whether formal music training enhances audiovisual multisensory processing. To this end, pupils at different stages of education were examined based on the hypothesis that the strength of audio/visuomotor associations would be augmented as a function of the number of years of conservatory study (expertise). The study participants were violin and clarinet students of pre-academic and academic levels and of different chronological ages, ages of acquisition, and academic levels. A violinist and a clarinetist each played the same score, and each participant viewed the video corresponding to his or her instrument. Pitch, intensity, rhythm, and sound duration were matched across instruments. In half of the trials, the soundtrack did not match (in pitch) the corresponding musical gestures. Data analysis indicated a correlation between the number of years of formal training (expertise) and the ability to detect an audiomotor incongruence in music performance (relative to the musical instrument practiced), thus suggesting a direct correlation between knowing how to play and perceptual sensitivity.

  9. Development of a music therapy assessment tool for patients in low awareness states.

    PubMed

    Magee, Wendy L

    2007-01-01

    People in low awareness states following profound brain injury typically demonstrate subtle changes in functional behaviors which challenge the sensitivity of measurement tools. Failure to identify and measure changes in functioning can lead to misdiagnosis and withdrawal of treatment with this population. Thus, the development of tools which are sensitive to responsiveness is of central concern. As the auditory modality has been found to be particularly sensitive in identifying responses indicating awareness, a convincing case can be made for music therapy as a treatment medium. However, little has been recommended about protocols for intervention or tools for measuring patient responses within the music therapy setting. This paper presents the rationale for an assessment tool specifically designed to measure responses in the music therapy setting with patients who are diagnosed as minimally conscious or in a vegetative state. Developed over fourteen years as part of interdisciplinary assessment and treatment, the music therapy assessment tool for low awareness states (MATLAS) contains fourteen items which rate behavioral responses across a number of domains. The tool can provide important information for interdisciplinary assessment and treatment particularly in the auditory and communication domains. Recommendations are made for testing its reliability and validity through research.

  10. Music Software and Emerging Technology.

    ERIC Educational Resources Information Center

    Peters, G. David

    1992-01-01

    Traces the history of instructional computing in music education. Describes the development of music software and hardware. Discusses potential benefits of using the newly developed software in the classroom. Suggests that educators and musicians interact with the publishing community to help define their needs in music education. (DK)

  11. The Wow Factor? A Comparative Study of the Development of Student Music Teachers' Talents in Scotland and Australia

    ERIC Educational Resources Information Center

    McPhee, Alastair; Stollery, Peter; McMillan, Ros

    2005-01-01

    For some time there has been debate about differing perspectives on musical gift and musical intelligence. One view is that musical gift is innate: that it is present in certain individuals from birth and that the task of the teacher is to develop the potential which is there. A second view is that musical gift is a complex concept which includes…

  12. The evolution of music in comparative perspective.

    PubMed

    Fitch, W Tecumseh

    2005-12-01

    In this paper, I briefly review some comparative data that provide an empirical basis for research on the evolution of music making in humans. First, a brief comparison of music and language leads to discussion of design features of music, suggesting a deep connection between the biology of music and language. I then selectively review data on animal "music." Examining sound production in animals, we find examples of repeated convergent evolution or analogy (the evolution of vocal learning of complex songs in birds, whales, and seals). A fascinating but overlooked potential homology to instrumental music is provided by manual percussion in African apes. Such comparative behavioral data, combined with neuroscientific and developmental data, provide an important starting point for any hypothesis about how or why human music evolved. Regarding these functional and phylogenetic questions, I discuss some previously proposed functions of music, including Pinker's "cheesecake" hypothesis; Darwin's and others' sexual selection model; Dunbar's group "grooming" hypothesis; and Trehub's caregiving model. I conclude that only the last hypothesis receives strong support from currently available data. I end with a brief synopsis of Darwin's model of a songlike musical "protolanguage," concluding that Darwin's model is consistent with much of the available evidence concerning the evolution of both music and language. There is a rich future for empirical investigations of the evolution of music, both in investigations of individual differences among humans, and in interspecific investigations of musical abilities in other animals, especially those of our ape cousins, about which we know little.

  13. Musical examination to bridge audio data and sheet music

    NASA Astrophysics Data System (ADS)

    Pan, Xunyu; Cross, Timothy J.; Xiao, Liangliang; Hei, Xiali

    2015-03-01

    The digitalization of audio is commonly implemented for the purpose of convenient storage and transmission of music and songs in today's digital age. Analyzing digital audio for an insightful look at a specific musical characteristic, however, can be quite challenging for various types of applications. Many existing musical analysis techniques can examine a particular piece of audio data. For example, the frequency of digital sound can be easily read and identified at a specific section in an audio file. Based on this information, we could determine the musical note being played at that instant, but what if you want to see a list of all the notes played in a song? While most existing methods help to provide information about a single piece of the audio data at a time, few of them can analyze the available audio file on a larger scale. The research conducted in this work considers how to further utilize the examination of audio data by storing more information from the original audio file. In practice, we develop a novel musical analysis system Musicians Aid to process musical representation and examination of audio data. Musicians Aid solves the previous problem by storing and analyzing the audio information as it reads it rather than tossing it aside. The system can provide professional musicians with an insightful look at the music they created and advance their understanding of their work. Amateur musicians could also benefit from using it solely for the purpose of obtaining feedback about a song they were attempting to play. By comparing our system's interpretation of traditional sheet music with their own playing, a musician could ensure what they played was correct. More specifically, the system could show them exactly where they went wrong and how to adjust their mistakes. In addition, the application could be extended over the Internet to allow users to play music with one another and then review the audio data they produced. This would be particularly

  14. Instrumental Music Educators' Experiences in a Professional Development Course

    ERIC Educational Resources Information Center

    Draves, Tami J.

    2017-01-01

    The purpose of this research was to investigate the experiences of instrumental music teachers in Designing Arts Instruction, a 4-day professional development course in a large urban school district. Specifically, I was interested in which activities participants (a) found most relevant and applicable to their current teaching situation, (b)…

  15. Visions of Music

    ERIC Educational Resources Information Center

    Root, Susan M.

    2008-01-01

    As the author was discussing the future of CD design with her high-school students concerning its possibility of becoming obsolete as the ability to purchase music via the Internet becomes more mainstream, she was reminded of the things that she loves about an album by looking at the pictures, reading the lyrics, touching it and holding it. The…

  16. Music as a manifestation of life: exploring enactivism and the 'eastern perspective' for music education.

    PubMed

    van der Schyff, Dylan

    2015-01-01

    The enactive approach to cognition is developed in the context of music and music education. I discuss how this embodied point of view affords a relational and bio-cultural perspective on music that decentres the Western focus on language, symbol and representation as the fundamental arbiters of meaning. I then explore how this 'life-based' approach to cognition and meaning-making offers a welcome alternative to standard Western academic approaches to music education. More specifically, I consider how the enactive perspective may aid in developing deeper ecological understandings of the transformative, extended and interpenetrative nature of the embodied musical mind; and thus help (re)connect students and teachers to the lived experience of their own learning and teaching. Following this, I examine related concepts associated with Buddhist psychology in order to develop possibilities for a contemplative music pedagogy. To conclude, I consider how an enactive-contemplative perspective may help students and teachers awaken to the possibilities of music education as 'ontological education.' That is, through a deeper understanding of 'music as a manifestation of life' rediscover their primordial nature as autopoietic and world-making creatures and thus engage more deeply with musicality as a means of forming richer and more compassionate relationships with their peers, their communities and the 'natural' and cultural worlds they inhabit.

  17. The Music in Our Minds.

    ERIC Educational Resources Information Center

    Weinberger, Norman M.

    1998-01-01

    New brain research shows that music improves our brain development and even enhances skills in other subjects such as reading and math. Music enhances creativity and promotes social development, personality adjustment, and self-worth. Music making provides the most extensive exercise for brain cells and their synaptic interconnections. (12…

  18. Social support and performance anxiety of college music students.

    PubMed

    Schneider, Erin; Chesky, Kris

    2011-09-01

    This study characterized perceived social support and performance anxiety of college music students, compared characteristics to those of non-music majors, and explored the relationships between social support and performance anxiety. Subjects (n = 609) completed a questionnaire that included demographics, the Multidimensional Scale of Perceived Social Support (MSPSS), and visual analog scale measures of performance anxiety. Results showed that music majors perceived significantly lower levels of social support from significant others when compared to non-music majors. Perceived social support was significantly correlated with measures of performance anxiety. Students with greater perceived social support reported less frequent anxiety and lower levels of impact of anxiety on ability to perform. These findings may have practical implications for schools of music and conservatories.

  19. Common Characteristics of Improvisational Approaches in Music Therapy for Children with Autism Spectrum Disorder: Developing Treatment Guidelines.

    PubMed

    Geretsegger, Monika; Holck, Ulla; Carpente, John A; Elefant, Cochavit; Kim, Jinah; Gold, Christian

    2015-01-01

    Improvisational methods of music therapy have been increasingly applied in the treatment of individuals with autism spectrum disorder (ASD) over the past decades in many countries worldwide. This study aimed at developing treatment guidelines based on the most important common characteristics of improvisational music therapy (IMT) with children affected by ASD as applied across various countries and theoretical backgrounds. After initial development of treatment principle items, a survey among music therapy professionals in 10 countries and focus group workshops with experienced clinicians in three countries were conducted to evaluate the items and formulate revised treatment guidelines. To check usability, a treatment fidelity assessment tool was subsequently used to rate therapy excerpts. Survey findings and feedback from the focus groups corroborated most of the initial principles for IMT in the context of children with ASD. Unique and essential principles include facilitating musical and emotional attunement, musically scaffolding the flow of interaction, and tapping into the shared history of musical interaction between child and therapist. Raters successfully used the tool to evaluate treatment adherence and competence. Summarizing an international consensus about core principles of improvisational approaches in music therapy for children with ASD, these treatment guidelines may be applied in diverse theoretical models of music therapy. They can be used to assess treatment fidelity, and may be applied to facilitate future research, clinical practice, and training. © the American Music Therapy Association 2015. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  20. Becoming musically enculturated: effects of music classes for infants on brain and behavior.

    PubMed

    Trainor, Laurel J; Marie, Céline; Gerry, David; Whiskin, Elaine; Unrau, Andrea

    2012-04-01

    Musical enculturation is a complex, multifaceted process that includes the development of perceptual processing specialized for the pitch and rhythmic structures of the musical system in the culture, understanding of esthetic and expressive norms, and learning the pragmatic uses of music in different social situations. Here, we summarize the results of a study in which 6-month-old Western infants were randomly assigned to 6 months of either an active participatory music class or a class in which they experienced music passively while playing. Active music participation resulted in earlier enculturation to Western tonal pitch structure, larger and/or earlier brain responses to musical tones, and a more positive social trajectory. Furthermore, the data suggest that early exposure to cultural norms of musical expression leads to early preferences for those norms. We conclude that musical enculturation begins in infancy and that active participatory music making in a positive social setting accelerates enculturation. © 2012 New York Academy of Sciences.

  1. Music Communicates Affects, Not Basic Emotions - A Constructionist Account of Attribution of Emotional Meanings to Music.

    PubMed

    Cespedes-Guevara, Julian; Eerola, Tuomas

    2018-01-01

    Basic Emotion theory has had a tremendous influence on the affective sciences, including music psychology, where most researchers have assumed that music expressivity is constrained to a limited set of basic emotions. Several scholars suggested that these constrains to musical expressivity are explained by the existence of a shared acoustic code to the expression of emotions in music and speech prosody. In this article we advocate for a shift from this focus on basic emotions to a constructionist account. This approach proposes that the phenomenon of perception of emotions in music arises from the interaction of music's ability to express core affects and the influence of top-down and contextual information in the listener's mind. We start by reviewing the problems with the concept of Basic Emotions, and the inconsistent evidence that supports it. We also demonstrate how decades of developmental and cross-cultural research on music and emotional speech have failed to produce convincing findings to conclude that music expressivity is built upon a set of biologically pre-determined basic emotions. We then examine the cue-emotion consistencies between music and speech, and show how they support a parsimonious explanation, where musical expressivity is grounded on two dimensions of core affect (arousal and valence). Next, we explain how the fact that listeners reliably identify basic emotions in music does not arise from the existence of categorical boundaries in the stimuli, but from processes that facilitate categorical perception, such as using stereotyped stimuli and close-ended response formats, psychological processes of construction of mental prototypes, and contextual information. Finally, we outline our proposal of a constructionist account of perception of emotions in music, and spell out the ways in which this approach is able to make solve past conflicting findings. We conclude by providing explicit pointers about the methodological choices that will be

  2. Sing a Song Please: Musical Contexts and Language Learning.

    ERIC Educational Resources Information Center

    Howarth, Lisa M.; Conti-Ramsden, Gina

    1987-01-01

    Six language-impaired children, aged 4-7, were studied in two routinized contexts (a lesson without music and a singing session) and child-teacher talk was analyzed. Results showed that the addition of music to a routinized context has the potential to increase the language-impaired child's ability to interact non-verbally. (Author/JDD)

  3. Teaching Improvisation through Processes. Applications in Music Education and Implications for General Education

    PubMed Central

    Biasutti, Michele

    2017-01-01

    Improvisation is an articulated multidimensional activity based on an extemporaneous creative performance. Practicing improvisation, participants expand sophisticated skills such as sensory and perceptual encoding, memory storage and recall, motor control, and performance monitoring. Improvisation abilities have been developed following several methodologies mainly with a product-oriented perspective. A model framed under the socio-cultural theory of learning for designing didactic activities on processes instead of outcomes is presented in the current paper. The challenge is to overcome the mere instructional dimension of some practices of teaching improvisation by designing activities that stimulate self-regulated learning strategies in the students. In the article the present thesis is declined in three ways, concerning the following three possible areas of application: (1) high-level musical learning, (2) musical pedagogy with children, (3) general pedagogy. The applications in the music field focusing mainly on an expert's use of improvisation are discussed. The last section considers how these ideas should transcend music studies, presenting the benefits and the implications of improvisation activities for general learning. Moreover, the application of music education to the following cognitive processes are discussed: anticipation, use of repertoire, emotive communication, feedback and flow. These characteristics could be used to outline a pedagogical method for teaching music improvisation based on the development of reflection, reasoning, and meta-cognition. PMID:28626441

  4. Teaching Improvisation through Processes. Applications in Music Education and Implications for General Education.

    PubMed

    Biasutti, Michele

    2017-01-01

    Improvisation is an articulated multidimensional activity based on an extemporaneous creative performance. Practicing improvisation, participants expand sophisticated skills such as sensory and perceptual encoding, memory storage and recall, motor control, and performance monitoring. Improvisation abilities have been developed following several methodologies mainly with a product-oriented perspective. A model framed under the socio-cultural theory of learning for designing didactic activities on processes instead of outcomes is presented in the current paper. The challenge is to overcome the mere instructional dimension of some practices of teaching improvisation by designing activities that stimulate self-regulated learning strategies in the students. In the article the present thesis is declined in three ways, concerning the following three possible areas of application: (1) high-level musical learning, (2) musical pedagogy with children, (3) general pedagogy. The applications in the music field focusing mainly on an expert's use of improvisation are discussed. The last section considers how these ideas should transcend music studies, presenting the benefits and the implications of improvisation activities for general learning. Moreover, the application of music education to the following cognitive processes are discussed: anticipation, use of repertoire, emotive communication, feedback and flow. These characteristics could be used to outline a pedagogical method for teaching music improvisation based on the development of reflection, reasoning, and meta-cognition.

  5. Music and Autonomic Nervous System (Dys)function

    PubMed Central

    Ellis, Robert J.; Thayer, Julian F.

    2010-01-01

    Despite a wealth of evidence for the involvement of the autonomic nervous system (ANS) in health and disease and the ability of music to affect ANS activity, few studies have systematically explored the therapeutic effects of music on ANS dysfunction. Furthermore, when ANS activity is quantified and analyzed, it is usually from a point of convenience rather than from an understanding of its physiological basis. After a review of the experimental and therapeutic literatures exploring music and the ANS, a “Neurovisceral Integration” perspective on the interplay between the central and autonomic nervous systems is introduced, and the associated implications for physiological, emotional, and cognitive health are explored. The construct of heart rate variability is discussed both as an example of this complex interplay and as a useful metric for exploring the sometimes subtle effect of music on autonomic response. Suggestions for future investigations using musical interventions are offered based on this integrative account. PMID:21197136

  6. [Effectiveness of music in brain rehabilitation. A systematic review].

    PubMed

    Sihvonen, Aleksi J; Leo, Vera; Särkämö, Teppo; Soinila, Seppo

    2014-01-01

    There is no curative treatment for diseases causing brain injury. Music causes extensive activation of the brain, promoting the repair of neural systems. Addition of music listening to rehabilitation enhances the regulation or motor functions in Parkinson and stroke patients, accelerates the recovery of speech disorder and cognitive injuries after stroke, and decreases the behavioral disorders of dementia patients. Music enhances the ability to concentrate and decreases mental confusion. The effect of music can also be observed as structural and functional changes of the brain. The effect is based, among other things, on lessening of physiologic stress and depression and on activation of the dopaminergic mesolimbic system.

  7. Pathway Evidence of How Musical Perception Predicts Word-Level Reading Ability in Children with Reading Difficulties

    PubMed Central

    Cogo-Moreira, Hugo; Brandão de Ávila, Clara Regina; Ploubidis, George B.; de Jesus Mari, Jair

    2013-01-01

    Objective To investigate whether specific domains of musical perception (temporal and melodic domains) predict the word-level reading skills of eight- to ten-year-old children (n = 235) with reading difficulties, normal quotient of intelligence, and no previous exposure to music education classes. Method A general-specific solution of the Montreal Battery of Evaluation of Amusia (MBEA), which underlies a musical perception construct and is constituted by three latent factors (the general, temporal, and the melodic domain), was regressed on word-level reading skills (rate of correct isolated words/non-words read per minute). Results General and melodic latent domains predicted word-level reading skills. PMID:24358358

  8. Relationship Between Auditory Context and Visual Distance Perception: Effect of Musical Expertise in the Ability to Translate Reverberation Cues Into Room-Size Perception.

    PubMed

    Etchemendy, Pablo E; Spiousas, Ignacio; Vergara, Ramiro

    2018-01-01

    In a recently published work by our group [ Scientific Reports, 7, 7189 (2017)], we performed experiments of visual distance perception in two dark rooms with extremely different reverberation times: one anechoic ( T ∼ 0.12 s) and the other reverberant ( T ∼ 4 s). The perceived distance of the targets was systematically greater in the reverberant room when contrasted to the anechoic chamber. Participants also provided auditorily perceived room-size ratings which were greater for the reverberant room. Our hypothesis was that distance estimates are affected by room size, resulting in farther responses for the room perceived larger. Of much importance to the task was the subjects' ability to infer room size from reverberation. In this article, we report a postanalysis showing that participants having musical expertise were better able to extract and translate reverberation cues into room-size information than nonmusicians. However, the degree to which musical expertise affects visual distance estimates remains unclear.

  9. Musical appreciation

    NASA Astrophysics Data System (ADS)

    Medina, Maria del Consuelo

    2002-11-01

    Pre-school listening to music is the principal way that leads to the appreciation of music that later facilitates knowledge and pleasure in the history of music. At the prescholastic age it is a very important aspect of education, and reasons and suggestions will be given. The activities must be brief, the teachers of music can at the most develop the activity every five minutes, leaving time for rest or expansion. Another suitable way to bring the child to music is through stories, which please all children; let them go to an unreal and fantastic world and listen to a story or an exciting adventure. The story then, should be brief, simple, with action, with familiar characters, but with some mystery; some repetitive element; and an ending both surprising and happy. It is preferable to include small folkloric tales from the universal repertoire, with works of simple and clear structure.

  10. Music Exposure and the Development of Spatial Intelligence in Children.

    ERIC Educational Resources Information Center

    Rauscher, Frances H.

    1999-01-01

    Presents research on the effects of music instruction on spatial-temporal reasoning in children. Summarizes past studies that tested whether music training transfers to spatial-temporal task performance. A work-in-progress focuses on whether music training can improve economically-disadvantaged preschoolers' abstract reasoning and why…

  11. Examining neural plasticity and cognitive benefit through the unique lens of musical training.

    PubMed

    Moreno, Sylvain; Bidelman, Gavin M

    2014-02-01

    Training programs aimed to alleviate or improve auditory-cognitive abilities have either experienced mixed success or remain to be fully validated. The limited benefits of such regimens are largely attributable to our weak understanding of (i) how (and which) interventions provide the most robust and long lasting improvements to cognitive and perceptual abilities and (ii) how the neural mechanisms which underlie such abilities are positively modified by certain activities and experience. Recent studies indicate that music training provides robust, long-lasting biological benefits to auditory function. Importantly, the behavioral advantages conferred by musical experience extend beyond simple enhancements to perceptual abilities and even impact non-auditory functions necessary for higher-order aspects of cognition (e.g., working memory, intelligence). Collectively, preliminary findings indicate that alternative forms of arts engagement (e.g., visual arts training) may not yield such widespread enhancements, suggesting that music expertise uniquely taps and refines a hierarchy of brain networks subserving a variety of auditory as well as domain-general cognitive mechanisms. We infer that transfer from specific music experience to broad cognitive benefit might be mediated by the degree to which a listener's musical training tunes lower- (e.g., perceptual) and higher-order executive functions, and the coordination between these processes. Ultimately, understanding the broad impact of music on the brain will not only provide a more holistic picture of auditory processing and plasticity, but may help inform and tailor remediation and training programs designed to improve perceptual and cognitive benefits in human listeners. Copyright © 2013 Elsevier B.V. All rights reserved.

  12. Move...to Music Learning

    ERIC Educational Resources Information Center

    Heimann, Hope

    1977-01-01

    Through simple and pleasurable movement experiences a very young child can be led to an understanding of the intricate craft of music and the signs and symbols of the music "language", while developing at the same time an increasing appreciation and perception of music as an artistic expression. (Author)

  13. Music acquisition: effects of enculturation and formal training on development.

    PubMed

    Hannon, Erin E; Trainor, Laurel J

    2007-11-01

    Musical structure is complex, consisting of a small set of elements that combine to form hierarchical levels of pitch and temporal structure according to grammatical rules. As with language, different systems use different elements and rules for combination. Drawing on recent findings, we propose that music acquisition begins with basic features, such as peripheral frequency-coding mechanisms and multisensory timing connections, and proceeds through enculturation, whereby everyday exposure to a particular music system creates, in a systematic order of acquisition, culture-specific brain structures and representations. Finally, we propose that formal musical training invokes domain-specific processes that affect salience of musical input and the amount of cortical tissue devoted to its processing, as well as domain-general processes of attention and executive functioning.

  14. Music Education from Birth to Five: An Examination of Early Childhood Educators' Music Teaching Practices

    ERIC Educational Resources Information Center

    Bolduc, Jonathan; Evrard, Melanie

    2017-01-01

    Children from birth to five are generally enthusiastic about music. However, because many early-childhood educators (ECEs) feel that they have insufficient knowledge to foster musical development, music education practices are not equivalent across ECEs. This study aimed to identify and determine the frequency of music activities used by ECEs. In…

  15. Pitch Perception in the First Year of Life, a Comparison of Lexical Tones and Musical Pitch.

    PubMed

    Chen, Ao; Stevens, Catherine J; Kager, René

    2017-01-01

    Pitch variation is pervasive in speech, regardless of the language to which infants are exposed. Lexical tone is influenced by general sensitivity to pitch. We examined whether the development in lexical tone perception may develop in parallel with perception of pitch in other cognitive domains namely music. Using a visual fixation paradigm, 100 and one 4- and 12-month-old Dutch infants were tested on their discrimination of Chinese rising and dipping lexical tones as well as comparable three-note musical pitch contours. The 4-month-old infants failed to show a discrimination effect in either condition, whereas the 12-month-old infants succeeded in both conditions. These results suggest that lexical tone perception may reflect and relate to general pitch perception abilities, which may serve as a basis for developing more complex language and musical skills.

  16. The Mozart Effect[R] for Children: Awakening Your Child's Mind, Health, and Creativity with Music.

    ERIC Educational Resources Information Center

    Campbell, Don

    The Mozart Effect is defined as the ability of Mozart's music to temporarily heighten listeners' spatial awareness and intelligence, to improve listeners' concentration and speech abilities, and to advance reading and language skills. This book provides information about the ways in which the rhythm and tone components of music can enhance…

  17. [At-home music therapy intervention using video phone (Skype) for elderly people with dementia].

    PubMed

    Hori, Miyako; Iizuka, Mieko; Nakamura, Michikazu; Aiba, Ikuko; Saito, Yufuko; Kubota, Masakazu; Urabe, Mie; Kinoshita, Ayae

    2014-12-01

    There are various nonpharmacological therapies available for elderly people with dementia, and these can improve quality of life and the behavioral and psychological symptoms of dementia (BPSD) that appear throughout the progression of the disease. Since a substantial number of effects have been reported for music therapy, we focused on this nonpharmacological intervention. Generally, musical therapy is provided collectively in facilities. However, the music used in this context may not consider the preferences and music abilities of each person. Therefore, in this study we created made-to-order music CDs that accounted for each participant's musical preferences and abilities. Utilizing the CDs, we conducted an intervention study of music therapy using a video phone (Skype) that elderly people with dementia can use at home. An advantage of conducting music therapy for individuals with dementia using a video phone is that those who have difficulty going to the hospital or participating in dementia-related therapy groups can participate in therapy in a familiar place. The results of this intervention showed that participants demonstrated signs of improvement as measured by the smile degree(Smile scan)and Behavior Pathology in Alzheimer's Disease (BEHAVE-AD) scale.

  18. Mozart, music and medicine.

    PubMed

    Pauwels, Ernest K J; Volterrani, Duccio; Mariani, Giuliano; Kostkiewics, Magdalena

    2014-01-01

    According to the first publication in 1993 by Rauscher et al. [Nature 1993;365:611], the Mozart effect implies the enhancement of reasoning skills solving spatial problems in normal subjects after listening to Mozart's piano sonata K 448. A further evaluation of this effect has raised the question whether there is a link between music-generated emotions and a higher level of cognitive abilities by mere listening. Positron emission tomography and functional magnetic resonance imaging have revealed that listening to pleasurable music activates cortical and subcortical cerebral areas where emotions are processed. These neurobiological effects of music suggest that auditory stimulation evokes emotions linked to heightened arousal and result in temporarily enhanced performance in many cognitive domains. Music therapy applies this arousal in a clinical setting as it may offer benefits to patients by diverting their attention from unpleasant experiences and future interventions. It has been applied in the context of various important clinical conditions such as cardiovascular disorders, cancer pain, epilepsy, depression and dementia. Furthermore, music may modulate the immune response, among other things, evidenced by increasing the activity of natural killer cells, lymphocytes and interferon-γ, which is an interesting feature as many diseases are related to a misbalanced immune system. Many of these clinical studies, however, suffer from methodological inadequacies. Nevertheless, at present, there is moderate but not altogether convincing evidence that listening to known and liked music helps to decrease the burden of a disease and enhances the immune system by modifying stress. © 2014 S. Karger AG, Basel.

  19. Mozart, Music and Medicine

    PubMed Central

    Pauwels, Ernest K.J.; Volterrani, Duccio; Mariani, Giuliano; Kostkiewics, Magdalena

    2014-01-01

    According to the first publication in 1993 by Rauscher et al. [Nature 1993;365:611], the Mozart effect implies the enhancement of reasoning skills solving spatial problems in normal subjects after listening to Mozart's piano sonata K 448. A further evaluation of this effect has raised the question whether there is a link between music-generated emotions and a higher level of cognitive abilities by mere listening. Positron emission tomography and functional magnetic resonance imaging have revealed that listening to pleasurable music activates cortical and subcortical cerebral areas where emotions are processed. These neurobiological effects of music suggest that auditory stimulation evokes emotions linked to heightened arousal and result in temporarily enhanced performance in many cognitive domains. Music therapy applies this arousal in a clinical setting as it may offer benefits to patients by diverting their attention from unpleasant experiences and future interventions. It has been applied in the context of various important clinical conditions such as cardiovascular disorders, cancer pain, epilepsy, depression and dementia. Furthermore, music may modulate the immune response, among other things, evidenced by increasing the activity of natural killer cells, lymphocytes and interferon-γ, which is an interesting feature as many diseases are related to a misbalanced immune system. Many of these clinical studies, however, suffer from methodological inadequacies. Nevertheless, at present, there is moderate but not altogether convincing evidence that listening to known and liked music helps to decrease the burden of a disease and enhances the immune system by modifying stress. PMID:25060169

  20. Performative, Arts-Based, or Arts-Informed? Reflections on the Development of Arts-Based Research in Music Therapy.

    PubMed

    Ledger, Alison; McCaffrey, Tríona

    2015-01-01

    Arts-based research (ABR) has emerged in music therapy in diverse ways, employing a range of interpretive paradigms and artistic media. It is notable that no consensus exists as to when and where the arts are included in the research process, or which music therapy topics are most suited to arts-based study. This diversity may pose challenges for music therapists who are developing, reading, and evaluating arts-based research. This paper provides an updated review of arts-based research literature in music therapy, along with four questions for researchers who are developing arts-based research. These questions are 1) When should the arts be introduced? 2) Which artistic medium is appropriate? 3) How should the art be understood? and 4) What is the role of the audience? We argue that these questions are key to understanding arts-based research, justifying methods, and evaluating claims arising from arts-based research. Rather than defining arts-based research in music therapy, we suggest that arts-based research should be understood as a flexible research strategy appropriate for exploring the complexities of music therapy practice. © the American Music Therapy Association 2015. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  1. Using Technology to Assist Gifted Children's Musical Development

    ERIC Educational Resources Information Center

    Schroth, Stephen T.; Helfer, Jason A.; Dammers, Richard

    2009-01-01

    Many gifted children are exposed to music as listeners or performers or both. Children who are sophisticated listeners recognize the importance of and differences between the various works they hear and are knowledgeable about a sometimes large and significant repertoire. Children who are gifted performers are able to make a musical composition…

  2. A Multimodal Neural Network Recruited by Expertise with Musical Notation

    ERIC Educational Resources Information Center

    Wong, Yetta Kwailing; Gauthier, Isabel

    2010-01-01

    Prior neuroimaging work on visual perceptual expertise has focused on changes in the visual system, ignoring possible effects of acquiring expert visual skills in nonvisual areas. We investigated expertise for reading musical notation, a skill likely to be associated with multimodal abilities. We compared brain activity in music-reading experts…

  3. Applying Research in Motivation and Learning to Music Education: What the Experts Say

    ERIC Educational Resources Information Center

    Cogdill, Susan H.

    2015-01-01

    Current research on motivation and learning may assist teachers in identifying strategies to help students be successful and persevere in the music classroom. Students' beliefs about their ability to learn, and the impact these beliefs have on their motivation to learn music, is a large focus of the research presented here. Aspects of music make…

  4. When listening to rain sounds boosts arithmetic ability

    PubMed Central

    De Benedetto, Francesco; Ferrari, Maria Vittoria; Ferrarini, Giorgia

    2018-01-01

    Studies in the literature have provided conflicting evidence about the effects of background noise or music on concurrent cognitive tasks. Some studies have shown a detrimental effect, while others have shown a beneficial effect of background auditory stimuli. The aim of this study was to investigate the influence of agitating, happy or touching music, as opposed to environmental sounds or silence, on the ability of non-musician subjects to perform arithmetic operations. Fifty university students (25 women and 25 men, 25 introverts and 25 extroverts) volunteered for the study. The participants were administered 180 easy or difficult arithmetic operations (division, multiplication, subtraction and addition) while listening to heavy rain sounds, silence or classical music. Silence was detrimental when participants were faced with difficult arithmetic operations, as it was associated with significantly worse accuracy and slower RTs than music or rain sound conditions. This finding suggests that the benefit of background stimulation was not music-specific but possibly due to an enhanced cerebral alertness level induced by the auditory stimulation. Introverts were always faster than extroverts in solving mathematical problems, except when the latter performed calculations accompanied by the sound of heavy rain, a condition that made them as fast as introverts. While the background auditory stimuli had no effect on the arithmetic ability of either group in the easy condition, it strongly affected extroverts in the difficult condition, with RTs being faster during agitating or joyful music as well as rain sounds, compared to the silent condition. For introverts, agitating music was associated with faster response times than the silent condition. This group difference may be explained on the basis of the notion that introverts have a generally higher arousal level compared to extroverts and would therefore benefit less from the background auditory stimuli. PMID:29466472

  5. When listening to rain sounds boosts arithmetic ability.

    PubMed

    Proverbio, Alice Mado; De Benedetto, Francesco; Ferrari, Maria Vittoria; Ferrarini, Giorgia

    2018-01-01

    Studies in the literature have provided conflicting evidence about the effects of background noise or music on concurrent cognitive tasks. Some studies have shown a detrimental effect, while others have shown a beneficial effect of background auditory stimuli. The aim of this study was to investigate the influence of agitating, happy or touching music, as opposed to environmental sounds or silence, on the ability of non-musician subjects to perform arithmetic operations. Fifty university students (25 women and 25 men, 25 introverts and 25 extroverts) volunteered for the study. The participants were administered 180 easy or difficult arithmetic operations (division, multiplication, subtraction and addition) while listening to heavy rain sounds, silence or classical music. Silence was detrimental when participants were faced with difficult arithmetic operations, as it was associated with significantly worse accuracy and slower RTs than music or rain sound conditions. This finding suggests that the benefit of background stimulation was not music-specific but possibly due to an enhanced cerebral alertness level induced by the auditory stimulation. Introverts were always faster than extroverts in solving mathematical problems, except when the latter performed calculations accompanied by the sound of heavy rain, a condition that made them as fast as introverts. While the background auditory stimuli had no effect on the arithmetic ability of either group in the easy condition, it strongly affected extroverts in the difficult condition, with RTs being faster during agitating or joyful music as well as rain sounds, compared to the silent condition. For introverts, agitating music was associated with faster response times than the silent condition. This group difference may be explained on the basis of the notion that introverts have a generally higher arousal level compared to extroverts and would therefore benefit less from the background auditory stimuli.

  6. Music cognition and the cognitive sciences.

    PubMed

    Pearce, Marcus; Rohrmeier, Martin

    2012-10-01

    Why should music be of interest to cognitive scientists, and what role does it play in human cognition? We review three factors that make music an important topic for cognitive scientific research. First, music is a universal human trait fulfilling crucial roles in everyday life. Second, music has an important part to play in ontogenetic development and human evolution. Third, appreciating and producing music simultaneously engage many complex perceptual, cognitive, and emotional processes, rendering music an ideal object for studying the mind. We propose an integrated status for music cognition in the Cognitive Sciences and conclude by reviewing challenges and big questions in the field and the way in which these reflect recent developments. Copyright © 2012 Cognitive Science Society, Inc.

  7. Music Therapy Promotes Self-Determination in Young People with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Gadberry, Anita L.; Harrison, Angela

    2016-01-01

    Self-determination leads to a higher quality of life, yet many individuals with autism spectrum disorder struggle with the component skills necessary for self-determination. Music therapy is one method of treatment for persons with autism spectrum disorder and has the ability to improve or develop skills in communication, self-awareness,…

  8. Rhythmic engagement with music in infancy

    PubMed Central

    Zentner, Marcel; Eerola, Tuomas

    2010-01-01

    Humans have a unique ability to coordinate their motor movements to an external auditory stimulus, as in music-induced foot tapping or dancing. This behavior currently engages the attention of scholars across a number of disciplines. However, very little is known about its earliest manifestations. The aim of the current research was to examine whether preverbal infants engage in rhythmic behavior to music. To this end, we carried out two experiments in which we tested 120 infants (aged 5–24 months). Infants were exposed to various excerpts of musical and rhythmic stimuli, including isochronous drumbeats. Control stimuli consisted of adult- and infant-directed speech. Infants’ rhythmic movements were assessed by multiple methods involving manual coding from video excerpts and innovative 3D motion-capture technology. The results show that (i) infants engage in significantly more rhythmic movement to music and other rhythmically regular sounds than to speech; (ii) infants exhibit tempo flexibility to some extent (e.g., faster auditory tempo is associated with faster movement tempo); and (iii) the degree of rhythmic coordination with music is positively related to displays of positive affect. The findings are suggestive of a predisposition for rhythmic movement in response to music and other metrically regular sounds. PMID:20231438

  9. Rhythmic engagement with music in infancy.

    PubMed

    Zentner, Marcel; Eerola, Tuomas

    2010-03-30

    Humans have a unique ability to coordinate their motor movements to an external auditory stimulus, as in music-induced foot tapping or dancing. This behavior currently engages the attention of scholars across a number of disciplines. However, very little is known about its earliest manifestations. The aim of the current research was to examine whether preverbal infants engage in rhythmic behavior to music. To this end, we carried out two experiments in which we tested 120 infants (aged 5-24 months). Infants were exposed to various excerpts of musical and rhythmic stimuli, including isochronous drumbeats. Control stimuli consisted of adult- and infant-directed speech. Infants' rhythmic movements were assessed by multiple methods involving manual coding from video excerpts and innovative 3D motion-capture technology. The results show that (i) infants engage in significantly more rhythmic movement to music and other rhythmically regular sounds than to speech; (ii) infants exhibit tempo flexibility to some extent (e.g., faster auditory tempo is associated with faster movement tempo); and (iii) the degree of rhythmic coordination with music is positively related to displays of positive affect. The findings are suggestive of a predisposition for rhythmic movement in response to music and other metrically regular sounds.

  10. Turning into Teachers: Influences of Authentic Context Learning Experiences on Occupational Identity Development of Preservice Music Teachers

    ERIC Educational Resources Information Center

    Haston, Warren; Russell, Joshua A.

    2012-01-01

    The purpose of this study was to examine the occupational identity development of undergraduate music education majors as they participated in a yearlong authentic context learning (ACL) experience situated within a professional development school (PDS). Five undergraduate music education majors enrolled in either a string pedagogy class or an…

  11. Songs for the Ego: Theorizing Musical Self-Enhancement.

    PubMed

    Elvers, Paul

    2016-01-01

    This paper outlines a theoretical account of musical self-enhancement. I claim that listening to music serves as a resource for actively manipulating affective states so that a positive self-view is maintained and a sense of optimism is provided. Self-enhancement-the process by which individuals modify their self-worth and gain self-esteem-typically takes place in social interactions. I argue that experiencing music may serve as a unique "esthetic surrogate" for interaction, which equally enables self-enhancement. This ability relies on three main characteristics of the musical experience, namely, its capacity to (a) evoke empathetic feelings, (b) elicit social cohesion and affiliation, and (c) elicit feelings of reward. I outline how these characteristics relate to theories of music cognition and empirical findings in psychology and neuroscience research. I also explain the specifics of musical self-enhancement and how it differs from music's other regulatory functions such as mood- and emotion regulation. My aim in introducing the notion of musical self-enhancement is to broaden our understanding of how music functions as an environmental resource entailing access to unique affective states and how musical experiences are co-constituted by both the agent and the sonic environment. This specific use of music for self-enhancement can be regarded as a form of affective niche construction, providing the external conditions in which people can experience themselves more positively and maintain high self-esteem.

  12. Nurturing Musical Aptitude in Children.

    ERIC Educational Resources Information Center

    Ball, Wesley

    1995-01-01

    Notes that musical aptitude is not developed or nurtured through mere "exposure" to music but through active participation in singing and moving to music. Provides a rationale and suggestions for teaching singing in early childhood classrooms. (HTH)

  13. Musical tasks targeting preserved and impaired functions in two dementias.

    PubMed

    Halpern, Andrea R; Golden, Hannah L; Magdalinou, Nadia; Witoonpanich, Pirada; Warren, Jason D

    2015-03-01

    Studies of musical abilities in dementia have for the most part been rather general assessments of abilities, for instance, assessing retention of music learned premorbidly. Here, we studied patients with dementias with contrasting cognitive profiles to explore specific aspects of music cognition under challenge. Patients suffered from Alzheimer's disease (AD), in which a primary impairment is in forming new declarative memories, or Lewy body disease (PD/LBD), a type of parkinsonism in which executive impairments are prominent. In the AD patients, we examined musical imagery. Behavioral and neural evidence confirms involvement of perceptual networks in imagery, and these are relatively spared in early stages of the illness. Thus, we expected patients to have relatively intact imagery in a mental pitch comparison task. For the LBD patients, we tested whether executive dysfunction would extend to music. We probed inhibitory skills by asking for a speeded pitch or timbre judgment when the irrelevant dimension was held constant or also changed. Preliminary results show that AD patients score similarly to controls in the imagery tasks, but PD/LBD patients are impaired relative to controls in suppressing some irrelevant musical dimensions, particularly when the required judgment varies from trial to trial. © 2014 The Authors. Annals of the New York Academy of Sciences published by Wiley Periodicals Inc. on behalf of The New York Academy of Sciences.

  14. Neural Processing of Musical and Vocal Emotions Through Cochlear Implants Simulation.

    PubMed

    Ahmed, Duha G; Paquette, Sebastian; Zeitouni, Anthony; Lehmann, Alexandre

    2018-05-01

    Cochlear implants (CIs) partially restore the sense of hearing in the deaf. However, the ability to recognize emotions in speech and music is reduced due to the implant's electrical signal limitations and the patient's altered neural pathways. Electrophysiological correlations of these limitations are not yet well established. Here we aimed to characterize the effect of CIs on auditory emotion processing and, for the first time, directly compare vocal and musical emotion processing through a CI-simulator. We recorded 16 normal hearing participants' electroencephalographic activity while listening to vocal and musical emotional bursts in their original form and in a degraded (CI-simulated) condition. We found prolonged P50 latency and reduced N100-P200 complex amplitude in the CI-simulated condition. This points to a limitation in encoding sound signals processed through CI simulation. When comparing the processing of vocal and musical bursts, we found a delay in latency with the musical bursts compared to the vocal bursts in both conditions (original and CI-simulated). This suggests that despite the cochlear implants' limitations, the auditory cortex can distinguish between vocal and musical stimuli. In addition, it adds to the literature supporting the complexity of musical emotion. Replicating this study with actual CI users might lead to characterizing emotional processing in CI users and could ultimately help develop optimal rehabilitation programs or device processing strategies to improve CI users' quality of life.

  15. Practice through Partnership: Examining the Theoretical Framework and Development of a "Community of Musical Practice"

    ERIC Educational Resources Information Center

    Kenny, Ailbhe

    2014-01-01

    This article examines the development of a "community of musical practice" (CoMP) which emerged within a research case study in Limerick, Ireland. The case study was a music education partnership between a third level institution, a resource agency and a primary school. Using a "community of practice" (CoP) theoretical…

  16. Relationships between Grades in the Components of Freshman Music Theory and Selected Background Variables.

    ERIC Educational Resources Information Center

    Harrison, Carole S.

    1990-01-01

    Determines how academic ability, music experience, and musical aptitude contribute to grade prediction in the written-work, ear-training, sight-singing, and keyboard-harmonics portions of two college freshman music theory courses. Finds Scholastic Aptitude Test mathematics scores the best predictor of grades in written work and ear training.…

  17. Preservice Music Teachers' Attitudes toward Popular Music in the Music Classroom

    ERIC Educational Resources Information Center

    Springer, D. Gregory; Gooding, Lori F.

    2013-01-01

    The purpose of this study was to examine preservice music educators' attitudes toward popular music in the music classroom. On a survey instrument designed by the investigators, participants ("N" = 82) rated (a) the effectiveness of popular music in addressing the National Standards for Music Education, (b) the appropriateness of popular…

  18. Evaluation of a Test Battery to Assess Perception of Music in Children With Cochlear Implants.

    PubMed

    Roy, Alexis T; Scattergood-Keepper, Lindsay; Carver, Courtney; Jiradejvong, Patpong; Butler, Caty; Limb, Charles J

    2014-06-01

    A number of studies have investigated music perception in adult cochlear implant (CI) users. However, little is known about how pediatric CI users perceive and process music, in part because suitable methods for assessing music perception in this population are lacking. Therefore, we developed the Music in Children With Cochlear Implants (MCCI) battery to assess music perception in pediatric CI users younger than 9 years. To pilot test the MCCI on a group of pediatric CI users to determine its feasibility for measuring music perception and to compare performance of CI users with that of normal-hearing (NH) control participants. The pilot test was conducted in an academic tertiary care center. The MCCI evaluated rhythm, pitch, melody, harmony, and timbre perception. For each section, 10 pediatric CI users and 10 NH controls were presented with a pair of stimuli that possibly varied along a single musical element (eg, rhythm). Participants were required to indicate whether the stimuli in the pair were the same or different. Administration of the MCCI. Percentage correct on each section of the MCCI and the aggregate score of all sections by group. The MCCI provided a basic characterization of musical perceptual abilities. In the aggregate, NH controls significantly outperformed CI users in music perception (mean [SD] accuracy for CI users vs NH controls: rhythm, 73% [20%] vs 78% [20%]; pitch, 84% [12%] vs 91% [13%]; melody, 65% [16%] vs 75% [18%]; harmony, 74% [13%] vs 75% [14%]; and timbre, 80% [17%] vs 90% [12%]; repeated-measures analysis of variance, F1,17 = 9.3; P < .01). Despite obtaining lower accuracies than NH controls, however, the CI users achieved above-chance accuracy in all sections of the MCCI (1-sample t test, P < .01), including pitch-based sections that are traditionally difficult for CI users. These results suggest that CI users can make use of temporal and spectral cues to discriminate between musical stimuli, although not to the extent

  19. Make a Little Music

    ERIC Educational Resources Information Center

    Pica, Rae

    2009-01-01

    Music is vital to the development of language and listening skills. Both music and language arts consist of symbols and ideas; when the two content areas are used in combination, abstract concepts become more concrete. This article provides information that shows the role of music in helping children meet early learning standards, including those…

  20. The Development of Musical Skills of Underprivileged Children Over the Course of 1 Year: A Study in the Context of an El Sistema-Inspired Program.

    PubMed

    Ilari, Beatriz S; Keller, Patrick; Damasio, Hanna; Habibi, Assal

    2016-01-01

    Developmental research in music has typically centered on the study of single musical skills (e.g., singing, listening) and has been conducted with middle class children who learn music in schools and conservatories. Information on the musical development of children from different social strata, who are enrolled in community-based music programs, remains elusive. This study examined the development of musical skills in underprivileged children who were attending an El Sistema-inspired program in Los Angeles. We investigated how children, predominantly of Latino ethnicity, developed musically with respect to the following musical skills - pitch and rhythmic discrimination, pitch matching, singing a song from memory, and rhythmic entrainment - over the course of 1 year. Results suggested that participation in an El Sistema-inspired program affects children's musical development in distinct ways; with pitch perception and production skills developing faster than rhythmic skills. Furthermore, children from the same ethnic and social background, who did not participate in the El Sistema-inspired music program, showed a decline in singing and pitch discrimination skills over the course of 1 year. Taken together, these results are consistent with the idea of musical development as a complex, spiraling and recursive process that is influenced by several factors including type of musical training. Implications for future research are outlined.

  1. The Development of Chorus Motivation Scale (CMS) for Prospective Music Teacher

    ERIC Educational Resources Information Center

    Ozgul, Ilhan; Yigit, Nalan

    2017-01-01

    The purpose of this study was to develop a Chorus Motivation Scale (CMS) that is tested in terms of reliability and construct validity by determining the student perceptions of effective motivation strategies in Chorus training in Turkish Music Teacher Training Model. In order to develop a Chorus Motivation Scale, Questionnaire-Effective…

  2. Influence of Musical Enculturation on Brain Responses to Metric Deviants.

    PubMed

    Haumann, Niels T; Vuust, Peter; Bertelsen, Freja; Garza-Villarreal, Eduardo A

    2018-01-01

    The ability to recognize metric accents is fundamental in both music and language perception. It has been suggested that music listeners prefer rhythms that follow simple binary meters, which are common in Western music. This means that listeners expect odd-numbered beats to be strong and even-numbered beats to be weak. In support of this, studies have shown that listeners exposed to Western music show stronger novelty and incongruity related P3 and irregularity detection related mismatch negativity (MMN) brain responses to attenuated odd- than attenuated even-numbered metric positions. Furthermore, behavioral evidence suggests that music listeners' preferences can be changed by long-term exposure to non-Western rhythms and meters, e.g., by listening to African or Balkan music. In our study, we investigated whether it might be possible to measure effects of music enculturation on neural responses to attenuated tones on specific metric positions. We compared the magnetic mismatch negativity (MMNm) to attenuated beats in a "Western group" of listeners ( n = 12) mainly exposed to Western music and a "Bicultural group" of listeners ( n = 13) exposed for at least 1 year to both Sub-Saharan African music in addition to Western music. We found that in the "Western group" the MMNm was higher in amplitude to deviant tones on odd compared to even metric positions, but not in the "Bicultural group." In support of this finding, there was also a trend of the "Western group" to rate omitted beats as more surprising on odd than even metric positions, whereas the "Bicultural group" seemed to discriminate less between metric positions in terms of surprise ratings. Also, we observed that the overall latency of the MMNm was significantly shorter in the Bicultural group compared to the Western group. These effects were not biased by possible differences in rhythm perception ability or music training, measured with the Musical Ear Test (MET). Furthermore, source localization analyses

  3. Influence of Musical Enculturation on Brain Responses to Metric Deviants

    PubMed Central

    Haumann, Niels T.; Vuust, Peter; Bertelsen, Freja; Garza-Villarreal, Eduardo A.

    2018-01-01

    The ability to recognize metric accents is fundamental in both music and language perception. It has been suggested that music listeners prefer rhythms that follow simple binary meters, which are common in Western music. This means that listeners expect odd-numbered beats to be strong and even-numbered beats to be weak. In support of this, studies have shown that listeners exposed to Western music show stronger novelty and incongruity related P3 and irregularity detection related mismatch negativity (MMN) brain responses to attenuated odd- than attenuated even-numbered metric positions. Furthermore, behavioral evidence suggests that music listeners' preferences can be changed by long-term exposure to non-Western rhythms and meters, e.g., by listening to African or Balkan music. In our study, we investigated whether it might be possible to measure effects of music enculturation on neural responses to attenuated tones on specific metric positions. We compared the magnetic mismatch negativity (MMNm) to attenuated beats in a “Western group” of listeners (n = 12) mainly exposed to Western music and a “Bicultural group” of listeners (n = 13) exposed for at least 1 year to both Sub-Saharan African music in addition to Western music. We found that in the “Western group” the MMNm was higher in amplitude to deviant tones on odd compared to even metric positions, but not in the “Bicultural group.” In support of this finding, there was also a trend of the “Western group” to rate omitted beats as more surprising on odd than even metric positions, whereas the “Bicultural group” seemed to discriminate less between metric positions in terms of surprise ratings. Also, we observed that the overall latency of the MMNm was significantly shorter in the Bicultural group compared to the Western group. These effects were not biased by possible differences in rhythm perception ability or music training, measured with the Musical Ear Test (MET). Furthermore, source

  4. The functions of music and their relationship to music preference in India and Germany.

    PubMed

    Schäfer, Thomas; Tipandjan, Arun; Sedlmeier, Peter

    2012-01-01

    Is the use of music in everyday life a culturally universal phenomenon? And do the functions served by music contribute to the development of music preferences regardless of the listener's cultural background? The present study explored similarities and dissimilarities in the functions of music listening and their relationship to music preferences in two countries with different cultural backgrounds: India as an example of a collectivistic society and Germany as an example of an individualistic society. Respondents were asked to what degree their favorite music serves several functions in their life. The functions were summarized in seven main groups: background entertainment, prompt for memories, diversion, emotion regulation, self-regulation, self-reflection, and social bonding. Results indicate a strong similarity of the functions of people's favorite music for Indian and German listeners. Among the Indians, all of the seven functions were rated as meaningful; among the Germans, this was the case for all functions except emotion regulation. However, a pronounced dissimilarity was found in the predictive power of the functions of music for the strength of music preference, which was much stronger for Germans than for Indians. In India, the functions of music most predictive for music preference were diversion, self-reflection, and social bonding. In Germany, the most predictive functions were emotion regulation, diversion, self-reflection, prompt for memories, and social bonding. It is concluded that potential cultural differences hardly apply to the functional use of music in everyday life, but they do so with respect to the impact of the functions on the development of music preference. The present results are consistent with the assumption that members of a collectivistic society tend to set a higher value on their social and societal integration and their connectedness to each other than do members of individualistic societies.

  5. Music, the Brain, and Education

    ERIC Educational Resources Information Center

    Jones, Warren Puffer

    2005-01-01

    This article focuses on role of music education. If the society has changed how it values music, it is certainly worthwhile to reevaluate the role music should play in the education and development of a child. Children are not predisposed to be able to understand one style of music over another. Rather they learn traits of the style of their…

  6. Children processing music: electric brain responses reveal musical competence and gender differences.

    PubMed

    Koelsch, Stefan; Grossmann, Tobias; Gunter, Thomas C; Hahne, Anja; Schröger, Erich; Friederici, Angela D

    2003-07-01

    Numerous studies investigated physiological correlates of the processing of musical information in adults. How these correlates develop during childhood is poorly understood. In the present study, we measured event-related electric brain potentials elicited in 5- and 9-year-old children while they listened to (major-minor tonal) music. Stimuli were chord sequences, infrequently containing harmonically inappropriate chords. Our results demonstrate that the degree of (in)appropriateness of the chords modified the brain responses in both groups according to music-theoretical principles. This suggests that already 5-year-old children process music according to a well-established cognitive representation of the major-minor tonal system and according to music-syntactic regularities. Moreover, we show that, in contrast to adults, an early negative brain response was left predominant in boys, whereas it was bilateral in girls, indicating a gender difference in children processing music, and revealing that children process music with a hemispheric weighting different from that of adults. Because children process, in contrast to adults, music in the same hemispheres as they process language, results indicate that children process music and language more similarly than adults. This finding might support the notion of a common origin of music and language in the human brain, and concurs with findings that demonstrate the importance of musical features of speech for the acquisition of language.

  7. Helping Percussionists Play Musically.

    ERIC Educational Resources Information Center

    Mixon, Kevin A.

    2002-01-01

    Discusses how to develop musicality in young percussion students. Focuses on training students in versatility, developing their skills in technical areas, teaching them about entrance, sustaining and release, and selecting the appropriate equipment. Includes a list of "Suggestions for Fostering Musicality in Student Percussionists." (CMK)

  8. Sexualised Music Media and Children's Gender Role and Self-Identity Development: A Four-Phase Study

    ERIC Educational Resources Information Center

    Ey, Lesley-Anne

    2016-01-01

    There has been much concern about the perceived increase in sexualised media and its potential impact on children's well-being and development. This phenomenon was examined in a four-phase study focusing, specifically on music media. Phase 1 investigated the prevalence of sexualised music media broadcast on Australian free-to-air television in…

  9. Key Competencies: Music Education and Instrumental Music, Secondary Schools.

    ERIC Educational Resources Information Center

    Philadelphia School District, PA. Office of Curriculum and Instruction.

    This booklet identifies major competencies for each course offered in the secondary music education program in the Philadelphia school system. Music is seen to be a mode of expression in responding to and interpreting life and nature. It promotes the development of aesthetic judgment. The booklet outlines up to eight competencies for each of nine…

  10. Stimulating Music: The Pleasures and Dangers of “Electric Music,” 1750–1900

    PubMed Central

    Kennaway, James

    2014-01-01

    Far from being a purely modern idea, the notion of “electric music” was already common in the eighteenth and nineteenth centuries. The shift in thinking about music from cosmic harmony to nervous stimulation made metaphors and speculative theories relating music and electricity irresistible. This essay considers the development of the idea of electric music, looking at its associations with a sexual “body electric.” It will then examine how this conception of music went from being the subject of sympathy to becoming part of a medical critique of music as a dangerous stimulant, with echoes in music criticism and beyond. PMID:24587689

  11. Rock Music's Place in the Library.

    ERIC Educational Resources Information Center

    Politis, John

    1983-01-01

    Discussion of the importance of rock music as an expression of aural culture includes its history, rock music today, and the development of a rock music collection in the library (placement of collection and books which aid in developing a collection of permanent value). Three references are included. (EJS)

  12. Music Communicates Affects, Not Basic Emotions – A Constructionist Account of Attribution of Emotional Meanings to Music

    PubMed Central

    Cespedes-Guevara, Julian; Eerola, Tuomas

    2018-01-01

    Basic Emotion theory has had a tremendous influence on the affective sciences, including music psychology, where most researchers have assumed that music expressivity is constrained to a limited set of basic emotions. Several scholars suggested that these constrains to musical expressivity are explained by the existence of a shared acoustic code to the expression of emotions in music and speech prosody. In this article we advocate for a shift from this focus on basic emotions to a constructionist account. This approach proposes that the phenomenon of perception of emotions in music arises from the interaction of music’s ability to express core affects and the influence of top-down and contextual information in the listener’s mind. We start by reviewing the problems with the concept of Basic Emotions, and the inconsistent evidence that supports it. We also demonstrate how decades of developmental and cross-cultural research on music and emotional speech have failed to produce convincing findings to conclude that music expressivity is built upon a set of biologically pre-determined basic emotions. We then examine the cue-emotion consistencies between music and speech, and show how they support a parsimonious explanation, where musical expressivity is grounded on two dimensions of core affect (arousal and valence). Next, we explain how the fact that listeners reliably identify basic emotions in music does not arise from the existence of categorical boundaries in the stimuli, but from processes that facilitate categorical perception, such as using stereotyped stimuli and close-ended response formats, psychological processes of construction of mental prototypes, and contextual information. Finally, we outline our proposal of a constructionist account of perception of emotions in music, and spell out the ways in which this approach is able to make solve past conflicting findings. We conclude by providing explicit pointers about the methodological choices that will be

  13. Music as a manifestation of life: exploring enactivism and the ‘eastern perspective’ for music education

    PubMed Central

    van der Schyff, Dylan

    2015-01-01

    The enactive approach to cognition is developed in the context of music and music education. I discuss how this embodied point of view affords a relational and bio-cultural perspective on music that decentres the Western focus on language, symbol and representation as the fundamental arbiters of meaning. I then explore how this ‘life-based’ approach to cognition and meaning-making offers a welcome alternative to standard Western academic approaches to music education. More specifically, I consider how the enactive perspective may aid in developing deeper ecological understandings of the transformative, extended and interpenetrative nature of the embodied musical mind; and thus help (re)connect students and teachers to the lived experience of their own learning and teaching. Following this, I examine related concepts associated with Buddhist psychology in order to develop possibilities for a contemplative music pedagogy. To conclude, I consider how an enactive-contemplative perspective may help students and teachers awaken to the possibilities of music education as ‘ontological education.’ That is, through a deeper understanding of ‘music as a manifestation of life’ rediscover their primordial nature as autopoietic and world-making creatures and thus engage more deeply with musicality as a means of forming richer and more compassionate relationships with their peers, their communities and the ‘natural’ and cultural worlds they inhabit. PMID:25870576

  14. Music recognition by Japanese children with cochlear implants.

    PubMed

    Nakata, Takayuki; Trehub, Sandra E; Mitani, Chisato; Kanda, Yukihiko; Shibasaki, Atsuko; Schellenberg, E Glenn

    2005-01-01

    Congenitally deaf Japanese children with cochlear implants were tested on their recognition of theme songs from television programs that they watched regularly. The children, who were 4-9 years of age, attempted to identify each song from a closed set of alternatives. Their song identification ability was examined in the context of the original commercial recordings (vocal plus instrumental), the original versions without the words (i.e., karaoke versions), and flute versions of the melody. The children succeeded in identifying the music only from the original versions, and their performance was related to their music listening habits. Children gave favorable appraisals of the music even when they were unable to recognize it. Further research is needed to find means of enhancing cochlear implants users' perception and appreciation of music.

  15. [MusicPlayTherapy--a parent-child psychotherapy for children 0-4 years old].

    PubMed

    Stumptner, Katrin; Thomsen, Cornelia

    2005-10-01

    The early stage of building up the parent-child relationship is especially important. It is the basis for the child's development of the ability to relate to others and his or her further emotional, social and cognitive development. In this important early phase various risk factors may alienate parents from their intuitive parental competence towards their children. Such interaction problems indicate an intervention in the form of parent-children psychotherapy. This constitutes an entry point for the concept of MusicPlayTherapy (MPT): The early relationship is characterized mainly by complex communication sequences that address the senses at all levels. Therefore, the MPT concept integrates music as medium to communicate and opens up a playing space for play that allows emotions and experiences to be expressed. The components of music such as rhythm, sound, and melody stimulate babies and toddlers to express, play, and communicate preverbally. We work with the child and a parent in the MusicPlayTherapy sessions. Parents learn again to play and thereby learn to reach their children emotionally and to communicate with them. We complement the therapy sessions by counselling sessions with both parents.

  16. High School Students' Perceptions of the Relationship between Music and Math

    ERIC Educational Resources Information Center

    Cranmore, Jeff; Tunks, Jeanne

    2015-01-01

    While there is little doubt that engaging in musical or mathematical activities stimulates brain activity at high levels and that increased student involvement fosters a greater learning environment, questions remain about whether musical ability and mathematics performance are related. This study took a qualitative approach that allowed 24 high…

  17. Vibrotactile Discrimination of Musical Timbre

    ERIC Educational Resources Information Center

    Russo, Frank A.; Ammirante, Paolo; Fels, Deborah I.

    2012-01-01

    Five experiments investigated the ability to discriminate between musical timbres based on vibrotactile stimulation alone. Participants made same/different judgments on pairs of complex waveforms presented sequentially to the back through voice coils embedded in a conforming chair. Discrimination between cello, piano, and trombone tones matched…

  18. Audiovisual Interval Size Estimation Is Associated with Early Musical Training.

    PubMed

    Abel, Mary Kathryn; Li, H Charles; Russo, Frank A; Schlaug, Gottfried; Loui, Psyche

    2016-01-01

    Although pitch is a fundamental attribute of auditory perception, substantial individual differences exist in our ability to perceive differences in pitch. Little is known about how these individual differences in the auditory modality might affect crossmodal processes such as audiovisual perception. In this study, we asked whether individual differences in pitch perception might affect audiovisual perception, as it relates to age of onset and number of years of musical training. Fifty-seven subjects made subjective ratings of interval size when given point-light displays of audio, visual, and audiovisual stimuli of sung intervals. Audiovisual stimuli were divided into congruent and incongruent (audiovisual-mismatched) stimuli. Participants' ratings correlated strongly with interval size in audio-only, visual-only, and audiovisual-congruent conditions. In the audiovisual-incongruent condition, ratings correlated more with audio than with visual stimuli, particularly for subjects who had better pitch perception abilities and higher nonverbal IQ scores. To further investigate the effects of age of onset and length of musical training, subjects were divided into musically trained and untrained groups. Results showed that among subjects with musical training, the degree to which participants' ratings correlated with auditory interval size during incongruent audiovisual perception was correlated with both nonverbal IQ and age of onset of musical training. After partialing out nonverbal IQ, pitch discrimination thresholds were no longer associated with incongruent audio scores, whereas age of onset of musical training remained associated with incongruent audio scores. These findings invite future research on the developmental effects of musical training, particularly those relating to the process of audiovisual perception.

  19. Audiovisual Interval Size Estimation Is Associated with Early Musical Training

    PubMed Central

    Abel, Mary Kathryn; Li, H. Charles; Russo, Frank A.; Schlaug, Gottfried; Loui, Psyche

    2016-01-01

    Although pitch is a fundamental attribute of auditory perception, substantial individual differences exist in our ability to perceive differences in pitch. Little is known about how these individual differences in the auditory modality might affect crossmodal processes such as audiovisual perception. In this study, we asked whether individual differences in pitch perception might affect audiovisual perception, as it relates to age of onset and number of years of musical training. Fifty-seven subjects made subjective ratings of interval size when given point-light displays of audio, visual, and audiovisual stimuli of sung intervals. Audiovisual stimuli were divided into congruent and incongruent (audiovisual-mismatched) stimuli. Participants’ ratings correlated strongly with interval size in audio-only, visual-only, and audiovisual-congruent conditions. In the audiovisual-incongruent condition, ratings correlated more with audio than with visual stimuli, particularly for subjects who had better pitch perception abilities and higher nonverbal IQ scores. To further investigate the effects of age of onset and length of musical training, subjects were divided into musically trained and untrained groups. Results showed that among subjects with musical training, the degree to which participants’ ratings correlated with auditory interval size during incongruent audiovisual perception was correlated with both nonverbal IQ and age of onset of musical training. After partialing out nonverbal IQ, pitch discrimination thresholds were no longer associated with incongruent audio scores, whereas age of onset of musical training remained associated with incongruent audio scores. These findings invite future research on the developmental effects of musical training, particularly those relating to the process of audiovisual perception. PMID:27760134

  20. Musical plus phonological input for young foreign language readers

    PubMed Central

    Fonseca-Mora, M. C.; Jara-Jiménez, Pilar; Gómez-Domínguez, María

    2015-01-01

    Based on previous studies showing that phonological awareness is related to reading abilities and that music training improves phonological processing, the aim of the present study was to test for the efficiency of a new method for teaching to read in a foreign language. Specifically, we tested the efficacy of a phonological training program, with and without musical support that aimed at improving early reading skills in 7–8-year-old Spanish children (n = 63) learning English as a foreign language. Of interest was also to explore the impact of this training program on working memory and decoding skills. To achieve these goals we tested three groups of children before and after training: a control group, an experimental group with phonological non-musical intervention (active control), and an experimental group with musical intervention. Results clearly point to the beneficial effects of the phonological teaching approach but the further impact of the music support was not demonstrated. Moreover, while children in the music group showed low musical aptitudes before training, they nevertheless performed better than the control group. Therefore, the phonological training program with and without music support seem to have significant effects on early reading skills. PMID:25852604

  1. Musical plus phonological input for young foreign language readers.

    PubMed

    Fonseca-Mora, M C; Jara-Jiménez, Pilar; Gómez-Domínguez, María

    2015-01-01

    Based on previous studies showing that phonological awareness is related to reading abilities and that music training improves phonological processing, the aim of the present study was to test for the efficiency of a new method for teaching to read in a foreign language. Specifically, we tested the efficacy of a phonological training program, with and without musical support that aimed at improving early reading skills in 7-8-year-old Spanish children (n = 63) learning English as a foreign language. Of interest was also to explore the impact of this training program on working memory and decoding skills. To achieve these goals we tested three groups of children before and after training: a control group, an experimental group with phonological non-musical intervention (active control), and an experimental group with musical intervention. Results clearly point to the beneficial effects of the phonological teaching approach but the further impact of the music support was not demonstrated. Moreover, while children in the music group showed low musical aptitudes before training, they nevertheless performed better than the control group. Therefore, the phonological training program with and without music support seem to have significant effects on early reading skills.

  2. The Development of Musical Preference across the Life Span.

    ERIC Educational Resources Information Center

    Hargreaves, David J.; North, Adrian C.

    This paper focuses on the relationship between the cognitive and affective aspects of listening to various music styles. The document describes two cross-sectional studies of the same sample of 275 subjects drawn from 5 age groups (9-10 years; 14-15 years; 18-24 years; 25-49 years; and 50+ years). The first study deals with the development of…

  3. Funding Music: Guidelines for Grant Writing in the Music Classroom

    ERIC Educational Resources Information Center

    Rajan, Rekha S.

    2016-01-01

    With music education's continued unstable role within the school system, music educators are actively seeking external funding to support and augment their programs. However, there are many challenges involved with grant writing including understanding where to find potential funders, writing the proposal, developing a budget, and including an…

  4. Songs for the Ego: Theorizing Musical Self-Enhancement

    PubMed Central

    Elvers, Paul

    2016-01-01

    This paper outlines a theoretical account of musical self-enhancement. I claim that listening to music serves as a resource for actively manipulating affective states so that a positive self-view is maintained and a sense of optimism is provided. Self-enhancement—the process by which individuals modify their self-worth and gain self-esteem—typically takes place in social interactions. I argue that experiencing music may serve as a unique “esthetic surrogate” for interaction, which equally enables self-enhancement. This ability relies on three main characteristics of the musical experience, namely, its capacity to (a) evoke empathetic feelings, (b) elicit social cohesion and affiliation, and (c) elicit feelings of reward. I outline how these characteristics relate to theories of music cognition and empirical findings in psychology and neuroscience research. I also explain the specifics of musical self-enhancement and how it differs from music’s other regulatory functions such as mood- and emotion regulation. My aim in introducing the notion of musical self-enhancement is to broaden our understanding of how music functions as an environmental resource entailing access to unique affective states and how musical experiences are co-constituted by both the agent and the sonic environment. This specific use of music for self-enhancement can be regarded as a form of affective niche construction, providing the external conditions in which people can experience themselves more positively and maintain high self-esteem. PMID:26834675

  5. A Description of Older Adults' Participation in a Technology-Based Piano Program and Their Musical Skill Development, Perceptions of Personal Fulfillment, and Attitudes toward Music Learning

    ERIC Educational Resources Information Center

    Mitak, Kirsten Nora

    2012-01-01

    The purpose of this study was to determine the feasibility of Piano Wizard(TM) as a viable technological and instructional tool for older adults. Piano Wizard's applicability for seniors was determined by participants' musical skill development, perceptions of personal fulfillment, attitudes toward music learning, and opinions about the…

  6. The Development of Musical Skills of Underprivileged Children Over the Course of 1 Year: A Study in the Context of an El Sistema-Inspired Program

    PubMed Central

    Ilari, Beatriz S.; Keller, Patrick; Damasio, Hanna; Habibi, Assal

    2016-01-01

    Developmental research in music has typically centered on the study of single musical skills (e.g., singing, listening) and has been conducted with middle class children who learn music in schools and conservatories. Information on the musical development of children from different social strata, who are enrolled in community-based music programs, remains elusive. This study examined the development of musical skills in underprivileged children who were attending an El Sistema-inspired program in Los Angeles. We investigated how children, predominantly of Latino ethnicity, developed musically with respect to the following musical skills – pitch and rhythmic discrimination, pitch matching, singing a song from memory, and rhythmic entrainment – over the course of 1 year. Results suggested that participation in an El Sistema-inspired program affects children’s musical development in distinct ways; with pitch perception and production skills developing faster than rhythmic skills. Furthermore, children from the same ethnic and social background, who did not participate in the El Sistema-inspired music program, showed a decline in singing and pitch discrimination skills over the course of 1 year. Taken together, these results are consistent with the idea of musical development as a complex, spiraling and recursive process that is influenced by several factors including type of musical training. Implications for future research are outlined. PMID:26869964

  7. Musical Expertise Increases Top–Down Modulation Over Hippocampal Activation during Familiarity Decisions

    PubMed Central

    Gagnepain, Pierre; Fauvel, Baptiste; Desgranges, Béatrice; Gaubert, Malo; Viader, Fausto; Eustache, Francis; Groussard, Mathilde; Platel, Hervé

    2017-01-01

    The hippocampus has classically been associated with episodic memory, but is sometimes also recruited during semantic memory tasks, especially for the skilled exploration of familiar information. Cognitive control mechanisms guiding semantic memory search may benefit from the set of cognitive processes at stake during musical training. Here, we examined using functional magnetic resonance imaging, whether musical expertise would promote the top–down control of the left inferior frontal gyrus (LIFG) over the generation of hippocampally based goal-directed thoughts mediating the familiarity judgment of proverbs and musical items. Analyses of behavioral data confirmed that musical experts more efficiently access familiar melodies than non-musicians although such increased ability did not transfer to verbal semantic memory. At the brain level, musical expertise specifically enhanced the recruitment of the hippocampus during semantic access to melodies, but not proverbs. Additionally, hippocampal activation contributed to speed of access to familiar melodies, but only in musicians. Critically, causal modeling of neural dynamics between LIFG and the hippocampus further showed that top–down excitatory regulation over the hippocampus during familiarity decision specifically increases with musical expertise – an effect that generalized across melodies and proverbs. At the local level, our data show that musical expertise modulates the online recruitment of hippocampal response to serve semantic memory retrieval of familiar melodies. The reconfiguration of memory network dynamics following musical training could constitute a promising framework to understand its ability to preserve brain functions. PMID:29033805

  8. Adapting Music for the Ninth Grade Mixed Chorus.

    ERIC Educational Resources Information Center

    McIntosh, Kathleen

    1980-01-01

    The author discusses how the ninth grader's vocal development, personality development and musical preferences create unique problems in selecting music for ninth grade choirs. Suggestions are made for adapting published choral music. A list of sacred, secular and Christmas music is included. (KC)

  9. Music through the ages: Trends in musical engagement and preferences from adolescence through middle adulthood.

    PubMed

    Bonneville-Roussy, Arielle; Rentfrow, Peter J; Xu, Man K; Potter, Jeff

    2013-10-01

    Are there developmental trends in how individuals experience and engage with music? Data from 2 large cross-sectional studies involving more than a quarter of a million individuals were used to investigate age differences in musical attitudes and preferences from adolescence through middle age. Study 1 investigated age trends in musical engagement. Results indicated that (a) the degree of importance attributed to music declines with age but that adults still consider music important, (b) young people listen to music significantly more often than do middle-aged adults, and (c) young people listen to music in a wide variety of contexts, whereas adults listen to music primarily in private contexts. Study 2 examined age trends in musical preferences. Results indicated that (a) musical preferences can be conceptualized in terms of a 5-dimensional age-invariant model, (b) certain music-preference dimensions decrease with age (e.g., Intense, Contemporary), whereas preferences for other music dimensions increase with age (e.g., Unpretentious, Sophisticated), and (c) age trends in musical preferences are closely associated with personality. Normative age trends in musical preferences corresponded with developmental changes in psychosocial development, personality, and auditory perception. Overall, the findings suggest that musical preferences are subject to a variety of developmental influences throughout the life span.

  10. Neurodiversity, Giftedness, and Aesthetic Perceptual Judgment of Music in Children with Autism

    PubMed Central

    Masataka, Nobuo

    2017-01-01

    The author investigated the capability of aesthetic perceptual judgment of music in male children diagnosed with autism spectrum disorder (ASD) when compared to age-matched typically developing (TD) male children. Nineteen boys between 4 and 7 years of age with ASD were compared to 28 TD boys while listening to musical stimuli of different aesthetic levels. The results from two musical experiments using the above participants, are described here. In the first study, responses to a Mozart minuet and a dissonant altered version of the same Mozart minuet were compared. In this first study, the results indicated that both ASD and TD males preferred listening to the original consonant version of the minuet over the altered dissonant version. With the same participants, the second experiment included musical stimuli from four renowned composers: Mozart and Bach’s musical works, both considered consonant in their harmonic structure, were compared with music from Schoenberg and Albinoni, two composers who wrote musical works considered exceedingly harmonically dissonant. In the second study, when the stimuli included consonant or dissonant musical stimuli from different composers, the children with ASD showed greater preference for the aesthetic quality of the highly dissonant music compared to the TD children. While children in both of the groups listened to the consonant stimuli of Mozart and Bach music for the same amount of time, the children with ASD listened to the dissonant music of Schoenberg and Albinoni longer than the TD children. As preferring dissonant music is more aesthetically demanding perceptually, these results suggest that ASD male children demonstrate an enhanced capability of aesthetic judgment of music. Subsidiary data collected after the completion of the experiment revealed that absolute pitch ability was prevalent only in the children with ASD, some of whom also possessed extraordinary musical memory. The implications of these results are

  11. Developing a Critical Consciousness for Diversity and Equity among Preservice Music Teachers

    ERIC Educational Resources Information Center

    Robinson, Nicole R.

    2017-01-01

    For approximately 50 years, music education scholars have purported the need for more diversity training among preservice music teachers. This call has become increasingly urgent as contemporary preservice music teachers encounter the most ethnically and culturally diverse classrooms in public school history. Although preservice music teachers may…

  12. The importance of music for people with dementia: the perspectives of people with dementia, family carers, staff and music therapists.

    PubMed

    McDermott, Orii; Orrell, Martin; Ridder, Hanne Mette

    2014-01-01

    Despite the popularity of music-based interventions in dementia care, there is a limited knowledge of how and why people with dementia find music beneficial for their well-being. A qualitative study was conducted to develop further insights into the musical experiences of people with dementia and explore the meaning of music in their lives. Separate focus groups and interviews with (1) care home residents with dementia and their families, (2) day hospital clients with dementia, (3) care home staff, and (4) music therapists, were conducted. The findings of the thematic analysis were investigated further in the light of psychosocial factors with the aim of developing a theoretical model on music in dementia. Six key themes were identified. The accessibility of music for people at all stages of dementia, close links between music, personal identity and life events, the importance of relationship-building through music making were particularly highlighted as valuable. The psychosocial model of music in dementia was developed. The model revealed the importance of music to support the personal psychology of people with dementia and the social psychology of the care home environment. The effects of music go beyond the reduction of behavioural and psychological symptoms. Individual preference of music is preserved throughout the process of dementia. Sustaining musical and interpersonal connectedness would help value who the person is and maintain the quality of their life.

  13. Music? I Can't Play a Note!

    ERIC Educational Resources Information Center

    Vahed, Zubeda

    1982-01-01

    Classroom activities for ESL that use music and musical instruments are suggested to develop locomotor skills, auditory discrimination, and reading and writing skills. Such activities could include using musical instruments, playing imagination games, writing lyrics, hearing ethnic music, and having music-related events and visitors. (MSE)

  14. Motivational Constructs Influencing Undergraduate Students' Choices to become Classroom Music Teachers or Music Performers

    ERIC Educational Resources Information Center

    Parkes, Kelly A.; Jones, Brett D.

    2012-01-01

    The primary purpose of this study was to examine whether any of the six motivational constructs in the expectancy-value model of motivation (i.e., expectancy, ability perceptions, intrinsic interest value, attainment value, social utility value, and cost) would predict whether students intended to have a career teaching classroom music or…

  15. Popular Music Genres, Music Producers, and Song Creation in the General Music Classroom

    ERIC Educational Resources Information Center

    Colquhoun, Shane

    2018-01-01

    In secondary general music classes, music educators have the opportunity to bridge the gap between the music students' experiences in school and the music they engage with outside of school. According to Williams, nontraditional music students have musical lives outside of school but choose not to participate in traditional ensembles. In this…

  16. Developing Identities and Attitudes in Musicians and Classroom Music Teachers

    ERIC Educational Resources Information Center

    Hargreaves, David J.; Purves, Ross M.; Welch, Graham F.; Marshall, Nigel A.

    2007-01-01

    Background: The Western classical training of many secondary music specialist teachers may be inappropriate for the demands of the contemporary secondary school classroom, leading to a conflict between their self-concepts as "musicians" and as "teachers". Aims: To undertake a short-term longitudinal comparison of the developing identities and the…

  17. Neural underpinnings of music: the polyrhythmic brain.

    PubMed

    Vuust, Peter; Gebauer, Line K; Witek, Maria A G

    2014-01-01

    Musical rhythm, consisting of apparently abstract intervals of accented temporal events, has the remarkable ability to move our minds and bodies. Why do certain rhythms make us want to tap our feet, bop our heads or even get up and dance? And how does the brain process rhythmically complex rhythms during our experiences of music? In this chapter, we describe some common forms of rhythmic complexity in music and propose that the theory of predictive coding can explain how rhythm and rhythmic complexity are processed in the brain. We also consider how this theory may reveal why we feel so compelled by rhythmic tension in music. First, musical-theoretical and neuroscientific frameworks of rhythm are presented, in which rhythm perception is conceptualized as an interaction between what is heard ('rhythm') and the brain's anticipatory structuring of music ('the meter'). Second, three different examples of tension between rhythm and meter in music are described: syncopation, polyrhythm and groove. Third, we present the theory of predictive coding of music, which posits a hierarchical organization of brain responses reflecting fundamental, survival-related mechanisms associated with predicting future events. According to this theory, perception and learning is manifested through the brain's Bayesian minimization of the error between the input to the brain and the brain's prior expectations. Fourth, empirical studies of neural and behavioral effects of syncopation, polyrhythm and groove will be reported, and we propose how these studies can be seen as special cases of the predictive coding theory. Finally, we argue that musical rhythm exploits the brain's general principles of anticipation and propose that pleasure from musical rhythm may be a result of such anticipatory mechanisms.

  18. Music, Technology, and an Evolving Curriculum.

    ERIC Educational Resources Information Center

    Moore, Brian

    1992-01-01

    Mechanical examples of musical technology, like the Steinway piano, are well known and accepted. Use of computers and electronic technology is the next logical step in developing art of music. MIDI (Musical Instrument Digital Interface) is explained, along with digital devices (such as synthesizers, sequencers, music notation software, multimedia,…

  19. Community Music as "Music" Education: On the Educational Potential of Community Music

    ERIC Educational Resources Information Center

    Koopman, Constantijn

    2007-01-01

    This article deals with the educational potential of community music. First, the author introduces the concept of community music and discusses its special position in today's society. Community music can play a significant role in promoting active music-making, particularly for those people who do not make use of standard musical arrangements.…

  20. [Emotional response to music by postlingually-deafened adult cochlear implant users].

    PubMed

    Wang, Shuo; Dong, Ruijuan; Zhou, Yun; Li, Jing; Qi, Beier; Liu, Bo

    2012-10-01

    To assess the emotional response to music by postlingually-deafened adult cochlear implant users. Munich music questionnaire (MUMU) was used to match the music experience and the motivation of use of music between 12 normal-hearing and 12 cochlear implant subjects. Emotion rating test in Musical Sounds in Cochlear Implants (MuSIC) test battery was used to assess the emotion perception ability for both normal-hearing and cochlear implant subjects. A total of 15 pieces of music phases were used. Responses were given by selecting the rating scales from 1 to 10. "1" represents "very sad" feeling, and "10" represents "very happy feeling. In comparison with normal-hearing subjects, 12 cochlear implant subjects made less active use of music for emotional purpose. The emotion ratings for cochlear implant subjects were similar to normal-hearing subjects, but with large variability. Post-lingually deafened cochlear implant subjects on average performed similarly in emotion rating tasks relative to normal-hearing subjects, but their active use of music for emotional purpose was obviously less than normal-hearing subjects.