Sample records for previous music training
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Music training, cognition, and personality.
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.
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Music training, cognition, and personality
Directory of Open Access Journals (Sweden)
Kathleen A Corrigall
2013-04-01
Full Text Available 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 nonmusical ability should account for individual differences in personality.
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Music Training and Working Memory: An ERP Study
George, Elyse M.; Coch, Donna
2011-01-01
While previous research has suggested that music training is associated with improvements in various cognitive and linguistic skills, the mechanisms mediating or underlying these associations are mostly unknown. Here, we addressed the hypothesis that previous music training is related to improved working memory. Using event-related potentials…
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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.
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Music training and speech perception: a gene-environment interaction.
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.
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Fast Brain Plasticity during Word Learning in Musically-Trained Children.
Dittinger, Eva; Chobert, Julie; Ziegler, Johannes C; Besson, Mireille
2017-01-01
Children learn new words every day and this ability requires auditory perception, phoneme discrimination, attention, associative learning and semantic memory. Based on previous results showing that some of these functions are enhanced by music training, we investigated learning of novel words through picture-word associations in musically-trained and control children (8-12 year-old) to determine whether music training would positively influence word learning. Results showed that musically-trained children outperformed controls in a learning paradigm that included picture-sound matching and semantic associations. Moreover, the differences between unexpected and expected learned words, as reflected by the N200 and N400 effects, were larger in children with music training compared to controls after only 3 min of learning the meaning of novel words. In line with previous results in adults, these findings clearly demonstrate a correlation between music training and better word learning. It is argued that these benefits reflect both bottom-up and top-down influences. The present learning paradigm might provide a useful dynamic diagnostic tool to determine which perceptive and cognitive functions are impaired in children with learning difficulties.
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Fast Brain Plasticity during Word Learning in Musically-Trained Children
Directory of Open Access Journals (Sweden)
Eva Dittinger
2017-05-01
Full Text Available Children learn new words every day and this ability requires auditory perception, phoneme discrimination, attention, associative learning and semantic memory. Based on previous results showing that some of these functions are enhanced by music training, we investigated learning of novel words through picture-word associations in musically-trained and control children (8–12 year-old to determine whether music training would positively influence word learning. Results showed that musically-trained children outperformed controls in a learning paradigm that included picture-sound matching and semantic associations. Moreover, the differences between unexpected and expected learned words, as reflected by the N200 and N400 effects, were larger in children with music training compared to controls after only 3 min of learning the meaning of novel words. In line with previous results in adults, these findings clearly demonstrate a correlation between music training and better word learning. It is argued that these benefits reflect both bottom-up and top-down influences. The present learning paradigm might provide a useful dynamic diagnostic tool to determine which perceptive and cognitive functions are impaired in children with learning difficulties.
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Music training alters the course of adolescent auditory development
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
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Music and speech distractors disrupt sensorimotor synchronization: effects of musical training.
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.
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Cortical plasticity induced by short-term multimodal musical rhythm training.
Directory of Open Access Journals (Sweden)
Claudia Lappe
Full Text Available Performing music is a multimodal experience involving the visual, auditory, and somatosensory modalities as well as the motor system. Therefore, musical training is an excellent model to study multimodal brain plasticity. Indeed, we have previously shown that short-term piano practice increase the magnetoencephalographic (MEG response to melodic material in novice players. Here we investigate the impact of piano training using a rhythmic-focused exercise on responses to rhythmic musical material. Musical training with non musicians was conducted over a period of two weeks. One group (sensorimotor-auditory, SA learned to play a piano sequence with a distinct musical rhythm, another group (auditory, A listened to, and evaluated the rhythmic accuracy of the performances of the SA-group. Training-induced cortical plasticity was evaluated using MEG, comparing the mismatch negativity (MMN in response to occasional rhythmic deviants in a repeating rhythm pattern before and after training. The SA-group showed a significantly greater enlargement of MMN and P2 to deviants after training compared to the A- group. The training-induced increase of the rhythm MMN was bilaterally expressed in contrast to our previous finding where the MMN for deviants in the pitch domain showed a larger right than left increase. The results indicate that when auditory experience is strictly controlled during training, involvement of the sensorimotor system and perhaps increased attentional recources that are needed in producing rhythms lead to more robust plastic changes in the auditory cortex compared to when rhythms are simply attended to in the auditory domain in the absence of motor production.
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Advanced Music Therapy Supervision Training
DEFF Research Database (Denmark)
Pedersen, Inge Nygaard
2009-01-01
supervision training excerpts live in the workshop will be offered. The workshop will include demonstrating a variety of supervision methods and techniques used in A) post graduate music therapy training programs b) a variety of work contexts such as psychiatry and somatic music psychotherapy. The workshop......The presentation will illustrate training models in supervision for experienced music therapists where transference/counter transference issues are in focus. Musical, verbal and body related tools will be illustrated from supervision practice by the presenters. A possibility to experience small...
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Musical training, neuroplasticity and cognition.
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.
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Music training and working memory: an ERP study.
George, Elyse M; Coch, Donna
2011-04-01
While previous research has suggested that music training is associated with improvements in various cognitive and linguistic skills, the mechanisms mediating or underlying these associations are mostly unknown. Here, we addressed the hypothesis that previous music training is related to improved working memory. Using event-related potentials (ERPs) and a standardized test of working memory, we investigated both neural and behavioral aspects of working memory in college-aged, non-professional musicians and non-musicians. Behaviorally, musicians outperformed non-musicians on standardized subtests of visual, phonological, and executive memory. ERPs were recorded in standard auditory and visual oddball paradigms (participants responded to infrequent deviant stimuli embedded in lists of standard stimuli). Electrophysiologically, musicians demonstrated faster updating of working memory (shorter latency P300s) in both the auditory and visual domains and musicians allocated more neural resources to auditory stimuli (larger amplitude P300), showing increased sensitivity to the auditory standard/deviant difference and less effortful updating of auditory working memory. These findings demonstrate that long-term music training is related to improvements in working memory, in both the auditory and visual domains and in terms of both behavioral and ERP measures. Copyright © 2011 Elsevier Ltd. All rights reserved.
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Fuller, Christina D; Galvin, John J; Maat, Bert; Başkent, Deniz; Free, Rolien H
2018-01-01
In normal-hearing (NH) adults, long-term music training may benefit music and speech perception, even when listening to spectro-temporally degraded signals as experienced by cochlear implant (CI) users. In this study, we compared two different music training approaches in CI users and their effects on speech and music perception, as it remains unclear which approach to music training might be best. The approaches differed in terms of music exercises and social interaction. For the pitch/timbre group, melodic contour identification (MCI) training was performed using computer software. For the music therapy group, training involved face-to-face group exercises (rhythm perception, musical speech perception, music perception, singing, vocal emotion identification, and music improvisation). For the control group, training involved group nonmusic activities (e.g., writing, cooking, and woodworking). Training consisted of weekly 2-hr sessions over a 6-week period. Speech intelligibility in quiet and noise, vocal emotion identification, MCI, and quality of life (QoL) were measured before and after training. The different training approaches appeared to offer different benefits for music and speech perception. Training effects were observed within-domain (better MCI performance for the pitch/timbre group), with little cross-domain transfer of music training (emotion identification significantly improved for the music therapy group). While training had no significant effect on QoL, the music therapy group reported better perceptual skills across training sessions. These results suggest that more extensive and intensive training approaches that combine pitch training with the social aspects of music therapy may further benefit CI users.
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The Effects of Musical Aptitude and Musical Training on Phonological Production in Foreign Languages
Pei, Zhengwei; Wu, Yidi; Xiang, Xiaocui; Qian, Huimin
2016-01-01
This study investigates 128 Chinese college students to examine the effects of their musical aptitude and musical training on phonological production in four foreign languages. Results show that musically-trained students remarkably possessed stronger musical aptitude than those without musical training and performed better than their counterpart…
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Neurophysiological influence of musical training on speech perception.
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.
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Musical training of coaches in aesthetic-oriented sports
Directory of Open Access Journals (Sweden)
Irina Belenkaya
2016-06-01
Full Text Available Purpose: to justify theoretically the need for musical training of coaches in aesthetic-oriented sports. Material & Methods: theoretical analysis and generalization of scientific and methodological literature, pedagogical supervision. Results: the main directions of musical training of coaches in aesthetic-orientated sports were reviewed. It was discovered that in these types of sports coaches must have specific musical and rhythmic motor skills involving the use of musical accompaniment as a methodological technique for training sessions. The means of music and rhythmic education, which facilitate effective musical training of coaches in aesthetic-oriented sports, were determined. Conclusions: the necessity of improving the teaching methods of the subject "music and rhythmic education" as part of the musical training of coaches in aesthetic-orientated sports, was theoretically justified.
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University Vocal Training and Vocal Health of Music Educators and Music Therapists
Baker, Vicki D.; Cohen, Nicki
2017-01-01
The purpose of this study was to describe the university vocal training and vocal health of music educators and music therapists. The participants (N = 426), music educators (n = 351) and music therapists (n = 75), completed a survey addressing demographics, vocal training, voice usage, and vocal health. Both groups reported singing at least 50%…
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Ho, Yim-Chi; Cheung, Mei-Chun; Chan, Agnes S
2003-07-01
The hypothesis that music training can improve verbal memory was tested in children. The results showed that children with music training demonstrated better verbal but not visual memory than did their counterparts without such training. When these children were followed up after a year, those who had begun or continued music training demonstrated significant verbal memory improvement. Students who discontinued the training did not show any improvement. Contrary to the differences in verbal memory between the groups, their changes in visual memory were not significantly different. Consistent with previous findings for adults (A. S. Chan, Y. Ho, & M. Cheung, 1998), the results suggest that music training systematically affects memory processing in accordance with possible neuroanatomical modifications in the left temporal lobe.
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Influence of musical and psychoacoustical training on pitch discrimination.
Micheyl, Christophe; Delhommeau, Karine; Perrot, Xavier; Oxenham, Andrew J
2006-09-01
This study compared the influence of musical and psychoacoustical training on auditory pitch discrimination abilities. In a first experiment, pitch discrimination thresholds for pure and complex tones were measured in 30 classical musicians and 30 non-musicians, none of whom had prior psychoacoustical training. The non-musicians' mean thresholds were more than six times larger than those of the classical musicians initially, and still about four times larger after 2h of training using an adaptive two-interval forced-choice procedure; this difference is two to three times larger than suggested by previous studies. The musicians' thresholds were close to those measured in earlier psychoacoustical studies using highly trained listeners, and showed little improvement with training; this suggests that classical musical training can lead to optimal or nearly optimal pitch discrimination performance. A second experiment was performed to determine how much additional training was required for the non-musicians to obtain thresholds as low as those of the classical musicians from experiment 1. Eight new non-musicians with no prior training practiced the frequency discrimination task for a total of 14 h. It took between 4 and 8h of training for their thresholds to become as small as those measured in the classical musicians from experiment 1. These findings supplement and qualify earlier data in the literature regarding the respective influence of musical and psychoacoustical training on pitch discrimination performance.
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Musical training software for children with cochlear implants.
Di Nardo, W; Schinaia, L; Anzivino, R; De Corso, E; Ciacciarelli, A; Paludetti, G
2015-10-01
Although the voice in a free field has an excellent recruitment by a cochlear implant (CI), the situation is different for music because it is a much more complex process, where perceiving the pitch discrimination becomes important to appreciate it. The aim of this study is to determine the music perception abilities among children with Cis and to verify the benefit of a training period for specific musical frequency discrimination. Our main goals were to prepare a computer tool for pitch discrimination training and to assess musical improvements. Ten children, aged between 5 and 12 years, with optimal phoneme recognition in quiet and with no disabilities associated with deafness, were selected to join the training. Each patient received, before training period, two types of exams: a pitch discrimination test, consisting of discovering if two notes were different or not; and a music test consisting of two identification tasks (melodic and full version) of one music-item among 5 popular childhood songs. After assessment, a music training software was designed and utilised individually at home for a period of six months. The results following complete training showed significantly higher performance in the task of frequency discrimination. After a proper musical training identification, frequency discrimination performance was significantly higher (p musical enhancement and to achieve improvements in frequency discrimination, following pitch discrimination training.
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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.
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Music for little digital ears - Music training with preschool children using cochlear implants
DEFF Research Database (Denmark)
Petersen, Bjørn; Hardgrove Hansen, Roberta; Beyer, Karen
2011-01-01
Aim: Little is known about music perception of early implanted deaf children with CIs. This study aimed to examine the effects of a music training program on the musical and linguistic skills of pediatric CI users. Methods: Ten pediatric CI-users received multi-disciplinary music training for 3...... environment and substantial listening practice and may support long-term musical, linguistic, and cultural development of these children....
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Music training for the development of auditory skills.
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.
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Good, Arla; Gordon, Karen A; Papsin, Blake C; Nespoli, Gabe; Hopyan, Talar; Peretz, Isabelle; Russo, Frank A
Children who use cochlear implants (CIs) have characteristic pitch processing deficits leading to impairments in music perception and in understanding emotional intention in spoken language. Music training for normal-hearing children has previously been shown to benefit perception of emotional prosody. The purpose of the present study was to assess whether deaf children who use CIs obtain similar benefits from music training. We hypothesized that music training would lead to gains in auditory processing and that these gains would transfer to emotional speech prosody perception. Study participants were 18 child CI users (ages 6 to 15). Participants received either 6 months of music training (i.e., individualized piano lessons) or 6 months of visual art training (i.e., individualized painting lessons). Measures of music perception and emotional speech prosody perception were obtained pre-, mid-, and post-training. The Montreal Battery for Evaluation of Musical Abilities was used to measure five different aspects of music perception (scale, contour, interval, rhythm, and incidental memory). The emotional speech prosody task required participants to identify the emotional intention of a semantically neutral sentence under audio-only and audiovisual conditions. Music training led to improved performance on tasks requiring the discrimination of melodic contour and rhythm, as well as incidental memory for melodies. These improvements were predominantly found from mid- to post-training. Critically, music training also improved emotional speech prosody perception. Music training was most advantageous in audio-only conditions. Art training did not lead to the same improvements. Music training can lead to improvements in perception of music and emotional speech prosody, and thus may be an effective supplementary technique for supporting auditory rehabilitation following cochlear implantation.
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Music training for the development of speech segmentation.
François, Clément; Chobert, Julie; Besson, Mireille; Schön, Daniele
2013-09-01
The role of music training in fostering brain plasticity and developing high cognitive skills, notably linguistic abilities, is of great interest from both a scientific and a societal perspective. Here, we report results of a longitudinal study over 2 years using both behavioral and electrophysiological measures and a test-training-retest procedure to examine the influence of music training on speech segmentation in 8-year-old children. Children were pseudo-randomly assigned to either music or painting training and were tested on their ability to extract meaningless words from a continuous flow of nonsense syllables. While no between-group differences were found before training, both behavioral and electrophysiological measures showed improved speech segmentation skills across testing sessions for the music group only. These results show that music training directly causes facilitation in speech segmentation, thereby pointing to the importance of music for speech perception and more generally for children's language development. Finally these results have strong implications for promoting the development of music-based remediation strategies for children with language-based learning impairments.
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Music training for the development of reading skills.
Tierney, Adam; Kraus, Nina
2013-01-01
The beneficial effects of musical training are not limited to enhancement of musical skills, but extend to language skills. Here, we review evidence that musical training can enhance reading ability. First, we discuss five subskills underlying reading acquisition-phonological awareness, speech-in-noise perception, rhythm perception, auditory working memory, and the ability to learn sound patterns-and show that each is linked to music experience. We link these five subskills through a unifying biological framework, positing that they share a reliance on auditory neural synchrony. After laying this theoretical groundwork for why musical training might be expected to enhance reading skills, we review the results of longitudinal studies providing evidence for a role for musical training in enhancing language abilities. Taken as a whole, these findings suggest that musical training can provide an effective developmental educational strategy for all children, including those with language learning impairments. © 2013 Elsevier B.V. All rights reserved.
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Cheng, Xiaoting; Liu, Yangwenyi; Shu, Yilai; Tao, Duo-Duo; Wang, Bing; Yuan, Yasheng; Galvin, John J; Fu, Qian-Jie; Chen, Bing
2018-01-01
Due to limited spectral resolution, cochlear implants (CIs) do not convey pitch information very well. Pitch cues are important for perception of music and tonal language; it is possible that music training may improve performance in both listening tasks. In this study, we investigated music training outcomes in terms of perception of music, lexical tones, and sentences in 22 young (4.8 to 9.3 years old), prelingually deaf Mandarin-speaking CI users. Music perception was measured using a melodic contour identification (MCI) task. Speech perception was measured for lexical tones and sentences presented in quiet. Subjects received 8 weeks of MCI training using pitch ranges not used for testing. Music and speech perception were measured at 2, 4, and 8 weeks after training was begun; follow-up measures were made 4 weeks after training was stopped. Mean baseline performance was 33.2%, 76.9%, and 45.8% correct for MCI, lexical tone recognition, and sentence recognition, respectively. After 8 weeks of MCI training, mean performance significantly improved by 22.9, 14.4, and 14.5 percentage points for MCI, lexical tone recognition, and sentence recognition, respectively ( p music and speech performance. The results suggest that music training can significantly improve pediatric Mandarin-speaking CI users' music and speech perception.
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Gordon, Karen A.; Papsin, Blake C.; Nespoli, Gabe; Hopyan, Talar; Peretz, Isabelle; Russo, Frank A.
2017-01-01
Objectives: Children who use cochlear implants (CIs) have characteristic pitch processing deficits leading to impairments in music perception and in understanding emotional intention in spoken language. Music training for normal-hearing children has previously been shown to benefit perception of emotional prosody. The purpose of the present study was to assess whether deaf children who use CIs obtain similar benefits from music training. We hypothesized that music training would lead to gains in auditory processing and that these gains would transfer to emotional speech prosody perception. Design: Study participants were 18 child CI users (ages 6 to 15). Participants received either 6 months of music training (i.e., individualized piano lessons) or 6 months of visual art training (i.e., individualized painting lessons). Measures of music perception and emotional speech prosody perception were obtained pre-, mid-, and post-training. The Montreal Battery for Evaluation of Musical Abilities was used to measure five different aspects of music perception (scale, contour, interval, rhythm, and incidental memory). The emotional speech prosody task required participants to identify the emotional intention of a semantically neutral sentence under audio-only and audiovisual conditions. Results: Music training led to improved performance on tasks requiring the discrimination of melodic contour and rhythm, as well as incidental memory for melodies. These improvements were predominantly found from mid- to post-training. Critically, music training also improved emotional speech prosody perception. Music training was most advantageous in audio-only conditions. Art training did not lead to the same improvements. Conclusions: Music training can lead to improvements in perception of music and emotional speech prosody, and thus may be an effective supplementary technique for supporting auditory rehabilitation following cochlear implantation. PMID:28085739
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Benz, Sarah; Sellaro, Roberta; Hommel, Bernhard; Colzato, Lorenza S
2015-01-01
Musical training is becoming increasingly popular as a topic for scientific research. Here we review the available studies investigating whether and to which degree musical experience generalizes to cognitive functions unrelated to music abilities in healthy humans. In general, it seems that musical training is associated with enhancing effects, even if sometimes only restricted to the auditory domain, on various cognitive functions spanning from executive control to creativity. We conclude that musical engagement may be a useful cognitive training to promote cognitive enhancement, but more research using longitudinal studies and taking into account individual differences is necessary to determine actual benefits.
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Cheung, Mei-chun; Chan, Agnes S.; Liu, Ying; Law, Derry; Wong, Christina W. Y.
2017-01-01
Music training can improve cognitive functions. Previous studies have shown that children and adults with music training demonstrate better verbal learning and memory performance than those without such training. Although prior studies have shown an association between music training and changes in the structural and functional organization of the brain, there is no concrete evidence of the underlying neural correlates of the verbal memory encoding phase involved in such enhanced memory performance. Therefore, we carried out an electroencephalography (EEG) study to investigate how music training was associated with brain activity during the verbal memory encoding phase. Sixty participants were recruited, 30 of whom had received music training for at least one year (the MT group) and 30 of whom had never received music training (the NMT group). The participants in the two groups were matched for age, education, gender distribution, and cognitive capability. Their verbal and visual memory functions were assessed using standardized neuropsychological tests and EEG was used to record their brain activity during the verbal memory encoding phase. Consistent with previous studies, the MT group demonstrated better verbal memory than the NMT group during both the learning and the delayed recall trials in the paper-and-pencil tests. The MT group also exhibited greater learning capacity during the learning trials. Compared with the NMT group, the MT group showed an increase in long-range left and right intrahemispheric EEG coherence in the theta frequency band during the verbal memory encoding phase. In addition, their event-related left intrahemispheric theta coherence was positively associated with subsequent verbal memory performance as measured by discrimination scores. These results suggest that music training may modulate the cortical synchronization of the neural networks involved in verbal memory formation. PMID:28358852
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Directory of Open Access Journals (Sweden)
Mei-Chun Cheung
Full Text Available Music training can improve cognitive functions. Previous studies have shown that children and adults with music training demonstrate better verbal learning and memory performance than those without such training. Although prior studies have shown an association between music training and changes in the structural and functional organization of the brain, there is no concrete evidence of the underlying neural correlates of the verbal memory encoding phase involved in such enhanced memory performance. Therefore, we carried out an electroencephalography (EEG study to investigate how music training was associated with brain activity during the verbal memory encoding phase. Sixty participants were recruited, 30 of whom had received music training for at least one year (the MT group and 30 of whom had never received music training (the NMT group. The participants in the two groups were matched for age, education, gender distribution, and cognitive capability. Their verbal and visual memory functions were assessed using standardized neuropsychological tests and EEG was used to record their brain activity during the verbal memory encoding phase. Consistent with previous studies, the MT group demonstrated better verbal memory than the NMT group during both the learning and the delayed recall trials in the paper-and-pencil tests. The MT group also exhibited greater learning capacity during the learning trials. Compared with the NMT group, the MT group showed an increase in long-range left and right intrahemispheric EEG coherence in the theta frequency band during the verbal memory encoding phase. In addition, their event-related left intrahemispheric theta coherence was positively associated with subsequent verbal memory performance as measured by discrimination scores. These results suggest that music training may modulate the cortical synchronization of the neural networks involved in verbal memory formation.
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Cheung, Mei-Chun; Chan, Agnes S; Liu, Ying; Law, Derry; Wong, Christina W Y
2017-01-01
Music training can improve cognitive functions. Previous studies have shown that children and adults with music training demonstrate better verbal learning and memory performance than those without such training. Although prior studies have shown an association between music training and changes in the structural and functional organization of the brain, there is no concrete evidence of the underlying neural correlates of the verbal memory encoding phase involved in such enhanced memory performance. Therefore, we carried out an electroencephalography (EEG) study to investigate how music training was associated with brain activity during the verbal memory encoding phase. Sixty participants were recruited, 30 of whom had received music training for at least one year (the MT group) and 30 of whom had never received music training (the NMT group). The participants in the two groups were matched for age, education, gender distribution, and cognitive capability. Their verbal and visual memory functions were assessed using standardized neuropsychological tests and EEG was used to record their brain activity during the verbal memory encoding phase. Consistent with previous studies, the MT group demonstrated better verbal memory than the NMT group during both the learning and the delayed recall trials in the paper-and-pencil tests. The MT group also exhibited greater learning capacity during the learning trials. Compared with the NMT group, the MT group showed an increase in long-range left and right intrahemispheric EEG coherence in the theta frequency band during the verbal memory encoding phase. In addition, their event-related left intrahemispheric theta coherence was positively associated with subsequent verbal memory performance as measured by discrimination scores. These results suggest that music training may modulate the cortical synchronization of the neural networks involved in verbal memory formation.
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Musical Training and Late-Life Cognition.
Gooding, Lori F; Abner, Erin L; Jicha, Gregory A; Kryscio, Richard J; Schmitt, Fredrick A
2014-06-01
This study investigated the effects of early- to midlife 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. The 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 midlife musical training may be associated with improved late-life episodic and semantic memory as well as a useful marker of cognitive reserve. © The Author(s) 2013.
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Musical training and empathy positively impact adults’ sensitivity to infant distress
Directory of Open Access Journals (Sweden)
Christine E Parsons
2014-12-01
Full Text Available Crying is the most powerful auditory signal of infant need. Adults’ ability to perceive and respond to crying is important for infant survival and in the provision of care. This study investigated a number of listener variables that might impact on adults’ perception of infant cry distress, namely parental status, musical training and empathy. Sensitivity to infant distress was tested using a previously validated task, which experimentally manipulated distress by varying the pitch of infant cries. Parents with musical training showed a significant advantage on this task when compared with parents without. The extent of the advantage was correlated with the amount of self-reported musical training. For non-parents, individual differences in empathy were associated with task performance, with higher empathy scores corresponding to greater sensitivity to infant distress. We suggest that sensitivity to infant distress can be impacted by a number of listener variables, and may be amenable to training.
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INTRODUCTION TOTHE RUSSIAN MUSIC CULTURE AS A WAY OF CHINESE MUSIC TEACHERS TRAINING
Directory of Open Access Journals (Sweden)
N. G. Таgiltseva
2016-01-01
Full Text Available Article purpose – to open the ways of introduction of the Chinese students who are trained in Chinese pedagogical higher education institutions to musical culture of Russia.Methods. The paper is based on ideas of extrapolation of the Russian and Chinese teachers about interrelation of arts and types of art activity of children in the process of vocational performing cello training of future music teachers at pedagogical universities of China; the traditional methods and means of music education that proved the efficiency in pedagogics of professional music education in Russia. The research methods involve the analysis, generalization of literature, the analysis of a condition of modern process of professional pedagogical education of future music teachers at universities of China and Russia.Results: The methods and means of introduction of the Chinese students – future music teachers to cello musical culture of Russia are shown on the basis of interrelation of arts and different means of art activities, and mastering at cello fingering techniques. It is noted that such means and ways serve mutual enrichment of national cultures, and strengthening of international relations.Scientific novelty. The most effective methods of vocational training of music teachers are revealed: polyart education that is based on comparison of different types of art (music, poetry, dance, theater, the fine arts and search of their crossing for deeper penetration into plasticity of intonations of a piece of music; the method of a retrospective and prospect consisting in the comparative analysis of the classical, borrowed from an arsenal recognized masters and modern manners of performance and ways of training at fingering and playing the chosen musical instrument; the method of the Russian teacher, musician and composer D. B. Kabalevsky based on perception and reflection about music, expanding ideas of the range of bag, opportunities of interpretation of a piece of
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Influence of musical expertise and musical training on pitch processing in music and language.
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.
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Directory of Open Access Journals (Sweden)
Sarah eBenz
2016-01-01
Full Text Available Musical training is becoming increasingly popular as a topic for scientific research. Here we review the available studies investigating whether and to which degree musical experience generalizes to cognitive functions unrelated to music abilities in healthy humans. In general, it seems that musical training is associated with enhancing effects, even if sometimes only restricted to the auditory domain, on various cognitive functions spanning from executive control to creativity. We conclude that musical engagement may be a useful cognitive training to promote cognitive enhancement, but more research using longitudinal studies and taking into account individual differences is necessary to determine actual benefits.
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Influence of musical training on sensitivity to temporal fine structure.
Mishra, Srikanta K; Panda, Manasa R; Raj, Swapna
2015-04-01
The objective of this study was to extend the findings that temporal fine structure encoding is altered in musicians by examining sensitivity to temporal fine structure (TFS) in an alternative (non-Western) musician model that is rarely adopted--Indian classical music. The sensitivity to TFS was measured by the ability to discriminate two complex tones that differed in TFS but not in envelope repetition rate. Sixteen South Indian classical (Carnatic) musicians and 28 non-musicians with normal hearing participated in this study. Musicians have significantly lower relative frequency shift at threshold in the TFS task compared to non-musicians. A significant negative correlation was observed between years of musical experience and relative frequency shift at threshold in the TFS task. Test-retest repeatability of thresholds in the TFS tasks was similar for both musicians and non-musicians. The enhanced performance of the Carnatic-trained musicians suggests that the musician advantage for frequency and harmonicity discrimination is not restricted to training in Western classical music, on which much of the previous research on musical training has narrowly focused. The perceptual judgments obtained from non-musicians were as reliable as those of musicians.
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Listening level of music through headphones in train car noise environments.
Shimokura, Ryota; Soeta, Yoshiharu
2012-09-01
Although portable music devices are useful for passing time on trains, exposure to music using headphones for long periods carries the risk of damaging hearing acuity. The aim of this study is to examine the listening level of music through headphones in the noisy environment of a train car. Eight subjects adjusted the volume to an optimum level (L(music)) in a simulated noisy train car environment. In Experiment I, the effects of noise level (L(train)) and type of train noise (rolling, squealing, impact, and resonance) were examined. Spectral and temporal characteristics were found to be different according to the train noise type. In Experiment II, the effects of L(train) and type of music (five vocal and five instrumental music) were examined. Each music type had a different pitch strength and spectral centroid, and each was evaluated by φ(1) and W(φ(0)), respectively. These were classified as factors of the autocorrelation function (ACF) of the music. Results showed that L(music) increased as L(train) increased in both experiments, while the type of music greatly influenced L(music). The type of train noise, however, only slightly influenced L(music). L(music) can be estimated using L(train) and the ACF factors φ(1) and W(φ(0)).
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Musical training, bilingualism, and executive function: working memory and inhibitory control.
D'Souza, Annalise A; Moradzadeh, Linda; Wiseheart, Melody
2018-01-01
The current study investigated whether long-term experience in music or a second language is associated with enhanced cognitive functioning. Early studies suggested the possibility of a cognitive advantage from musical training and bilingualism but have failed to be replicated by recent findings. Further, each form of expertise has been independently investigated leaving it unclear whether any benefits are specifically caused by each skill or are a result of skill learning in general. To assess whether cognitive benefits from training exist, and how unique they are to each training domain, the current study compared musicians and bilinguals to each other, plus to individuals who had expertise in both skills, or neither. Young adults ( n = 153) were categorized into one of four groups: monolingual musician; bilingual musician; bilingual non-musician; and monolingual non-musician. Multiple tasks per cognitive ability were used to examine the coherency of any training effects. Results revealed that musically trained individuals, but not bilinguals, had enhanced working memory. Neither skill had enhanced inhibitory control. The findings confirm previous associations between musicians and improved cognition and extend existing evidence to show that benefits are narrower than expected but can be uniquely attributed to music compared to another specialized auditory skill domain. The null bilingual effect despite a music effect in the same group of individuals challenges the proposition that young adults are at a performance ceiling and adds to increasing evidence on the lack of a bilingual advantage on cognition.
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Music and dyslexia: A new musical training method to improve reading and related disorders
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Michel eHabib
2016-01-01
Full Text Available 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 protocol 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 dyslexia; and 3- cross-modal integration, based on converging evidence of impaired connectivity 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 hours during three consecutive days, and the other in which the 18 hours of musical training were spread over six weeks. Both studies showed significant improvements in some untrained, linguistic and non-linguistic variables. The first one yielded significant improvement in categorial 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.
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Dawson, William J
2014-06-01
Recent publications indicate that musical training has effects on non-musical activities, some of which are lifelong. This study reviews recent publications collected from the Performing Arts Medicine Association bibliography. Music training, whether instrumental or vocal, produces beneficial and long-lasting changes in brain anatomy and function. Anatomic changes occur in brain areas devoted to hearing, speech, hand movements, and coordination between both sides of the brain. Functional benefits include improved sound processing and motor skills, especially in the upper extremities. Training benefits extend beyond music skills, resulting in higher IQs and school grades, greater specialized sensory and auditory memory/recall, better language memory and processing, heightened bilateral hand motor functioning, and improved integration and synchronization of sensory and motor functions. These changes last long after music training ends and can minimize or prevent age-related loss of brain cells and some mental functions. Early institution of music training and prolonged duration of training both appear to contribute to these positive changes.
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Musical training increases functional connectivity, but does not enhance mu suppression.
Wu, C Carolyn; Hamm, Jeff P; Lim, Vanessa K; Kirk, Ian J
2017-09-01
Musical training provides an ideal platform for investigating action representation for sound. Learning to play an instrument requires integration of sensory and motor perception-action processes. Functional neuroimaging studies have indicated that listening to trained music can result in the activity in premotor areas, even after a short period of training. These studies suggest that action representation systems are heavily dependent on specific sensorimotor experience. However, others suggest that because humans naturally move to music, sensorimotor training is not necessary and there is a more general action representation for music. We previously demonstrated that EEG mu suppression, commonly implemented to demonstrate mirror-neuron-like action representation while observing movements, can also index action representations for sounds in pianists. The current study extends these findings to a group of non-musicians who learned to play randomised sequences on a piano, in order to acquire specific sound-action mappings for the five fingers of their right hand. We investigated training-related changes in neural dynamics as indexed by mu suppression and task-related coherence measures. To test the specificity of training effects, we included sounds similar to those encountered in the training and additionally rhythm sequences. We found no effect of training on mu suppression between pre- and post-training EEG recordings. However, task-related coherence indexing functional connectivity between electrodes over audiomotor areas increased after training. These results suggest that long-term training in musicians and short-term training in novices may be associated with different stages of audiomotor integration that can be reflected in different EEG measures. Furthermore, the changes in functional connectivity were specifically found for piano tones, and were not apparent when participants listened to rhythms, indicating some degree of specificity related to training
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Neurophysiological Influence of Musical Training on Speech Perception
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, who struggle in noisy situations, benefit from musical training? While music and speech exhibit some specialization in neural processing, there is evidence suggesting that skill...
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Does Music Training Enhance Literacy Skills? A Meta-Analysis
Gordon, Reyna L.; Fehd, Hilda M.; McCandliss, Bruce D.
2015-01-01
Children's engagement in music practice is associated with enhancements in literacy-related language skills, as demonstrated by multiple reports of correlation across these two domains. Training studies have tested whether engaging in music training directly transfers benefit to children's literacy skill development. Results of such studies, however, are mixed. Interpretation of these mixed results is made more complex by the fact that a wide range of literacy-related outcome measures are used across these studies. Here, we address these challenges via a meta-analytic approach. A comprehensive literature review of peer-reviewed music training studies was built around key criteria needed to test the direct transfer hypothesis, including: (a) inclusion of music training vs. control groups; (b) inclusion of pre- vs. post-comparison measures, and (c) indication that reading instruction was held constant across groups. Thirteen studies were identified (n = 901). Two classes of outcome measures emerged with sufficient overlap to support meta-analysis: phonological awareness and reading fluency. Hours of training, age, and type of control intervention were examined as potential moderators. Results supported the hypothesis that music training leads to gains in phonological awareness skills. The effect isolated by contrasting gains in music training vs. gains in control was small relative to the large variance in these skills (d = 0.2). Interestingly, analyses revealed that transfer effects for rhyming skills tended to grow stronger with increased hours of training. In contrast, no significant aggregate transfer effect emerged for reading fluency measures, despite some studies reporting large training effects. The potential influence of other study design factors were considered, including intervention design, IQ, and SES. Results are discussed in the context of emerging findings that music training may enhance literacy development via changes in brain mechanisms that
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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.
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Differentiating maturational and training influences on fMRI activation during music processing.
Ellis, Robert J; Norton, Andrea C; Overy, Katie; Winner, Ellen; Alsop, David C; Schlaug, Gottfried
2012-04-15
Two major influences on how the brain processes music are maturational development and active musical training. Previous functional neuroimaging studies investigating music processing have typically focused on either categorical differences between "musicians versus nonmusicians" or "children versus adults." In the present study, we explored a cross-sectional data set (n=84) using multiple linear regression to isolate the performance-independent effects of age (5 to 33 years) and cumulative duration of musical training (0 to 21,000 practice hours) on fMRI activation similarities and differences between melodic discrimination (MD) and rhythmic discrimination (RD). Age-related effects common to MD and RD were present in three left hemisphere regions: temporofrontal junction, ventral premotor cortex, and the inferior part of the intraparietal sulcus, regions involved in active attending to auditory rhythms, sensorimotor integration, and working memory transformations of pitch and rhythmic patterns. By contrast, training-related effects common to MD and RD were localized to the posterior portion of the left superior temporal gyrus/planum temporale, an area implicated in spectrotemporal pattern matching and auditory-motor coordinate transformations. A single cluster in right superior temporal gyrus showed significantly greater activation during MD than RD. This is the first fMRI which has distinguished maturational from training effects during music processing. Copyright © 2012 Elsevier Inc. All rights reserved.
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Comparison of Two Music Training Approaches on Music and Speech Perception in Cochlear Implant Users
Fuller, Christina D; Galvin, John J; Maat, Bert; Başkent, Deniz; Free, Rolien H
2018-01-01
In normal-hearing (NH) adults, long-term music training may benefit music and speech perception, even when listening to spectro-temporally degraded signals as experienced by cochlear implant (CI) users. In this study, we compared two different music training approaches in CI users and their effects
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Lim, Hayoung A
2010-01-01
The study compared the effect of music training, speech training and no-training on the verbal production of children with Autism Spectrum Disorders (ASD). Participants were 50 children with ASD, age range 3 to 5 years, who had previously been evaluated on standard tests of language and level of functioning. They were randomly assigned to one of three 3-day conditions. Participants in music training (n = 18) watched a music video containing 6 songs and pictures of the 36 target words; those in speech training (n = 18) watched a speech video containing 6 stories and pictures, and those in the control condition (n = 14) received no treatment. Participants' verbal production including semantics, phonology, pragmatics, and prosody was measured by an experimenter designed verbal production evaluation scale. Results showed that participants in both music and speech training significantly increased their pre to posttest verbal production. Results also indicated that both high and low functioning participants improved their speech production after receiving either music or speech training; however, low functioning participants showed a greater improvement after the music training than the speech training. Children with ASD perceive important linguistic information embedded in music stimuli organized by principles of pattern perception, and produce the functional speech.
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Saarikivi, Katri; Putkinen, Vesa; Tervaniemi, Mari; Huotilainen, Minna
2016-07-01
Previous research has demonstrated that musicians show superior neural sound discrimination when compared to non-musicians, and that these changes emerge with accumulation of training. Our aim was to investigate whether individual differences in executive functions predict training-related changes in neural sound discrimination. We measured event-related potentials induced by sound changes coupled with tests for executive functions in musically trained and non-trained children aged 9-11 years and 13-15 years. High performance in a set-shifting task, indexing cognitive flexibility, was linked to enhanced maturation of neural sound discrimination in both musically trained and non-trained children. Specifically, well-performing musically trained children already showed large mismatch negativity (MMN) responses at a young age as well as at an older age, indicating accurate sound discrimination. In contrast, the musically trained low-performing children still showed an increase in MMN amplitude with age, suggesting that they were behind their high-performing peers in the development of sound discrimination. In the non-trained group, in turn, only the high-performing children showed evidence of an age-related increase in MMN amplitude, and the low-performing children showed a small MMN with no age-related change. These latter results suggest an advantage in MMN development also for high-performing non-trained individuals. For the P3a amplitude, there was an age-related increase only in the children who performed well in the set-shifting task, irrespective of music training, indicating enhanced attention-related processes in these children. Thus, the current study provides the first evidence that, in children, cognitive flexibility may influence age-related and training-related plasticity of neural sound discrimination. © 2016 Federation of European Neuroscience Societies and John Wiley & Sons Ltd.
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Percussion use and training: a survey of music therapy clinicians.
Scheffel, Stephanie; Matney, Bill
2014-01-01
Percussion instruments are commonly used in music therapy practice; however, the body of published literature regarding music therapy-related percussion training and practice is limited. The purpose of our survey study was to describe: (a) clinician perspectives of their academic percussion training; (b) use of percussion testing during academic training; (c) clinician perspectives on relevance, adequacy, and importance of academic percussion training; (d) clinician perspectives of their nonacademic percussion training; and (e) current use of percussion in clinical practice. Through comparisons of these parameters, we sought to provide information that may inform future percussion use and training. Participants were selected using an email list from the Certification Board for Music Therapists. Board-certified music therapists (MT-BC) were provided with a researcher-created survey about academic percussion training, nonacademic percussion training, and use of percussion in clinical practice. Survey response rate was 14.4% (611/4234). We used demographic data to address potential nonresponse error and ensure population representation for region of residence and region of academic training. Results revealed concerns about perceived adequacy of percussion training received during music therapy education (14.6% reported receiving no academic percussion training; 40.6% reported training was not adequate), and absence of percussion-specific proficiency exams. Of the training received, 62.8% indicated that training was relevant; however, a majority (76.5%) recommended current music therapy students receive more percussion training on instruments and skills most relevant to clinical practice. Comparisons between academic training, perceived needs in academic training, and clinical usage may inform future training and clinical competency. We provide suggestions for developing future training, as well as for furthering clinical implementation and research. © the American
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Moderating variables of music training-induced neuroplasticity: a review and discussion
Directory of Open Access Journals (Sweden)
Dawn Louise Merrett
2013-09-01
Full Text Available A large body of literature now exists to substantiate the long-held idea that musicians' brains differ structurally and functionally from nonmusicians' brains. These differences include changes in volume, morphology, density, connectivity, and function across many regions of the brain. In addition to the extensive literature that investigates these differences cross-sectionally by comparing musicians and nonmusicians, longitudinal studies have demonstrated the causal influence of music training on the brain across the lifespan. However, there is a large degree of inconsistency in the findings, with discordance between studies, laboratories, and techniques. A review of this literature highlights a number of variables that appear to moderate the relationship between music training and brain structure and function. These include age at commencement of training, sex, absolute pitch, type of training, and instrument of training. These moderating variables may account for previously unexplained discrepancies in the existing literature, and we propose that future studies carefully consider research designs and methodologies that control for these variables.
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Examining the relationship between skilled music training and attention.
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.
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Bailey, Jennifer A; Penhune, Virginia B
2013-01-01
A sensitive period associated with musical training has been proposed, suggesting the influence of musical training on the brain and behavior is strongest during the early years of childhood. Experiments from our laboratory have directly tested the sensitive period hypothesis for musical training by comparing musicians who began their training prior to age seven with those who began their training after age seven, while matching the two groups in terms of musical experience (Watanabe et al., 2007; Bailey and Penhune, 2010, 2012). Using this matching paradigm, the early-trained groups have demonstrated enhanced sensorimotor synchronization skills and associated differences in brain structure (Bailey et al., 2013; Steele et al., 2013). The current study takes a different approach to investigating the sensitive period hypothesis for musical training by examining a single large group of unmatched musicians (N = 77) and exploring the relationship between age of onset of musical training as a continuous variable and performance on the Rhythm Synchronization Task (RST), a previously used auditory-motor RST. Interestingly, age of onset was correlated with task performance for those who began training earlier, however, no such relationship was observed among those who began training in their later childhood years. In addition, years of formal training showed a similar pattern. However, individual working memory scores were predictive of task performance, regardless of age of onset of musical training. Overall, these results support the sensitive period hypothesis for musical training and suggest a non-linear relationship between age of onset of musical training and auditory-motor rhythm synchronization abilities, such that a relationship exists early in childhood but then plateaus later on in development, similar to maturational growth trajectories of brain regions implicated in playing music.
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Directory of Open Access Journals (Sweden)
Jennifer Anne Bailey
2013-11-01
Full Text Available A sensitive period associated with musical training has been proposed, suggesting the influence of musical training on the brain and behaviour is strongest during the early childhood years. Experiments from our laboratory have directly tested the sensitive period hypothesis for musical training by comparing musicians who began their training before age seven with those who began their training after age seven, while matching the two groups in terms of musical experience (Bailey & Penhune, 2010; 2012; Watanabe, Savion-Lemieux, & Penhune, 2007. Using this matching paradigm, the early-trained groups have demonstrated enhanced sensorimotor synchronization skills and associated differences in brain structure (Bailey, Zatorre, & Penhune, under review; Steele, Bailey, Zatorre, & Penhune, 2013. The current study takes a different approach to investigating the sensitive period hypothesis for musical training by examining a single large group of unmatched musicians (N=77 and exploring the relationship between age of onset of musical training as a continuous variable and performance on the Rhythm Synchronization Task (RST, a previously used auditory-motor rhythm synchronization task. Interestingly, age of onset was correlated with task performance for those who began training earlier; however, no such relationship was observed among those who began training in their later childhood years. In addition, years of formal training showed a similar pattern. However, individual working memory scores were predictive of task performance, regardless of age of onset of musical training. Overall, these results support the sensitive period hypothesis for musical training and suggest a non-linear relationship between age of onset of musical training and auditory-motor rhythm synchronization abilities, such that a relationship exists early in childhood but then plateaus later on in development, similar to maturational growth trajectories of brain regions implicated in
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Group Music Training and Children's Prosocial Skills.
Schellenberg, E Glenn; Corrigall, Kathleen A; Dys, Sebastian P; Malti, Tina
2015-01-01
We investigated if group music training in childhood is associated with prosocial skills. Children in 3rd or 4th grade who attended 10 months of music lessons taught in groups were compared to a control group of children matched for socio-economic status. All children were administered tests of prosocial skills near the beginning and end of the 10-month period. Compared to the control group, children in the music group had larger increases in sympathy and prosocial behavior, but this effect was limited to children who had poor prosocial skills before the lessons began. The effect was evident even when the lessons were compulsory, which minimized the role of self-selection. The results suggest that group music training facilitates the development of prosocial skills.
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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.
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The "silent" imprint of musical training.
Klein, Carina; Liem, Franziskus; Hänggi, Jürgen; Elmer, Stefan; Jäncke, Lutz
2016-02-01
Playing a musical instrument at a professional level is a complex multimodal task requiring information integration between different brain regions supporting auditory, somatosensory, motor, and cognitive functions. These kinds of task-specific activations are known to have a profound influence on both the functional and structural architecture of the human brain. However, until now, it is widely unknown whether this specific imprint of musical practice can still be detected during rest when no musical instrument is used. Therefore, we applied high-density electroencephalography and evaluated whole-brain functional connectivity as well as small-world topologies (i.e., node degree) during resting state in a sample of 15 professional musicians and 15 nonmusicians. As expected, musicians demonstrate increased intra- and interhemispheric functional connectivity between those brain regions that are typically involved in music perception and production, such as the auditory, the sensorimotor, and prefrontal cortex as well as Broca's area. In addition, mean connectivity within this specific network was positively related to musical skill and the total number of training hours. Thus, we conclude that musical training distinctively shapes intrinsic functional network characteristics in such a manner that its signature can still be detected during a task-free condition. Hum Brain Mapp 37:536-546, 2016. © 2015 Wiley Periodicals, Inc. © 2015 Wiley Periodicals, Inc.
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Art and Science: How Musical Training Shapes the Brain
Directory of Open Access Journals (Sweden)
Karen Chan Barrett
2013-10-01
Full Text Available What makes a musician? In this review, we discuss innate and experience-dependent factors that mold the musician brain in addition to presenting new data in children that indicate that some neural enhancements in musicians unfold with continued training over development. We begin by addressing effects of training on musical expertise, presenting neural, perceptual and cognitive evidence to support the claim that musicians are shaped by their musical training regimes. For example, many musician-advantages in the neural encoding of sound, auditory perception, and auditory-cognitive skills correlate with their extent of musical training, are not observed in young children just initiating musical training, and differ based on the type of training pursued. Even amidst innate characteristics that contribute to the biological building blocks that make up the musician, musicians demonstrate further training-related enhancements through extensive education and practice. We conclude by reviewing evidence from neurobiological and epigenetic approaches to frame biological markers of musicianship in the context of interactions between genetic and experience-related factors.
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Effects of musical training on the auditory cortex in children.
Trainor, Laurel J; Shahin, Antoine; Roberts, Larry E
2003-11-01
Several studies of the effects of musical experience on sound representations in the auditory cortex are reviewed. Auditory evoked potentials are compared in response to pure tones, violin tones, and piano tones in adult musicians versus nonmusicians as well as in 4- to 5-year-old children who have either had or not had extensive musical experience. In addition, the effects of auditory frequency discrimination training in adult nonmusicians on auditory evoked potentials are examined. It was found that the P2-evoked response is larger in both adult and child musicians than in nonmusicians and that auditory training enhances this component in nonmusician adults. The results suggest that the P2 is particularly neuroplastic and that the effects of musical experience can be seen early in development. They also suggest that although the effects of musical training on cortical representations may be greater if training begins in childhood, the adult brain is also open to change. These results are discussed with respect to potential benefits of early musical training as well as potential benefits of musical experience in aging.
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Group Music Training and Children's Prosocial Skills.
Directory of Open Access Journals (Sweden)
E Glenn Schellenberg
Full Text Available We investigated if group music training in childhood is associated with prosocial skills. Children in 3rd or 4th grade who attended 10 months of music lessons taught in groups were compared to a control group of children matched for socio-economic status. All children were administered tests of prosocial skills near the beginning and end of the 10-month period. Compared to the control group, children in the music group had larger increases in sympathy and prosocial behavior, but this effect was limited to children who had poor prosocial skills before the lessons began. The effect was evident even when the lessons were compulsory, which minimized the role of self-selection. The results suggest that group music training facilitates the development of prosocial skills.
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Structural and functional plasticity specific to musical training with wind instruments
Directory of Open Access Journals (Sweden)
Uk-Su eChoi
2015-10-01
Full Text Available Numerous neuroimaging studies have shown structural and functional changes resulting from musical training. Among these studies, changes in primary sensory areas are mostly related to motor functions. In this study, we looked for some similar functional and structural changes in other functional modalities, such as somatosensory function, by examining the effects of musical training with wind instruments. We found significant changes in two aspects of neuroplasticity, cortical thickness and resting-state neuronal networks. A group of subjects with several years of continuous musical training and who are currently playing in university wind ensembles showed differences in cortical thickness in lip- and tongue-related brain areas versus non-music playing subjects. Cortical thickness in lip-related brain areas was significantly thicker and that in tongue-related areas was significantly thinner in the music playing group compared with that in the non-music playing group. Association analysis of lip-related areas in the music playing group showed that the increase in cortical thickness was caused by musical training. In addition, seed-based correlation analysis showed differential activation in the precentral gyrus and supplementary motor areas between the music and non-music playing groups. These results suggest that high-intensity training with specific musical instruments could induce structural changes in related anatomical areas and could also generate a new functional neuronal network in the brain.
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Music training and semantic clustering in college students.
Hogan, David E; Huesman, Thomas
2008-12-01
College students with 5 or more years of music training recalled significantly more words from a 16-item word list than did students with 0-4 years of training. The superior recall of the extensively trained students linked to better application of a semantic-clustering strategy across a series of 3 test trials. Music education and language experience may have similar influences on the development of verbal memory.
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Cain, Melissa
2015-01-01
This article explores outcomes of research into the role and place of cultural diversity in primary music classes at five government schools in Singapore. The study highlights the ways in which a variety of factors such as specialist music training, government policy, curriculum documents, and professional development influence teacher practice.…
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The Effects of Musical Training on Verbal Memory
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…
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PROJECT AND ACTON STAGE OD DESIGNING FUTURE MUSIC TEACHERS’ ETHNOCULTURAL TRAINING
Directory of Open Access Journals (Sweden)
Xu Jiayu
2017-04-01
Full Text Available In the article the issue of developing future music teachers’ ethnocultural training in the process of their professional training is revealed. The author emphasizes on the relevance of the issue as future music teachers’ ethnocultural training contributes to, on the one hand, completing mastering the national system of cultural values of native people by students of higher musical educational institutions and, on the other hand, involving perception and understanding of other nations’ cultural values, allowing future music teachers to transmit values expressed by the young generation to their professional activity. It is reported that the main feature of future music teachers’ ethnocultural training is a system of ethnic and cultural values which is the background of musical and psychological-pedagogical and art training; it is actively engaged as value tools musical folk art and national art. Value methods that are involved in the process of training are methods of traditional pedagogy, as well as the basis of pedagogical communication – people’s ethics. It is noted that developing future music teachers’ ethnocultural training requires designing the special methodology. The constant items of this methodology are thought to be the forms, methods, techniques and means of pedagogical and ethnopedagogical impacts as tools for developing students’ ethnopedagogical thinking in the process of musical and pedagogical activities; the system of controlling future music teachers’ ethnopedagogical, ethnological, ethnomusical knowledge and skills as a combination of methods that enables an opportunity to compare the level of mastering the knowledge and skills at different stages of educational process; to organize tuition using innovative technologies. The special attention is paid to professional and active component of this methodology. The diagnostic tests according to the criterion of “a degree of professional effectiveness in
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Neural correlates of accelerated auditory processing in children engaged in music training.
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.
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Music training and inhibitory control: a multidimensional model.
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.
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Effects of musical training on sound pattern processing in high-school students.
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.
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Audiovisual Interval Size Estimation Is Associated with Early Musical Training.
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.
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Audiovisual Interval Size Estimation Is Associated with Early Musical Training.
Directory of Open Access Journals (Sweden)
Mary Kathryn Abel
Full Text Available 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.
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DEFF Research Database (Denmark)
Petersen, Bjørn; Sørensen, Stine Derdau; Pedersen, Ellen Raben
measures of rehabilitation are important throughout adolescence. Music training may provide a beneficial method of strengthening not only music perception, but also linguistic skills, particularly prosody. The purpose of this study was to examine perception of music and speech and music engagement...... of adolescent CI users and the potential effects of an intensive musical ear training program. METHODS Eleven adolescent CI users participated in a short intensive training program involving music making activities and computer based listening exercises. Ten NH agemates formed a reference group, who followed...... their standard school schedule and received no music training. Before and after the intervention period, both groups completed a set of tests for perception of music, speech and emotional prosody. In addition, the participants filled out a questionnaire which examined music listening habits and enjoyment...
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Plasticity of the human auditory cortex related to musical training.
Pantev, Christo; Herholz, Sibylle C
2011-11-01
During the last decades music neuroscience has become a rapidly growing field within the area of neuroscience. Music is particularly well suited for studying neuronal plasticity in the human brain because musical training is more complex and multimodal than most other daily life activities, and because prospective and professional musicians usually pursue the training with high and long-lasting commitment. Therefore, music has increasingly been used as a tool for the investigation of human cognition and its underlying brain mechanisms. Music relates to many brain functions like perception, action, cognition, emotion, learning and memory and therefore music is an ideal tool to investigate how the human brain is working and how different brain functions interact. Novel findings have been obtained in the field of induced cortical plasticity by musical training. The positive effects, which music in its various forms has in the healthy human brain are not only important in the framework of basic neuroscience, but they also will strongly affect the practices in neuro-rehabilitation. Copyright © 2011 Elsevier Ltd. All rights reserved.
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MUSIC APPRECIATION AND TRAINING FOR COCHLEAR IMPLANT RECIPIENTS: A REVIEW
Looi, Valerie; Gfeller, Kate; Driscoll, Virginia
2012-01-01
In recent years, there has been increasing interest in music perception of cochlear implant (CI) recipients, and a growing body of research conducted in this area. The majority of these studies have examined perceptual accuracy for pitch, rhythm, and timbre. Another important, but less commonly studied aspect of music listening is appreciation, or appraisal. Despite the ongoing research into potential technological improvements that may improve music perception for recipients, both perceptual accuracy and appreciation generally remain poor for most recipients. Whilst perceptual accuracy for music is important, appreciation and enjoyment also warrants research as it also contributes to clinical outcomes and perceived benefits. Music training is being shown to offer excellent potential for improving music perception and appreciation for recipients. Therefore, the primary topics of this review are music appreciation and training. However, a brief overview of the psychoacoustic, technical, and physiological factors associated with a recipient’s perception of music is provided, as these are important factors in understanding the listening experience for CI recipients. The purpose of this review is to summarize key papers that have investigated these issues, in order to demonstrate that i) music enjoyment and appraisal is an important and valid consideration in evaluating music outcomes for recipients, and ii) that music training can improve music listening for many recipients, and is something that can be offered to persons using current technology. PMID:23459244
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Directory of Open Access Journals (Sweden)
Si Daofen
2017-04-01
Full Text Available In the article the innovative tendencies of singing training of Art institutes students at pedagogical universities is presented. The issue introduced in the article is relevant as processes of modernization of higher art and pedagogical education require implementing new scientific approaches and innovative technologies into future music teachers’ training to ensure the comprehensive development of a young generation in modern conditions. So the aim of the article is to disclose the main features of implementing innovative technologies into future music teachers’ training. The analysis of pedagogical and psychological literature shows that the main features of methodological training to work with schoolchildren are the following: mastering professional knowledge, taking into account characteristics of adults’ and children’s phonation; considering aesthetical and value qualities of vocal sound according to modern standards of singers’ training; comprehensive development of vocal, melodic and harmonic hearing; an ability to get schoolchildren’s correct vocal sound; developing skills of methodological analysis of singing process. Due to analysis of scientific works by V. Antoniuk, N. Hrebeniuk, V. Morozov it is reported that efficiency of students and singers’ performance depends on their readiness to make independent decisions in practical creative and performing process, that is a general tendency in the singing training. That’s why one of the main objectives of future music teacher training to performing activities during the years of study is thought to be developing singers’ independence. Among the most effective innovative technologies of future music teachers’ singing training the author proposes technologies of vocal and choral performance by V. Yemelianova, V. Morozova, H. Struve. It is proved that none of innovative concepts, discussed in the article, cannot be mechanically implemented in current national conditions
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Relationships between music training, speech processing, and word learning: a network perspective.
Elmer, Stefan; Jäncke, Lutz
2018-03-15
Numerous studies have documented the behavioral advantages conferred on professional musicians and children undergoing music training in processing speech sounds varying in the spectral and temporal dimensions. These beneficial effects have previously often been associated with local functional and structural changes in the auditory cortex (AC). However, this perspective is oversimplified, in that it does not take into account the intrinsic organization of the human brain, namely, neural networks and oscillatory dynamics. Therefore, we propose a new framework for extending these previous findings to a network perspective by integrating multimodal imaging, electrophysiology, and neural oscillations. In particular, we provide concrete examples of how functional and structural connectivity can be used to model simple neural circuits exerting a modulatory influence on AC activity. In addition, we describe how such a network approach can be used for better comprehending the beneficial effects of music training on more complex speech functions, such as word learning. © 2018 New York Academy of Sciences.
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Bergstrøm-Nielsen, Carl
1999-01-01
Describes subjects existing at Aalborg University since the middle eighties. "Intuitive Music" trains free improvisation through exercises including group-dynamic exercises, awareness exercises and parameter exercises. Students also create open compositions. "Graphic notation"concerns aural scores. Students' works are quoted. The writer discusses the theoretical context and advocates for giving more attention to music as the medium in which music therapy takes place, referring to language the...
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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
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Is working memory training in older adults sensitive to music?
Borella, Erika; Carretti, Barbara; Meneghetti, Chiara; Carbone, Elena; Vincenzi, Margherita; Madonna, Jessica Cira; Grassi, Massimo; Fairfield, Beth; Mammarella, Nicola
2017-12-19
Evidence in the literature suggests that listening to music can improve cognitive performance. The aim of the present study was to examine whether the short- and long-term gains of a working memory (WM) training in older adults could be enhanced by music listening-the Mozart's Sonata K448 and the Albinoni's Adagio in G minor-which differ in tempo and mode. Seventy-two healthy older adults (age range: 65-75 years) participated in the study. They were divided into four groups. At each training session, before starting the WM training activities, one group listened to Mozart (Mozart group, N = 19), one to Albinoni (Albinoni group, N = 19), one to white noise (White noise group, N = 16), while one served as an active control group involved in other activities and was not exposed to any music (active control group, N = 18). Specific training gains on a task like the one used in the training, and transfer effects on visuo-spatial abilities, executive function and reasoning measures were assessed. Irrespective of listening condition (Mozart, Albinoni, White noise), trained groups generally outperformed the control group. The White noise group never differed from the two music groups. However, the Albinoni group showed larger specific training gains in the criterion task at short-term and transfer effects in the reasoning task at both short-and long term compared to the Mozart group. Overall the present findings suggest caution when interpreting the effects of music before a WM training, and are discussed according to aging and music effect literature.
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Directory of Open Access Journals (Sweden)
Felipe N. Moreno-Gómez
2017-05-01
Full Text Available The perception of music depends on the normal function of the peripheral and central auditory system. Aged subjects without hearing loss have altered music perception, including pitch and temporal features. Presbycusis or age-related hearing loss is a frequent condition in elderly people, produced by neurodegenerative processes that affect the cochlear receptor cells and brain circuits involved in auditory perception. Clinically, presbycusis patients have bilateral high-frequency hearing loss and deteriorated speech intelligibility. Music impairments in presbycusis subjects can be attributed to the normal aging processes and to presbycusis neuropathological changes. However, whether presbycusis further impairs music perception remains controversial. Here, we developed a computerized version of the Montreal battery of evaluation of amusia (MBEA and assessed music perception in 175 Chilean adults aged between 18 and 90 years without hearing complaints and in symptomatic presbycusis patients. We give normative data for MBEA performance in a Latin-American population, showing age and educational effects. In addition, we found that symptomatic presbycusis was the most relevant factor determining global MBEA accuracy in aged subjects. Moreover, we show that melodic impairments in presbycusis individuals were diminished by music training, while the performance in temporal tasks were affected by the educational level and music training. We conclude that music training and education are important factors as they can slow the deterioration of music perception produced by age-related hearing loss.
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Moreno-Gómez, Felipe N; Véliz, Guillermo; Rojas, Marcos; Martínez, Cristián; Olmedo, Rubén; Panussis, Felipe; Dagnino-Subiabre, Alexies; Delgado, Carolina; Delano, Paul H
2017-01-01
The perception of music depends on the normal function of the peripheral and central auditory system. Aged subjects without hearing loss have altered music perception, including pitch and temporal features. Presbycusis or age-related hearing loss is a frequent condition in elderly people, produced by neurodegenerative processes that affect the cochlear receptor cells and brain circuits involved in auditory perception. Clinically, presbycusis patients have bilateral high-frequency hearing loss and deteriorated speech intelligibility. Music impairments in presbycusis subjects can be attributed to the normal aging processes and to presbycusis neuropathological changes. However, whether presbycusis further impairs music perception remains controversial. Here, we developed a computerized version of the Montreal battery of evaluation of amusia (MBEA) and assessed music perception in 175 Chilean adults aged between 18 and 90 years without hearing complaints and in symptomatic presbycusis patients. We give normative data for MBEA performance in a Latin-American population, showing age and educational effects. In addition, we found that symptomatic presbycusis was the most relevant factor determining global MBEA accuracy in aged subjects. Moreover, we show that melodic impairments in presbycusis individuals were diminished by music training, while the performance in temporal tasks were affected by the educational level and music training. We conclude that music training and education are important factors as they can slow the deterioration of music perception produced by age-related hearing loss.
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Training the non-specialist music teacher: insights from a ...
African Journals Online (AJOL)
Training the non-specialist music teacher: insights from a Zimbabwean case study. ... music education in primary schools is taught by general classroom teachers, who ... JOURNAL OF THE MUSICAL ARTS IN AFRICA VOLUME 7 2010, 1–15 ...
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Benefits of music training in child development: a systematic review.
Directory of Open Access Journals (Sweden)
María Angélica Benítez
2018-01-01
Full Text Available There are evidences that establish that from early childhood musical education has a positive effect on the cognitive development of the child, as well as different musical components contribute to the development of psychomotor, emotional and social skills. The musical processing is a complex issue. From a cognitive point of view production, music perception and aspects of the musical discourse, such as timbre, intensity, pace, and tonality, are processed in different parts of the brain and their structure may vary from one person to another, depending on their musical experience. Throughout this review, we will present the background related to the benefits of musical training in cognitive development of children during early childhood, emphasizing differences that involves receptive training compared to active, extending the effects to the field of music therapy and the use of techniques with therapeutic purposes.
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Rhythmic abilities and musical training in Parkinson's disease: do they help?
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.
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Effects of Koto Performance Seminar on Music Teacher Training
伊藤, 真; 平山, 裕基
2017-01-01
Music teachers need to have wide range of knowledge and teaching skills. This includes knowledge of world music such as Japanese traditional music, methods of instruction and performance skill. The department of Music Culture Education in Hiroshima University provides a variety of lectures and seminars on Japanese traditional music as a part of music teacher training, of which playing the koto (a long Japanese zither with 13 strings) is especially stressed as a continuous learning opportunity...
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Directory of Open Access Journals (Sweden)
Sebastian Kempert
2016-11-01
Full Text Available 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 two 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 to 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.
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Statistical learning and auditory processing in children with music training: An ERP study.
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.
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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.
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Music training and child development: a review of recent findings from a longitudinal study.
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.
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How musical training affects cognitive development: rhythm, reward and other modulating variables.
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.
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How musical training affects cognitive development: rhythm, reward and other modulating variables.
Directory of Open Access Journals (Sweden)
Ewa Aurelia Miendlarzewska
2014-01-01
Full Text Available 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.
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Active Music Classes in Infancy Enhance Musical, Communicative and Social Development
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…
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Lesiuk, Teresa; Bugos, Jennifer A; Murakami, Brea
2018-04-22
Music listening interventions such as Rhythmic Auditory Stimulation can improve mobility, balance, and gait in Parkinson’s Disease (PD). Yet, the impact of music training on executive functions is not yet known. Deficits in executive functions (e.g., attention, processing speed) in patients with PD result in gait interference, deficits in emotional processing, loss of functional capacity (e.g., intellectual activity, social participation), and reduced quality of life. The model of temporal prediction and timing suggests two networks collectively contribute to movement generation and execution: the basal ganglia-thalamocortical network (BGTC) and the cerebellar-thalamocortical network (CTC). Due to decreases in dopamine responsible for the disruption of the BGTC network in adults with PD, it is hypothesized that rhythmic auditory cues assist patients through recruiting an alternate network, the CTC, which extends to the supplementary motor areas (SMA) and the frontal cortices. In piano training, fine motor finger movements activate the cerebellum and SMA, thereby exercising the CTC network. We hypothesize that exercising the CTC network through music training will contribute to enhanced executive functions. Previous research suggested that music training enhances cognitive performance (i.e., working memory and processing speed) in healthy adults and adults with cognitive impairments. This review and rationale provides support for the use of music training to enhance cognitive outcomes in patients with Parkinson’s Disease (PD).
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DEFF Research Database (Denmark)
Petersen, Bjørn; Sørensen, Stine Derdau; Pedersen, Ellen Raben
their standard school schedule and received no music training. Before and after the intervention period, both groups completed a set of tests for perception of music, speech and emotional prosody. In addition, the participants filled out a questionnaire which examined music listening habits and enjoyment....... RESULTS CI users significantly improved their overall music perception and discrimination of melodic contour and rhythm in particular. No effect of the music training was found on discrimination of emotional prosody or speech. The CI users described levels of music engagement and enjoyment that were...... combined with their positive feedback suggests that music training could form part of future rehabilitation programs as a strong, motivational and beneficial method of improving auditory skills in adolescent CI users....
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DEFF Research Database (Denmark)
Petersen, Bjørn
a session of behavioral tests and EEG recordings. CI users significantly improved their overall behavioral perception of music and, in particular, their discrimination of melodic contour and rhythm. Though smaller and later compared to normal-hearing controls, CI-users showed significant mismatch negativity......This study aimed to investigate perception and processing of musical features in prelingually deaf adolescent CI-users and examine whether this is influenced by music training. Eleven adolescent CI-users received intensive music training for two weeks. Before and after training they completed...... responses for timbre, intensity and rhythm but not for pitch. No effect of training was found in the MMN responses. The findings indicate that despite congenital deafness and late implantation, young CI users are able to discriminate details in music. Furthermore, the behavioral advances suggest that...
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Music teacher training in Denmark
DEFF Research Database (Denmark)
Holgersen, Sven-Erik
2008-01-01
The present study analyses views of early childhood music teachers and conservatory teachers on relations between theory and practice and between teacher training and teaching practice. Tentative conclusions were a.o. that teachers and even more educators tend to value practical over theoretical...... knowledge; educators tend to understand teacher training in terms of apprenticeship rather than acquisition of theoretical as well as practical based professional competence in teaching; teacher training is in effect vocational rather than professional, though it is claimed to be so....
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Group Music Training and Children's Prosocial Skills
Schellenberg, E. Glenn; Corrigall, Kathleen A.; Dys, Sebastian P.; Malti, Tina
2015-01-01
We investigated if group music training in childhood is associated with prosocial skills. Children in 3rd or 4th grade who attended 10 months of music lessons taught in groups were compared to a control group of children matched for socio-economic status. All children were administered tests of prosocial skills near the beginning and end of the 10-month period. Compared to the control group, children in the music group had larger increases in sympathy and prosocial behavior, but this effect w...
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Active music classes in infancy enhance musical, communicative and social development.
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.
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A Longitudinal Study on Children's Music Training Experience and Academic Development
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
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Repp, Bruno H
2010-04-01
To assess individual differences in basic synchronization skills and in perceptual sensitivity to timing deviations, brief tests made up of isochronous auditory sequences containing phase shifts or tempo changes were administered to 31 college students (most of them with little or no music training) and nine highly trained musicians (graduate students of music performance). Musicians showed smaller asynchronies, lower tapping variability, and greater perceptual sensitivity than college students, on average. They also showed faster phase correction following a tempo change in the pacing sequence. Unexpectedly, however, phase correction following a simple phase shift was unusually quick in both groups, especially in college students. It emerged that some of the musicians, who had previous experience with laboratory synchronization tasks, showed a much slower corrective response to phase shifts than did the other musicians. When these others were retested after having gained some task experience, their phase correction was slower than previously. These results show (1) that instantaneous phase correction in response to phase perturbations is more common than was previously believed, and suggest that (2) gradual phase correction is not a shortcoming but reflects a reduction in the strength of sensorimotor coupling afforded by practice.
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Dittinger, Eva; Barbaroux, Mylène; D'Imperio, Mariapaola; Jäncke, Lutz; Elmer, Stefan; Besson, Mireille
2016-10-01
On the basis of previous results showing that music training positively influences different aspects of speech perception and cognition, the aim of this series of experiments was to test the hypothesis that adult professional musicians would learn the meaning of novel words through picture-word associations more efficiently than controls without music training (i.e., fewer errors and faster RTs). We also expected musicians to show faster changes in brain electrical activity than controls, in particular regarding the N400 component that develops with word learning. In line with these hypotheses, musicians outperformed controls in the most difficult semantic task. Moreover, although a frontally distributed N400 component developed in both groups of participants after only a few minutes of novel word learning, in musicians this frontal distribution rapidly shifted to parietal scalp sites, as typically found for the N400 elicited by known words. Finally, musicians showed evidence for better long-term memory for novel words 5 months after the main experimental session. Results are discussed in terms of cascading effects from enhanced perception to memory as well as in terms of multifaceted improvements of cognitive processing due to music training. To our knowledge, this is the first report showing that music training influences semantic aspects of language processing in adults. These results open new perspectives for education in showing that early music training can facilitate later foreign language learning. Moreover, the design used in the present experiment can help to specify the stages of word learning that are impaired in children and adults with word learning difficulties.
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Directory of Open Access Journals (Sweden)
Teresa Lesiuk
2018-04-01
Full Text Available Music listening interventions such as Rhythmic Auditory Stimulation can improve mobility, balance, and gait in Parkinson’s Disease (PD. Yet, the impact of music training on executive functions is not yet known. Deficits in executive functions (e.g., attention, processing speed in patients with PD result in gait interference, deficits in emotional processing, loss of functional capacity (e.g., intellectual activity, social participation, and reduced quality of life. The model of temporal prediction and timing suggests two networks collectively contribute to movement generation and execution: the basal ganglia-thalamocortical network (BGTC and the cerebellar-thalamocortical network (CTC. Due to decreases in dopamine responsible for the disruption of the BGTC network in adults with PD, it is hypothesized that rhythmic auditory cues assist patients through recruiting an alternate network, the CTC, which extends to the supplementary motor areas (SMA and the frontal cortices. In piano training, fine motor finger movements activate the cerebellum and SMA, thereby exercising the CTC network. We hypothesize that exercising the CTC network through music training will contribute to enhanced executive functions. Previous research suggested that music training enhances cognitive performance (i.e., working memory and processing speed in healthy adults and adults with cognitive impairments. This review and rationale provides support for the use of music training to enhance cognitive outcomes in patients with Parkinson’s Disease (PD.
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Harmonizing the Writing Process with Music Training Techniques
Riecken, Nancy
2009-01-01
Can music help students become better thinkers and writers? Over the past three years, the author has incorporated some basic music training techniques in her classrooms to help her teach the writing process to students who would otherwise click her off. The students have developed clearer thinking and organizational skills, and have increased…
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The effects of musical training on structural brain development: a longitudinal study.
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.
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Long-term music training modulates the recalibration of audiovisual simultaneity.
Jicol, Crescent; Proulx, Michael J; Pollick, Frank E; Petrini, Karin
2018-07-01
To overcome differences in physical transmission time and neural processing, the brain adaptively recalibrates the point of simultaneity between auditory and visual signals by adapting to audiovisual asynchronies. Here, we examine whether the prolonged recalibration process of passively sensed visual and auditory signals is affected by naturally occurring multisensory training known to enhance audiovisual perceptual accuracy. Hence, we asked a group of drummers, of non-drummer musicians and of non-musicians to judge the audiovisual simultaneity of musical and non-musical audiovisual events, before and after adaptation with two fixed audiovisual asynchronies. We found that the recalibration for the musicians and drummers was in the opposite direction (sound leading vision) to that of non-musicians (vision leading sound), and change together with both increased music training and increased perceptual accuracy (i.e. ability to detect asynchrony). Our findings demonstrate that long-term musical training reshapes the way humans adaptively recalibrate simultaneity between auditory and visual signals.
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Directory of Open Access Journals (Sweden)
Nadiia Lavrentieva
2016-11-01
Full Text Available In the article conceptual bases of forming students’ creative thinking in the instrumental and performing activities are revealed, taking current training trends into account. The contradictions between the requirements of society to create favorable conditions to realize future music teachers’ creative potential and current directions of a higher educational establishment to ‘a result”, which causes a specific system of promotion and support students’ value orientations and encourages students to master existing knowledge, algorithms, and performing models, depict the relevant problems of making out the system of the future music teachers’ instrumental and performing training that is aimed at developing their creative thinking. It is noted that while defining such phenomena as creative thinking and cognitive work a great number of scientists emphasizes on the word “create” which means finding and creating something that hasn’t been found in the previous individual or social experience. The aim of the article is to disclose the content and stages of implementing structural and functional model of forming future music teachers’ creative thinking The model is formed as an alternative to information and reproductive approach to training future specialists. The concept model is based on the target of forming future music teachers’ creative and methodological thinking, professional competence, activity and approaches to the students’ training to complete fulfillment of modern needs of professional and music education. The author specifies criteria of structural model of future music teachers’ creative thinking. They are value and motivational, cognitive and educational, action and technological, creative and modulating ones The effectiveness of the future music teachers’ creative thinking in instrumental and performing training depends on the level of forming clear science-based system that has a certain conceptual
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Gadberry, Anita L; Sweeney, Alison
2017-07-01
Music therapists work with many people who require Augmentative and Alternative Communication (AAC). As communication goals are central to music therapy practice, many music therapists would benefit from training in AAC. The purpose of this survey study was to determine the state of AAC education for music therapists at the university level, how AAC is being used in music therapy sessions, and how practicing music therapists are trained in AAC. Music therapy faculty and credentialed music therapists in North America and Europe were invited to complete an online survey. Descriptive statistics were used to analyze survey data from each group of respondents. With regard to training in AAC at the university level, results indicate that almost half of music therapy faculty (44.66%) provided some training. The primary reason given for not providing training was a lack of educator knowledge in this area. Results indicate that a majority (81.77%) of music therapy clinicians are familiar with AAC and slightly over half (55.08%) reported that they work with clients who use AAC. Sixty-two percent of music therapists reported using AAC to promote expressive language, and 49% to increase receptive language. Over 80% of clinicians stated they would benefit from additional AAC training. Although a majority of music therapists are familiar with ACC, results indicate that ACC competency could be enhanced through university-level instruction and continuing professional development courses. © the American Music Therapy Association 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com
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Masko, Meganne K
2016-01-01
Music therapists are increasingly employed by hospices. As such, they are often called upon to provide additional spiritual care to patients receiving end-of-life care. However, researchers have not yet examined the appropriateness of music therapists providing spiritual care as part of the hospice team, or ethics and training issues related to music therapist-led spiritual care. The purpose of this study was to explore the thoughts and attitudes of hospice chaplains and music therapists (MTs) about ethics and training issues related to music therapists providing spiritual care as part of the hospice interdisciplinary team. The study used semi-structured interviews with a purposive sample of music therapists and chaplains specializing in hospice care as part of a larger exploratory mixed methods study. Each interview was recorded, transcribed, and analyzed using a two-step process including both a modified phenomenological inductive approach and thematic analysis. Participants discussed ethics and training issues related to the provision of music therapist-led spiritual care as part of the hospice team. These issues included scope of practice, cultural competence and maintaining personal boundaries, and spiritual care training topics such as educational content and educational methods. While it was clear that both chaplains and music therapists felt it was appropriate for music therapists to provide spiritual care as part of the hospice team, there is a need for formal and informal spiritual care training for music therapists doing this type of work. Training should potentially include information about comparative religions, cultural competence, scope of practice, and maintaining personal boundaries. © the American Music Therapy Association 2016. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.
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White-Schwoch, Travis; Woodruff Carr, Kali; Anderson, Samira; Strait, Dana L; Kraus, Nina
2013-11-06
Aging results in pervasive declines in nervous system function. In the auditory system, these declines include neural timing delays in response to fast-changing speech elements; this causes older adults to experience difficulty understanding speech, especially in challenging listening environments. These age-related declines are not inevitable, however: older adults with a lifetime of music training do not exhibit neural timing delays. Yet many people play an instrument for a few years without making a lifelong commitment. Here, we examined neural timing in a group of human older adults who had nominal amounts of music training early in life, but who had not played an instrument for decades. We found that a moderate amount (4-14 years) of music training early in life is associated with faster neural timing in response to speech later in life, long after training stopped (>40 years). We suggest that early music training sets the stage for subsequent interactions with sound. These experiences may interact over time to sustain sharpened neural processing in central auditory nuclei well into older age.
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The association of noise sensitivity with music listening, training, and aptitude
Directory of Open Access Journals (Sweden)
Marina Kliuchko
2015-01-01
Full Text Available After intensive, long-term musical training, the auditory system of a musician is specifically tuned to perceive musical sounds. We wished to find out whether a musician′s auditory system also develops increased sensitivity to any sound of everyday life, experiencing them as noise. For this purpose, an online survey, including questionnaires on noise sensitivity, musical background, and listening tests for assessing musical aptitude, was administered to 197 participants in Finland and Italy. Subjective noise sensitivity (assessed with the Weinstein′s Noise Sensitivity Scale was analyzed for associations with musicianship, musical aptitude, weekly time spent listening to music, and the importance of music in each person′s life (or music importance. Subjects were divided into three groups according to their musical expertise: Nonmusicians (N = 103, amateur musicians (N = 44, and professional musicians (N = 50. The results showed that noise sensitivity did not depend on musical expertise or performance on musicality tests or the amount of active (attentive listening to music. In contrast, it was associated with daily passive listening to music, so that individuals with higher noise sensitivity spent less time in passive (background listening to music than those with lower sensitivity to noise. Furthermore, noise-sensitive respondents rated music as less important in their life than did individuals with lower sensitivity to noise. The results demonstrate that the special sensitivity of the auditory system derived from musical training does not lead to increased irritability from unwanted sounds. However, the disposition to tolerate contingent musical backgrounds in everyday life depends on the individual′s noise sensitivity.
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The association of noise sensitivity with music listening, training, and aptitude.
Kliuchko, Marina; Heinonen-Guzejev, Marja; Monacis, Lucia; Gold, Benjamin P; Heikkilä, Kauko V; Spinosa, Vittoria; Tervaniemi, Mari; Brattico, Elvira
2015-01-01
After intensive, long-term musical training, the auditory system of a musician is specifically tuned to perceive musical sounds. We wished to find out whether a musician's auditory system also develops increased sensitivity to any sound of everyday life, experiencing them as noise. For this purpose, an online survey, including questionnaires on noise sensitivity, musical background, and listening tests for assessing musical aptitude, was administered to 197 participants in Finland and Italy. Subjective noise sensitivity (assessed with the Weinstein's Noise Sensitivity Scale) was analyzed for associations with musicianship, musical aptitude, weekly time spent listening to music, and the importance of music in each person's life (or music importance). Subjects were divided into three groups according to their musical expertise: Nonmusicians (N = 103), amateur musicians (N = 44), and professional musicians (N = 50). The results showed that noise sensitivity did not depend on musical expertise or performance on musicality tests or the amount of active (attentive) listening to music. In contrast, it was associated with daily passive listening to music, so that individuals with higher noise sensitivity spent less time in passive (background) listening to music than those with lower sensitivity to noise. Furthermore, noise-sensitive respondents rated music as less important in their life than did individuals with lower sensitivity to noise. The results demonstrate that the special sensitivity of the auditory system derived from musical training does not lead to increased irritability from unwanted sounds. However, the disposition to tolerate contingent musical backgrounds in everyday life depends on the individual's noise sensitivity.
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Neural basis of music imagery and the effect of musical expertise.
Herholz, Sibylle C; Lappe, Claudia; Knief, Arne; Pantev, Christo
2008-12-01
Although the influence of long-term musical training on the processing of heard music has been the subject of many studies, the neural basis of music imagery and the effect of musical expertise remain insufficiently understood. By means of magnetoencephalography (MEG) we compared musicians and nonmusicians in a musical imagery task with familiar melodies. Subjects listened to the beginnings of the melodies, continued them in their imagination and then heard a tone which was either a correct or an incorrect further continuation of the melody. Only in musicians was the imagery of these melodies strong enough to elicit an early preattentive brain response to unexpected incorrect continuations of the imagined melodies; this response, the imagery mismatch negativity (iMMN), peaked approximately 175 ms after tone onset and was right-lateralized. In contrast to previous studies the iMMN was not based on a heard but on a purely imagined memory trace. Our results suggest that in trained musicians imagery and perception rely on similar neuronal correlates, and that the musicians' intense musical training has modified this network to achieve a superior ability for imagery and preattentive processing of music.
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Sensitive periods in human development: evidence from musical training.
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.
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Effects of musical training and hearing loss on pitch discrimination
DEFF Research Database (Denmark)
Santurette, Sébastien; Bianchi, Federica; Dau, Torsten
2018-01-01
content of the sound and whether the harmonics are resolved by the auditory frequency analysis operated by cochlear processing. F0DLs are also heavily influenced by the amount of musical training received by the listener and by the spectrotemporal auditory processing deficits that often accompany...... sensorineural hearing loss. This paper reviews the latest evidence for how musical training and hearing loss affect pitch discrimination performance, based on behavioral F0DL experiments with complex tones containing either resolved or unresolved harmonics, carried out in listeners with different degrees...... of hearing loss and musicianship. A better understanding of the interaction between these two factors is crucial to determine whether auditory training based on musical tasks or targeted towards specific auditory cues may be useful to hearing-impaired patients undergoing hearing rehabilitation....
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How musical training affects cognitive development: rhythm, reward and other modulating variables.
Ewa Aurelia Miendlarzewska; Ewa Aurelia Miendlarzewska; Wiebke Johanna Trost
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 musi...
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How musical training affects cognitive development: rhythm, reward and other modulating variables
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 musi...
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INSTRUMENTAL TRAINING OF THE BACHELOR DEGREE STUDENTS IN MUSIC
Directory of Open Access Journals (Sweden)
Dario Zerrate Rubio.
2010-02-01
Full Text Available This article is presented by the research team “Instrumental Didactic”, from the Faculty of Arts of the Universidad Pedagógica Nacional de Colombia, and brings out an analysis on the current instrumental training of its students in the bachelor degree in music. In the course of this research project, the team has specified some terms and topics such as “meaningful learning”, “didactic”, and “teaching-learning processes”. Then, using data-collection instruments such as audio and video recording and interviews, the pedagogical practices of the team’s teachers were analyzed. The key question for the research was: What sort of instrumental training might better enhance meaningful learning about pedagogy and musical didactics for the bachelor degree students in music at the UPN?The process of investigation allowed the group of teachers to strengthen the interaction inside of it as a research team, confirming, at the same time, the importance of instrumental didactics in the training of the bachelor degree students in music. Furthermore, the teachers as a team recognized the need of careful thought all along the research process, in order to clarify the knowledge that guides pedagogical action, and identified practical difficulties related to meaningful learning among the students, thus providing referents for the teacher’s didactic action in the instrumental training, such as the identification of widespread and common technical and attitudinal mistakes amidst the bachelor degree students.
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A developmental study of the effect of music training on timed movements
Directory of Open Access Journals (Sweden)
Thenille eBraun Janzen
2014-10-01
Full Text Available When people clap to music, sing, play a musical instrument, or dance, they engage in temporal entrainment. We examined the effect of music training on the precision of temporal entrainment in 57 children aged 10 to 14 years (31 musicians, 26 nonmusicians. Performance was examined for two tasks: self-paced finger tapping (discrete movements and circle drawing (continuous movements. For each task, participants synchronized their movements with a steady pacing signal and then continued the movement at the same rate in the absence of the pacing signal. Analysis of movements during the continuation phase revealed that musicians were more accurate than nonmusicians at finger tapping and, to a lesser extent, circle drawing. Performance on the finger-tapping task was positively associated with the number of years of formal music training, whereas performance on the circle-drawing task was positively associated with the age of participants. These results indicate that music training and maturation of the motor system reinforce distinct skills of timed movement.
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Driscoll, Virginia D; Oleson, Jacob; Jiang, Dingfeng; Gfeller, Kate
2009-01-01
The simulation of the CI (cochlear implant) signal presents a degraded representation of each musical instrument, which makes recognition difficult. To examine the efficiency and effectiveness of three types of training on recognition of musical instruments as presented through simulations of the sounds transmitted through a CI. Participants were randomly assigned to one of three training conditions: repeated exposure, feedback, and direct instruction. Sixty-six adults with normal hearing. Each participant completed three training sessions per week, over a five-week time period, in which they listened to the CI simulations of eight different musical instruments. Analyses on percent of instruments identified correctly showed statistically significant differences between recognition accuracy of the three training conditions (p different types of training are differentially effective with regard to improving recognition of musical instruments presented through a degraded signal, which has practical implications for the auditory rehabilitation of persons who use cochlear implants.
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Music Games: Potential Application and Considerations for Rhythmic Training.
Bégel, Valentin; Di Loreto, Ines; Seilles, Antoine; Dalla Bella, Simone
2017-01-01
Rhythmic skills are natural and widespread in the general population. The majority can track the beat of music and move along with it. These abilities are meaningful from a cognitive standpoint given their tight links with prominent motor and cognitive functions such as language and memory. When rhythmic skills are challenged by brain damage or neurodevelopmental disorders, remediation strategies based on rhythm can be considered. For example, rhythmic training can be used to improve motor performance (e.g., gait) as well as cognitive and language skills. Here, we review the games readily available in the market and assess whether they are well-suited for rhythmic training. Games that train rhythm skills may serve as useful tools for retraining motor and cognitive functions in patients with motor or neurodevelopmental disorders (e.g., Parkinson's disease, dyslexia, or ADHD). Our criteria were the peripheral used to capture and record the response, the type of response and the output measure. None of the existing games provides sufficient temporal precision in stimulus presentation and/or data acquisition. In addition, games do not train selectively rhythmic skills. Hence, the available music games, in their present form, are not satisfying for training rhythmic skills. Yet, some features such as the device used, the interface or the game scenario provide good indications for devising efficient training protocols. Guidelines are provided for devising serious music games targeting rhythmic training in the future.
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Music Games: Potential Application and Considerations for Rhythmic Training
Directory of Open Access Journals (Sweden)
Valentin Bégel
2017-05-01
Full Text Available Rhythmic skills are natural and widespread in the general population. The majority can track the beat of music and move along with it. These abilities are meaningful from a cognitive standpoint given their tight links with prominent motor and cognitive functions such as language and memory. When rhythmic skills are challenged by brain damage or neurodevelopmental disorders, remediation strategies based on rhythm can be considered. For example, rhythmic training can be used to improve motor performance (e.g., gait as well as cognitive and language skills. Here, we review the games readily available in the market and assess whether they are well-suited for rhythmic training. Games that train rhythm skills may serve as useful tools for retraining motor and cognitive functions in patients with motor or neurodevelopmental disorders (e.g., Parkinson’s disease, dyslexia, or ADHD. Our criteria were the peripheral used to capture and record the response, the type of response and the output measure. None of the existing games provides sufficient temporal precision in stimulus presentation and/or data acquisition. In addition, games do not train selectively rhythmic skills. Hence, the available music games, in their present form, are not satisfying for training rhythmic skills. Yet, some features such as the device used, the interface or the game scenario provide good indications for devising efficient training protocols. Guidelines are provided for devising serious music games targeting rhythmic training in the future.
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Moreno, Sylvain; Lee, Yunjo; Janus, Monika; Bialystok, Ellen
2015-01-01
Immediate and lasting effects of music or second-language training were examined in early childhood using event-related potentials. Event-related potentials were recorded for French vowels and musical notes in a passive oddball paradigm in thirty-six 4- to 6-year-old children who received either French or music training. Following training, both…
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Why would musical training benefit the neural encoding of speech? The OPERA hypothesis.
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Aniruddh D. Patel
2011-06-01
Full Text Available Mounting evidence suggests that musical training benefits the neural encoding of speech. This paper offers a hypothesis specifying why such benefits occur. The OPERA hypothesis proposes that such benefits are driven by adaptive plasticity in speech-processing networks, and that this plasticity occurs when five conditions are met. These are: 1 Overlap: there is anatomical overlap in the brain networks that process an acoustic feature used in both music and speech (e.g., waveform periodicity, amplitude envelope, 2 Precision: music places higher demands on these shared networks than does speech, in terms of the precision of processing, 3 Emotion: the musical activities that engage this network elicit strong positive emotion, 4 Repetition: the musical activities that engage this network are frequently repeated, and 5 Attention: the musical activities that engage this network are associated with focused attention. According to the OPERA hypothesis, when these conditions are met neural plasticity drives the networks in question to function with higher precision than needed for ordinary speech communication. Yet since speech shares these networks with music, speech processing benefits. The OPERA hypothesis is used to account for the observed superior subcortical encoding of speech in musically trained individuals, and to suggest mechanisms by which musical training might improve linguistic reading abilities.
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Why would Musical Training Benefit the Neural Encoding of Speech? The OPERA Hypothesis.
Patel, Aniruddh D
2011-01-01
Mounting evidence suggests that musical training benefits the neural encoding of speech. This paper offers a hypothesis specifying why such benefits occur. The "OPERA" hypothesis proposes that such benefits are driven by adaptive plasticity in speech-processing networks, and that this plasticity occurs when five conditions are met. These are: (1) Overlap: there is anatomical overlap in the brain networks that process an acoustic feature used in both music and speech (e.g., waveform periodicity, amplitude envelope), (2) Precision: music places higher demands on these shared networks than does speech, in terms of the precision of processing, (3) Emotion: the musical activities that engage this network elicit strong positive emotion, (4) Repetition: the musical activities that engage this network are frequently repeated, and (5) Attention: the musical activities that engage this network are associated with focused attention. According to the OPERA hypothesis, when these conditions are met neural plasticity drives the networks in question to function with higher precision than needed for ordinary speech communication. Yet since speech shares these networks with music, speech processing benefits. The OPERA hypothesis is used to account for the observed superior subcortical encoding of speech in musically trained individuals, and to suggest mechanisms by which musical training might improve linguistic reading abilities.
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Fabiana Silva Ribeiro
2012-01-01
Full Text Available A memória operacional e a atividade musical ativam áreas encefálicas recíprocas e homólogas, contudo não há evidências se o treino musical pode ampliar a capacidade da memória operacional. Objetivo: Avaliar o desempenho do treino musical sob a memória operacional em crianças de 9 e 10 anos de idade, praticantes de treino musical e sem experiência musical. PARTICIPANTES: Crianças Iniciantes (n=20, Veteranas (n=20 e Grupo Controle (n=20. MATERIAIS: Instrumentos computadorizados para avaliação da memória operacional. RESULTADOS: Crianças veteranas apresentaram melhores pontuações no BCPR (Teste de Repetição de Pseudopalavras para crianças brasileiras e em subtestes da AWMA (Avaliação Automatizada da Memória Operacional. CONCLUSÃO: O treino musical parece ter contribuído para o desenvolvimento da memória operacional em crianças veteranas no programa de treino musical.Working memory and musical activity activate reciprocal and homologues brain areas. However, there is a lack of evidence if musical training can amplify the working memory span. Objective: To assess the performance of musical training on working memory in children aged 9 and 10 years old who regularly have musical training or with no musical training at all. PARTICIPANTS: Beginners (n=20, Veterans (n=20 and a Control Group (n=20. MATERIALS: Computerized instruments to assess working memory. RESULTS: Veteran children presented higher scores in BCPR (Brazilian Children's Test of Pseudoword Repetition and in specific tasks of AWMA (Automated Working Memory Assessment. CONCLUSION: Musical training seems to have contributed for working memory development in veteran children under musical training programs.
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Does Far Transfer Exist? Negative Evidence From Chess, Music, and Working Memory Training.
Sala, Giovanni; Gobet, Fernand
2017-12-01
Chess masters and expert musicians appear to be, on average, more intelligent than the general population. Some researchers have thus claimed that playing chess or learning music enhances children's cognitive abilities and academic attainment. We here present two meta-analyses assessing the effect of chess and music instruction on children's cognitive and academic skills. A third meta-analysis evaluated the effects of working memory training-a cognitive skill correlated with music and chess expertise-on the same variables. The results show small to moderate effects. However, the effect sizes are inversely related to the quality of the experimental design (e.g., presence of active control groups). This pattern of results casts serious doubts on the effectiveness of chess, music, and working memory training. We discuss the theoretical and practical implications of these findings; extend the debate to other types of training such as spatial training, brain training, and video games; and conclude that far transfer of learning rarely occurs.
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Influence of musical training on perception of L2 speech
Sadakata, M.; Zanden, L.D.T. van der; Sekiyama, K.
2010-01-01
The current study reports specific cases in which a positive transfer of perceptual ability from the music domain to the language domain occurs. We tested whether musical training enhances discrimination and identification performance of L2 speech sounds (timing features, nasal consonants and
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Psychophysiological effects of music on acute recovery from high-intensity interval training
Jones, L; Tiller, NB; Karageorghis, CI
2016-01-01
Numerous studies have examined the multifarious effects of music applied during exercise but few have assessed the efficacy of music as an aid to recovery. Music might facilitate physiological recovery via the entrainment of respiratory rhythms with music tempo. High-intensity exercise training is not typically associated with positive affective responses, and thus ways of assuaging negative affect warrant further exploration. This study assessed the psychophysiological effects of music on ac...
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Influence of musical training on understanding voiced and whispered speech in noise.
Ruggles, Dorea R; Freyman, Richard L; Oxenham, Andrew J
2014-01-01
This study tested the hypothesis that the previously reported advantage of musicians over non-musicians in understanding speech in noise arises from more efficient or robust coding of periodic voiced speech, particularly in fluctuating backgrounds. Speech intelligibility was measured in listeners with extensive musical training, and in those with very little musical training or experience, using normal (voiced) or whispered (unvoiced) grammatically correct nonsense sentences in noise that was spectrally shaped to match the long-term spectrum of the speech, and was either continuous or gated with a 16-Hz square wave. Performance was also measured in clinical speech-in-noise tests and in pitch discrimination. Musicians exhibited enhanced pitch discrimination, as expected. However, no systematic or statistically significant advantage for musicians over non-musicians was found in understanding either voiced or whispered sentences in either continuous or gated noise. Musicians also showed no statistically significant advantage in the clinical speech-in-noise tests. Overall, the results provide no evidence for a significant difference between young adult musicians and non-musicians in their ability to understand speech in noise.
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Short-term music training enhances verbal intelligence and executive function.
Moreno, Sylvain; Bialystok, Ellen; Barac, Raluca; Schellenberg, E Glenn; Cepeda, Nicholas J; Chau, Tom
2011-11-01
Researchers have designed training methods that can be used to improve mental health and to test the efficacy of education programs. However, few studies have demonstrated broad transfer from such training to performance on untrained cognitive activities. Here we report the effects of two interactive computerized training programs developed for preschool children: one for music and one for visual art. After only 20 days of training, only children in the music group exhibited enhanced performance on a measure of verbal intelligence, with 90% of the sample showing this improvement. These improvements in verbal intelligence were positively correlated with changes in functional brain plasticity during an executive-function task. Our findings demonstrate that transfer of a high-level cognitive skill is possible in early childhood.
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Explaining the Association between Music Training and Reading in Adults
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…
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Exposure influences expressive timing judgments in music
Honing, H.; Ladinig, O.
2009-01-01
This study is concerned with the question whether, and to what extent, listeners' previous exposure to music in everyday life, and expertise as a result of formal musical training, play a role in making expressive timing judgments in music. This was investigated by using a Web-based listening
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Planning music-based amelioration and training in infancy and childhood based on neural evidence.
Huotilainen, Minna; Tervaniemi, Mari
2018-05-04
Music-based amelioration and training of the developing auditory system has a long tradition, and recent neuroscientific evidence supports using music in this manner. Here, we present the available evidence showing that various music-related activities result in positive changes in brain structure and function, becoming helpful for auditory cognitive processes in everyday life situations for individuals with typical neural development and especially for individuals with hearing, learning, attention, or other deficits that may compromise auditory processing. We also compare different types of music-based training and show how their effects have been investigated with neural methods. Finally, we take a critical position on the multitude of error sources found in amelioration and training studies and on publication bias in the field. We discuss some future improvements of these issues in the field of music-based training and their potential results at the neural and behavioral levels in infants and children for the advancement of the field and for a more complete understanding of the possibilities and significance of the training. © 2018 The Authors. Annals of the New York Academy of Sciences published by Wiley Periodicals, Inc. on behalf of New York Academy of Sciences.
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The Effects of Training on Recognition of Musical Instruments by Adults with Cochlear Implants.
Driscoll, Virginia D
2012-11-01
This study examines the efficiency and effectiveness of three types of training on recognition of musical instruments by adults with cochlear implants (CI). Seventy-one adults with CIs were randomly assigned to one of three training conditions: feedback on response accuracy, feedback-plus (response accuracy plus correct answer), and direct instruction. Each participant completed three training sessions per week over a five-week time period in which they listened to recorded excerpts of eight different musical instruments. Results showed significant pre-to-posttest improvement in music instrument recognition accuracy for all three training conditions (22.9-25.7%, p types of auditory rehabilitation for persons who use CIs.
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A Study of Music Instruction in Preschool Education Training : Part II
丸山, 京子; Kyoko, Maruyama
2001-01-01
Last year, the author and others studied music instruction in preschool education training. In that paper, we learn what was required to become successful preschool teacher and the relationship between kindergarten children and preschool education major students. Based on the results of that study, the author has come to realize the importance of music instruction and music performance in childhood development in the preschool curriculum.
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Training infant education teachers in the understanding and didactic use of music in Galicia (Spain
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María de los Ángeles López de la Calle Sampedro
2009-04-01
Full Text Available This study is part of a wider investigation on the inclusion and use of music at infant schools (3-6 years of Galicia (Spain. It presents the main findings and conclusions as regards the training of the teachers at these schools in the understanding of music and its didactic use. This study has allowed us to extract relevant conclusions about the preparation that the teachers have on music and its teaching as well as to determine their specific training needs. The conclusions drawn should, from our point of view, be necessarily born in mind in the design of the future Infant Education Teacher Training degree, which should lead to a suitable professional training for the integration of the music in the curriculum.
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Musical plus phonological input for young foreign language readers.
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.
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Musical plus phonological input for young foreign language readers
Directory of Open Access Journals (Sweden)
M.C. eFonseca-Mora
2015-03-01
Full Text Available 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.
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Directory of Open Access Journals (Sweden)
Assal eHabibi
2014-09-01
Full Text Available Several studies comparing adult musicians and non-musicians have provided compelling evidence for functional and anatomical differences in the brain systems engaged by musical training. It is not known, however, whether those differences result from long term musical training or from pre-existing traits favoring musicality. In an attempt to begin addressing this question, we have launched a longitudinal investigation of the effects of childhood music training on cognitive, social and neural development. We compared a group of 6-7 year old children at the start of intense after-school musical training, with two groups of children: one involved in high intensity sports training but not musical training, another not involved in any systematic training. All children were tested with a comprehensive battery of cognitive, motor, musical, emotional and social assessments and underwent magnetic resonance imaging and electroencephalography. Our first objective was to determine whether children who participate in musical training were different, prior to training, from children in the control groups in terms of cognitive, motor, musical, emotional and social behavior measures as well as in structural and functional brain measures. Our second objective was to determine whether musical skills, as measured by a music perception assessment prior to training, correlates with emotional and social outcome measures that have been shown to be associated with musical training. We found no neural, cognitive, motor, emotional or social differences among the three groups. In addition, there was no correlation between music perception skills and any of the social or emotional measures. These results provide a baseline for an ongoing longitudinal investigation of the effects of music training.
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Habibi, Assal; Ilari, Beatriz; Crimi, Kevin; Metke, Michael; Kaplan, Jonas T; Joshi, Anand A; Leahy, Richard M; Shattuck, David W; Choi, So Y; Haldar, Justin P; Ficek, Bronte; Damasio, Antonio; Damasio, Hanna
2014-01-01
Several studies comparing adult musicians and non-musicians have provided compelling evidence for functional and anatomical differences in the brain systems engaged by musical training. It is not known, however, whether those differences result from long-term musical training or from pre-existing traits favoring musicality. In an attempt to begin addressing this question, we have launched a longitudinal investigation of the effects of childhood music training on cognitive, social and neural development. We compared a group of 6- to 7-year old children at the start of intense after-school musical training, with two groups of children: one involved in high intensity sports training but not musical training, another not involved in any systematic training. All children were tested with a comprehensive battery of cognitive, motor, musical, emotional, and social assessments and underwent magnetic resonance imaging and electroencephalography. Our first objective was to determine whether children who participate in musical training were different, prior to training, from children in the control groups in terms of cognitive, motor, musical, emotional, and social behavior measures as well as in structural and functional brain measures. Our second objective was to determine whether musical skills, as measured by a music perception assessment prior to training, correlates with emotional and social outcome measures that have been shown to be associated with musical training. We found no neural, cognitive, motor, emotional, or social differences among the three groups. In addition, there was no correlation between music perception skills and any of the social or emotional measures. These results provide a baseline for an ongoing longitudinal investigation of the effects of music training.
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Directory of Open Access Journals (Sweden)
Elena Flaugnacco
Full Text Available 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
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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
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音乐在运动训练中的应用%Application of Music in Sports Training
Institute of Scientific and Technical Information of China (English)
佟胜志
2014-01-01
In sports training, music is targeted for training at the early, middle and later stage, it can achieve a multiplier effect of training. Study on the application of music in sports training, put forward the function classiifcation of music in sports training can be divided into: mobilization music, meditation music, relaxation music; And point out that using these music in sports training can rouse training emotion, adjust bad training mentation before competitions, promote quick recovery of sports fatigue after comeptitions, which aims to provide a theoretical basis for the application of music in sports training.%在运动训练中，将音乐有针对性地应用于训练的前、中、后阶段，可以取得事半功倍的训练效果。通过对音乐在运动训练中应用的深入研究，提出运动训练中音乐的功能分类可分为：动员型音乐、入静型音乐、松弛型音乐；并指出这几种音乐应用于运动训练中可以激发训练情绪、调整赛前不良心理状态、促进赛后运动疲劳的快速恢复等调节作用，旨在为音乐在运动训练中的应用提供理论依据。
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François, Clément; Grau-Sánchez, Jennifer; Duarte, Esther; Rodriguez-Fornells, Antoni
2015-01-01
In the last decade, important advances in the field of cognitive science, psychology, and neuroscience have largely contributed to improve our knowledge on brain functioning. More recently, a line of research has been developed that aims at using musical training and practice as alternative tools for boosting specific perceptual, motor, cognitive, and emotional skills both in healthy population and in neurologic patients. These findings are of great hope for a better treatment of language-based learning disorders or motor impairment in chronic non-communicative diseases. In the first part of this review, we highlight several studies showing that learning to play a musical instrument can induce substantial neuroplastic changes in cortical and subcortical regions of motor, auditory and speech processing networks in healthy population. In a second part, we provide an overview of the evidence showing that musical training can be an alternative, low-cost and effective method for the treatment of language-based learning impaired populations. We then report results of the few studies showing that training with musical instruments can have positive effects on motor, emotional, and cognitive deficits observed in patients with non-communicable diseases such as stroke or Parkinson Disease. Despite inherent differences between musical training in educational and rehabilitation contexts, these results favor the idea that the structural, multimodal, and emotional properties of musical training can play an important role in developing new, creative and cost-effective intervention programs for education and rehabilitation in the next future.
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MUSICAL TRAINING AS AN ALTERNATIVE AND EFFECTIVE METHOD FOR NEURO-EDUCATION AND NEURO-REHABILITATION
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Clément eFrançois
2015-04-01
Full Text Available In the last decade, important advances in the field of cognitive science, psychology and neuroscience have largely contributed to improve our knowledge on brain functioning. More recently, a line of research has been developed that aims at using musical training and practice as alternative tools for boosting specific perceptual, motor, cognitive and emotional skills both in healthy population and in neurologic patients. These findings are of great hope for a better treatment of language-based learning disorders or motor impairment in chronic non-communicative diseases. In the first part of this review, we highlight several studies showing that learning to play a musical instrument can induce substantial neuroplastic changes in cortical and subcortical regions of motor, auditory and speech processing networks in healthy population. In a second part, we provide an overview of the evidence showing that musical training can be an alternative, low-cost and effective method for the treatment of language-based learning impaired populations. We then report results of the few studies showing that training with musical instruments can have positive effects on motor, emotional and cognitive deficits observed in patients with noncommunicable diseases such as stroke or Parkinson Disease. Despite inherent differences between musical training in educational and rehabilitation contexts, these results favour the idea that the structural, multimodal and emotional properties of musical training can play an important role in developing new, creative and cost-effective intervention programs for education and rehabilitation in the next future.
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Habibi, Assal; Damasio, Antonio; Ilari, Beatriz; Veiga, Ryan; Joshi, Anand A; Leahy, Richard M; Haldar, Justin P; Varadarajan, Divya; Bhushan, Chitresh; Damasio, Hanna
2017-11-08
Several studies comparing adult musicians and nonmusicians have shown that music training is associated with structural brain differences. It is not been established, however, whether such differences result from pre-existing biological traits, lengthy musical training, or an interaction of the two factors, or if comparable changes can be found in children undergoing music training. As part of an ongoing longitudinal study, we investigated the effects of music training on the developmental trajectory of children's brain structure, over two years, beginning at age 6. We compared these children with children of the same socio-economic background but either involved in sports training or not involved in any systematic after school training. We established at the onset that there were no pre-existing structural differences among the groups. Two years later we observed that children in the music group showed (1) a different rate of cortical thickness maturation between the right and left posterior superior temporal gyrus, and (2) higher fractional anisotropy in the corpus callosum, specifically in the crossing pathways connecting superior frontal, sensory, and motor segments. We conclude that music training induces macro and microstructural brain changes in school-age children, and that those changes are not attributable to pre-existing biological traits. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.
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Audio-tactile integration and the influence of musical training.
Kuchenbuch, Anja; Paraskevopoulos, Evangelos; Herholz, Sibylle C; Pantev, Christo
2014-01-01
Perception of our environment is a multisensory experience; information from different sensory systems like the auditory, visual and tactile is constantly integrated. Complex tasks that require high temporal and spatial precision of multisensory integration put strong demands on the underlying networks but it is largely unknown how task experience shapes multisensory processing. Long-term musical training is an excellent model for brain plasticity because it shapes the human brain at functional and structural levels, affecting a network of brain areas. In the present study we used magnetoencephalography (MEG) to investigate how audio-tactile perception is integrated in the human brain and if musicians show enhancement of the corresponding activation compared to non-musicians. Using a paradigm that allowed the investigation of combined and separate auditory and tactile processing, we found a multisensory incongruency response, generated in frontal, cingulate and cerebellar regions, an auditory mismatch response generated mainly in the auditory cortex and a tactile mismatch response generated in frontal and cerebellar regions. The influence of musical training was seen in the audio-tactile as well as in the auditory condition, indicating enhanced higher-order processing in musicians, while the sources of the tactile MMN were not influenced by long-term musical training. Consistent with the predictive coding model, more basic, bottom-up sensory processing was relatively stable and less affected by expertise, whereas areas for top-down models of multisensory expectancies were modulated by training.
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Audio-tactile integration and the influence of musical training.
Directory of Open Access Journals (Sweden)
Anja Kuchenbuch
Full Text Available Perception of our environment is a multisensory experience; information from different sensory systems like the auditory, visual and tactile is constantly integrated. Complex tasks that require high temporal and spatial precision of multisensory integration put strong demands on the underlying networks but it is largely unknown how task experience shapes multisensory processing. Long-term musical training is an excellent model for brain plasticity because it shapes the human brain at functional and structural levels, affecting a network of brain areas. In the present study we used magnetoencephalography (MEG to investigate how audio-tactile perception is integrated in the human brain and if musicians show enhancement of the corresponding activation compared to non-musicians. Using a paradigm that allowed the investigation of combined and separate auditory and tactile processing, we found a multisensory incongruency response, generated in frontal, cingulate and cerebellar regions, an auditory mismatch response generated mainly in the auditory cortex and a tactile mismatch response generated in frontal and cerebellar regions. The influence of musical training was seen in the audio-tactile as well as in the auditory condition, indicating enhanced higher-order processing in musicians, while the sources of the tactile MMN were not influenced by long-term musical training. Consistent with the predictive coding model, more basic, bottom-up sensory processing was relatively stable and less affected by expertise, whereas areas for top-down models of multisensory expectancies were modulated by training.
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Exposure Influences Expressive Timing Judgments in Music
Honing, Henkjan; Ladinig, Olivia
2009-01-01
This study is concerned with the question whether, and to what extent, listeners' previous exposure to music in everyday life, and expertise as a result of formal musical training, play a role in making expressive timing judgments in music. This was investigated by using a Web-based listening experiment in which listeners with a wide range of…
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Forgeard, Marie; Winner, Ellen; Norton, Andrea; Schlaug, Gottfried
2008-01-01
In this study we investigated the association between instrumental music training in childhood and outcomes closely related to music training as well as those more distantly related. Children who received at least three years (M = 4.6 years) of instrumental music training outperformed their control counterparts on two outcomes closely related to music (auditory discrimination abilities and fine motor skills) and on two outcomes distantly related to music (vocabulary and nonverbal reasoning skills). Duration of training also predicted these outcomes. Contrary to previous research, instrumental music training was not associated with heightened spatial skills, phonemic awareness, or mathematical abilities. While these results are correlational only, the strong predictive effect of training duration suggests that instrumental music training may enhance auditory discrimination, fine motor skills, vocabulary, and nonverbal reasoning. Alternative explanations for these results are discussed.
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Psychophysiological effects of music on acute recovery from high-intensity interval training.
Jones, Leighton; Tiller, Nicholas B; Karageorghis, Costas I
2017-03-01
Numerous studies have examined the multifarious effects of music applied during exercise but few have assessed the efficacy of music as an aid to recovery. Music might facilitate physiological recovery via the entrainment of respiratory rhythms with music tempo. High-intensity exercise training is not typically associated with positive affective responses, and thus ways of assuaging negative affect warrant further exploration. This study assessed the psychophysiological effects of music on acute recovery and prevalence of entrainment in between bouts of high-intensity exercise. Thirteen male runners (M age =20.2±1.9years; BMI=21.7±1.7; V̇O 2 max=61.6±6.1mL·kg·min -1 ) completed three exercise sessions comprising 5×5-min bouts of high-intensity intervals interspersed with 3-min periods of passive recovery. During recovery, participants were administered positively-valenced music of a slow-tempo (55-65bpm), fast-tempo (125-135bpm), or a no-music control. A range of measures including affective responses, RPE, cardiorespiratory indices (gas exchange and pulmonary ventilation), and music tempo-respiratory entrainment were recorded during exercise and recovery. Fast-tempo, positively-valenced music resulted in higher Feeling Scale scores throughout recovery periods (pmusic-moderated differences in cardiorespiratory responses. In conclusion, fast-tempo, positively-valenced music applied during recovery periods engenders a more pleasant experience. However, there is limited evidence that music expedites cardiorespiratory recovery in between bouts of high-intensity exercise. These findings have implications for athletic training strategies and individuals seeking to make high-intensity exercise sessions more pleasant. Copyright © 2016 Elsevier Inc. All rights reserved.
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Effects of short-term music and second-language training on executive control.
Janus, Monika; Lee, Yunjo; Moreno, Sylvain; Bialystok, Ellen
2016-04-01
Separate lines of research have identified enhanced performance on nonverbal executive control (EC) tasks for bilinguals and those with music training, but little is known about the relation between them in terms of the specificity of the effects of each experience or the degree of exposure necessary to induce these changes. Using an intervention design, the current study pseudorandomly assigned 57 4- to 6-year-old children (matched on age, maternal education, and cognitive scores) to a 20-day training program offering instruction in either music or conversational French. The test battery consisted of verbal and nonverbal tasks requiring EC. All children improved on these tasks following training with some training-specific differences. No changes were observed on background or working memory measures after either training, ruling out simple practice effects. Children in both groups had better scores on the most challenging condition of a grammaticality sentence judgment task in which it was necessary to ignore conflict introduced through misleading semantic content. Children in both training groups also showed better accuracy on the easier condition of a nonverbal visual search task at post-test, but children in the French training group also showed significant improvement on the more challenging condition of this task. These results are discussed in terms of emergent EC benefits of language and music training. Copyright © 2015 Elsevier Inc. All rights reserved.
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Directory of Open Access Journals (Sweden)
Zhang Bo
2017-04-01
Full Text Available In the article the methodological analysis of problem of perception in future music teachers’ professional training is presented. The author of the article analyses works of outstanding scientists in philosophy, psychology, and art education. The hierarchical system of musical perception options is revealed. A methodological foundation is supported by consideration of the following modern research in specialty – a theory and methodology of musical study that gives proper appearance and circumstantiality to the presented material. Studying the vocal and choral researches in the field of forming the valued music art perception by future music teachers, an author sets an aim to present the methodological analysis of the problem of perception in future music teachers’ professional training. Realization of the system approach to updating the problem of forming the valued music art perception of future music teachers while being trained to vocal and choral work with senior pupils extends their artistic awareness; contributes to distinguishing art works, phenomena; to seeing their properties; to providing orientation in the informative content of music art works. The special attention is paid to revealing methodological principles of perception of category research in the aspect of the valued understanding images of music art works. As a result of analysing scientific sources on the issue of voice production the author of the article finds out that perception is densely related to transformation of external information, conditioning for forming images, operating category attention, memory, thinking, and emotions. The features of perception of maintaining vocal and choral studies and students’ extrapolation are analysed in the process of future professional activity with senior pupils in the aspects of perception and transformation of musical and intonation information, analysis, object perception, and interpretation in accordance with future
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Hutter, E; Argstatter, H; Grapp, M; Plinkert, P K
2015-09-01
Although cochlear implant (CI) users achieve good speech comprehension, they experience difficulty perceiving music and prosody in speech. As the provision of music training in rehabilitation is limited, a novel concept of music therapy for rehabilitation of adult CI users was developed and evaluated in this pilot study. Twelve unilaterally implanted, postlingually deafened CI users attended ten sessions of individualized and standardized training. The training started about 6 weeks after the initial activation of the speech processor. Before and after therapy, psychological and musical tests were applied in order to evaluate the effects of music therapy. CI users completed the musical tests in two conditions: bilateral (CI + contralateral, unimplanted ear) and unilateral (CI only). After therapy, improvements were observed in the subjective sound quality (Hearing Implant Sound Quality Index) and the global score on the self-concept questionnaire (Multidimensional Self-Concept Scales) as well as in the musical subtests for melody recognition and for timbre identification in the unilateral condition. Discussion Preliminary results suggest improvements in subjective hearing and music perception, with an additional increase in global self-concept and enhanced daily listening capacities. The novel concept of individualized music therapy seems to provide an effective treatment option in the rehabilitation of adult CI users. Further investigations are necessary to evaluate effects in the area of prosody perception and to separate therapy effects from general learning effects in CI rehabilitation.
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The role of musical training in emergent and event-based timing
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Lawrence eBaer
2013-05-01
Full Text Available Musical performance is thought to rely predominantly on event-based timing involving a clock-like neural process and an explicit internal representation of the time interval. Some aspects of musical performance may rely on emergent timing, which is established through the optimization of movement kinematics, and can be maintained without reference to any explicit representation of the time interval. We predicted that musical training would have its largest effect on event-based timing, supporting the dissociability of these timing processes and the dominance of event-based timing in musical performance. We compared 22 musicians and 17 non-musicians on the prototypical event-based timing task of finger tapping and on the typically emergently timed task of circle drawing. For each task, participants first responded in synchrony with a metronome (Paced and then responded at the same rate without the metronome (Unpaced. Analyses of the Unpaced phase revealed that non-musicians were more variable in their inter-response intervals for finger tapping compared to circle drawing. Musicians did not differ between the two tasks. Between groups, non-musicians were more variable than musicians for tapping but not for drawing. We were able to show that the differences were due to less timer variability in musicians on the tapping task. Correlational analyses of movement jerk and inter-response interval variability revealed a negative association for tapping and a positive association for drawing in non-musicians only. These results suggest that musical training affects temporal variability in tapping but not drawing. Additionally, musicians and non-musicians may be employing different movement strategies to maintain accurate timing in the two tasks. These findings add to our understanding of how musical training affects timing and support the dissociability of event-based and emergent timing modes.
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Benefits of Music Training in Mandarin-Speaking Pediatric Cochlear Implant Users
Fu, Qian-Jie; Galvin, John J., III; Wang, Xiaosong; Wu, Jiunn-Liang
2015-01-01
Purpose: The aims of this study were to assess young (5- to 10-year-old) Mandarin-speaking cochlear implant (CI) users' musical pitch perception and to assess the benefits of computer-based home training on performance. Method: Melodic contour identification (MCI) was used to assess musical pitch perception in 14 Mandarin-speaking pediatric CI…
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Directory of Open Access Journals (Sweden)
Matthew Sachs
Full Text Available Playing a musical instrument engages various sensorimotor processes and draws on cognitive capacities collectively termed executive functions. However, while music training is believed to associated with enhancements in certain cognitive and language abilities, studies that have explored the specific relationship between music and executive function have yielded conflicting results. As part of an ongoing longitudinal study, we investigated the effects of music training on executive function using fMRI and several behavioral tasks, including the Color-Word Stroop task. Children involved in ongoing music training (N = 14, mean age = 8.67 were compared with two groups of comparable general cognitive abilities and socioeconomic status, one involved in sports ("sports" group, N = 13, mean age = 8.85 and another not involved in music or sports ("control" group, N = 17, mean age = 9.05. During the Color-Word Stroop task, children with music training showed significantly greater bilateral activation in the pre-SMA/SMA, ACC, IFG, and insula in trials that required cognitive control compared to the control group, despite no differences in performance on behavioral measures of executive function. No significant differences in brain activation or in task performance were found between the music and sports groups. The results suggest that systematic extracurricular training, particularly music-based training, is associated with changes in the cognitive control network in the brain even in the absence of changes in behavioral performance.
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Sachs, Matthew; Kaplan, Jonas; Der Sarkissian, Alissa; Habibi, Assal
2017-01-01
Playing a musical instrument engages various sensorimotor processes and draws on cognitive capacities collectively termed executive functions. However, while music training is believed to associated with enhancements in certain cognitive and language abilities, studies that have explored the specific relationship between music and executive function have yielded conflicting results. As part of an ongoing longitudinal study, we investigated the effects of music training on executive function using fMRI and several behavioral tasks, including the Color-Word Stroop task. Children involved in ongoing music training (N = 14, mean age = 8.67) were compared with two groups of comparable general cognitive abilities and socioeconomic status, one involved in sports ("sports" group, N = 13, mean age = 8.85) and another not involved in music or sports ("control" group, N = 17, mean age = 9.05). During the Color-Word Stroop task, children with music training showed significantly greater bilateral activation in the pre-SMA/SMA, ACC, IFG, and insula in trials that required cognitive control compared to the control group, despite no differences in performance on behavioral measures of executive function. No significant differences in brain activation or in task performance were found between the music and sports groups. The results suggest that systematic extracurricular training, particularly music-based training, is associated with changes in the cognitive control network in the brain even in the absence of changes in behavioral performance.
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Enhanced learning of proportional math through music training and spatial-temporal training.
Graziano, A B; Peterson, M; Shaw, G L
1999-03-01
It was predicted, based on a mathematical model of the cortex, that early music training would enhance spatial-temporal reasoning. We have demonstrated that preschool children given six months of piano keyboard lessons improved dramatically on spatial-temporal reasoning while children in appropriate control groups did not improve. It was then predicted that the enhanced spatial-temporal reasoning from piano keyboard training could lead to enhanced learning of specific math concepts, in particular proportional math, which is notoriously difficult to teach using the usual language-analytic methods. We report here the development of Spatial-Temporal Math Video Game software designed to teach fractions and proportional math, and its strikingly successful use in a study involving 237 second-grade children (age range six years eight months-eight years five months). Furthermore, as predicted, children given piano keyboard training along with the Math Video Game training scored significantly higher on proportional math and fractions than children given a control training along with the Math Video Game. These results were readily measured using the companion Math Video Game Evaluation Program. The training time necessary for children on the Math Video Game is very short, and they rapidly reach a high level of performance. This suggests that, as predicted, we are tapping into fundamental cortical processes of spatial-temporal reasoning. This spatial-temporal approach is easily generalized to teach other math and science concepts in a complementary manner to traditional language-analytic methods, and at a younger age. The neural mechanisms involved in thinking through fractions and proportional math during training with the Math Video Game might be investigated in EEG coherence studies along with priming by specific music.
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Nelson, Kirsten; Adamek, Mary; Kleiber, Charmaine
2017-02-01
Spinal fusion for idiopathic scoliosis is one of the most painful surgeries experienced by adolescents. Music therapy, utilizing music-assisted relaxation with controlled breathing and imagery, is a promising intervention for reducing pain and anxiety for these patients. It can be challenging to teach new coping strategies to post-operative patients who are already in pain. This study evaluated the effects of introducing music-assisted relaxation training to adolescents before surgery. Outcome measures were self-reported pain and anxiety, recorded on 0-10 numeric rating scale, and observed behavioral indicators of pain and relaxation. The training intervention was a 12-minute video about music-assisted relaxation with opportunities to practice before surgery. Forty-four participants between the ages of 10 and 19 were enrolled. Participants were randomly assigned to the experimental group that watched the video at the preoperative visit or to the control group that did not watch the video. All subjects received a music therapy session with a board certified music therapist on post-operative day 2 while out of bed for the first time. Pain and anxiety were significantly reduced from immediately pre-therapy to post-therapy (paired t-test; p). Copyright © 2016 American Society for Pain Management Nursing. Published by Elsevier Inc. All rights reserved.
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Effects of Short Term Music and Second Language Training on Executive Control
Janus, Monika; Lee, Yunjo; Moreno, Sylvain; Bialystok, Ellen
2015-01-01
Separate lines of research have identified enhanced performance on non-verbal executive control (EC) tasks for bilinguals (Bialystok, Craik, Green, & Gollan, 2009) and those with music training (Moreno et al., 2011), but little is known about the relation between them in terms of the specificity of the effects of each experience or the degree of exposure necessary to induce these changes. Using an intervention design, the present study pseudo-randomly assigned 57 4- to 6-year-old children (matched on age, maternal education, and cognitive scores) to a 20-day training program offering instruction in either music or conversational French. The test battery consisted of verbal and non-verbal tasks requiring EC. All children improved on these tasks following training with some training-specific differences. No changes were observed on background or working memory measures after either training, ruling out simple practice effects. Children in both groups had better scores on the most challenging condition of a grammaticality sentence judgment task in which it was necessary to ignore conflict introduced through misleading semantic content. Children in both training groups also showed better accuracy on the easier condition of a non-verbal visual search task at post-test, but children in the French training group also showed significant improvement on the more challenging condition of this task. These results are discussed in terms of emergent EC benefits of language and music training. PMID:26709746
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Musical experience, auditory perception and reading-related skills in children.
Banai, Karen; Ahissar, Merav
2013-01-01
The relationships between auditory processing and reading-related skills remain poorly understood despite intensive research. Here we focus on the potential role of musical experience as a confounding factor. Specifically we ask whether the pattern of correlations between auditory and reading related skills differ between children with different amounts of musical experience. Third grade children with various degrees of musical experience were tested on a battery of auditory processing and reading related tasks. Very poor auditory thresholds and poor memory skills were abundant only among children with no musical education. In this population, indices of auditory processing (frequency and interval discrimination thresholds) were significantly correlated with and accounted for up to 13% of the variance in reading related skills. Among children with more than one year of musical training, auditory processing indices were better, yet reading related skills were not correlated with them. A potential interpretation for the reduction in the correlations might be that auditory and reading-related skills improve at different rates as a function of musical training. Participants' previous musical training, which is typically ignored in studies assessing the relations between auditory and reading related skills, should be considered. Very poor auditory and memory skills are rare among children with even a short period of musical training, suggesting musical training could have an impact on both. The lack of correlation in the musically trained population suggests that a short period of musical training does not enhance reading related skills of individuals with within-normal auditory processing skills. Further studies are required to determine whether the associations between musical training, auditory processing and memory are indeed causal or whether children with poor auditory and memory skills are less likely to study music and if so, why this is the case.
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Musical experience, auditory perception and reading-related skills in children.
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Karen Banai
Full Text Available BACKGROUND: The relationships between auditory processing and reading-related skills remain poorly understood despite intensive research. Here we focus on the potential role of musical experience as a confounding factor. Specifically we ask whether the pattern of correlations between auditory and reading related skills differ between children with different amounts of musical experience. METHODOLOGY/PRINCIPAL FINDINGS: Third grade children with various degrees of musical experience were tested on a battery of auditory processing and reading related tasks. Very poor auditory thresholds and poor memory skills were abundant only among children with no musical education. In this population, indices of auditory processing (frequency and interval discrimination thresholds were significantly correlated with and accounted for up to 13% of the variance in reading related skills. Among children with more than one year of musical training, auditory processing indices were better, yet reading related skills were not correlated with them. A potential interpretation for the reduction in the correlations might be that auditory and reading-related skills improve at different rates as a function of musical training. CONCLUSIONS/SIGNIFICANCE: Participants' previous musical training, which is typically ignored in studies assessing the relations between auditory and reading related skills, should be considered. Very poor auditory and memory skills are rare among children with even a short period of musical training, suggesting musical training could have an impact on both. The lack of correlation in the musically trained population suggests that a short period of musical training does not enhance reading related skills of individuals with within-normal auditory processing skills. Further studies are required to determine whether the associations between musical training, auditory processing and memory are indeed causal or whether children with poor auditory and
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Assessing a cognitive music training for older participants: a randomised controlled trial.
Biasutti, Michele; Mangiacotti, Anthony
2018-02-01
In a randomised controlled trial, we investigated whether a cognitive training based on rhythm-music and music improvisation exercises had positive effects on executive functions in older participants. Thirty-five residents in a guest home with mild-moderate cognitive impairment and healthy ageing were randomly assigned to an experimental group (n = 18) featuring cognitive music training composed of 12 bi-weekly 70-min sessions, and a control group (n = 17) attended 12 bi-weekly 45-min sessions of gymnastic activities offered by the institute. A neuropsychological test battery was administered at baseline and at the end of treatment, including the Mini-Mental State Examination, verbal fluency test, Trail Making Test A, attentional matrices test and clock-drawing test. Pre-test and post-test comparison showed a significant improvement for the experimental group reflected in the Mini-Mental State Examination (F(1,33) = 13.906; p music-rhythmic exercises and music improvisation exercises is associated with improved cognitive functions in older people with mild-moderate cognitive impairment regardless of the individual's degree of cognitive reserve. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.
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Directory of Open Access Journals (Sweden)
Liang Haiye
2017-04-01
Full Text Available The article is devoted to characterizing features of implementing project technology into future music teachers’ vocal and choral training. The analysis of scientific papers of outstanding scientists in philosophy, psychology, and art education, which deal with modern directions of using project technology, highlight its role in art education process. A methodological base is supported by considering contemporary scientific researches, in particular the theory and methodology of musical studies in accordance with forming students’ independence in the process of solving educational problems by means of project technology; developing principles of students’ professional training optimization on the basis of project activity; innovative development of future music teachers’ professional training that gives to the presented material novelty and presentable appearance. Studying future music teachers’ vocal and choral training as a process of constructing that has a special purpose of improving the quality descriptions of educational vocal and choral collective sound functioning, the author of the article discloses the basic principles of implementing project technology into future music teachers’ vocal and choral training. The author of the article pays the special attention to revealing specific features and maintenance of project technology in vocal and choral training of future leaders of child's art groups. An emphasis is made on the following basic factors that influence development of students’ creative individuality: constructing projects of their own becoming; setting aims, tasks, strategies and facilities of vocal and choral work; directing to the result; independent creative activity; presentation, reflection and correction of a project. On the basis of the obtained data the following principles of project technology are put forward in future music teachers’ vocal and choral training: principle of independence; principle of
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The impact of instrument-specific musical training on rhythm perception and production
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Tomas Edward Matthews
2016-02-01
Full Text Available Various studies have shown that musical training can improve rhythmic perception and production. These findings tell us that music training can result in rhythm processing advantages but they do not tell us whether practicing a particular instrument could lead to specific effects on rhythm perception or production. The current study used a battery of four rhythm perception and production tasks that were designed to test both higher- and lower-level aspects of rhythm processing. Four groups of musicians (drummers, singers, pianists, string players and a control group of non-musicians were tested. Within-task differences in performance showed that factors such as meter, metrical complexity, tempo and beat phase significantly affected the ability to perceive and synchronize taps to a rhythm or beat. Musicians showed better performance on all rhythm tasks compared to non-musicians. Interestingly, our results revealed no significant differences between musician groups for the vast majority of task measures. This is despite the fact that all musicians were selected to have the majority of their training on the target instrument, had on average more than ten years of experience on their instrument, and were currently practicing. These results suggest that general musical experience is more important than specialized musical experience with regards to perception and production of rhythms.
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Directory of Open Access Journals (Sweden)
Chenj Bo
2016-11-01
Full Text Available One of the main fields of training future music teachers in Ukrainian system of higher education is instrumental music one, such as skills of performing and interpretive activities. The aim of the article is to design a model of the future music teachers’ readiness to performing and interpretive activities in musical and instrumental training. The process of modelling is based on several interrelated scientific approaches, including systemic, personality-centered, reflective, competence, active and creative ones. While designing a model of music future teachers’ readinesses to musical interpretive activities, its philosophical, informative, interactive, hedonistic, creative functions are taken into account. Important theoretical and methodological factors are thought to be principles of musical and pedagogical education: culture correspondence and reflection; unity of emotional and conscious, artistic and technical items in musical education; purposeful interrelations and art and pedagogical communication between teachers and students; intensification of music and creative activity. Above-mentioned pedagogical phenomenon is subdivided into four components: motivation-oriented, cognitive-evaluating, performance-independent, creative and productive. For each component relevant criteria and indicators are identified. The stages of future music teachers’ readiness to performing interpretative activity are highlighted: information searching one, which contributes to the implementation of complex diagnostic methods (surveys, questionnaires, testing; regulative and performing one, which is characterized by future music teachers’ immersion into music performing and interpretative activities; operational and reflective stage, which involves activation of mechanisms of future music teachers’ self-knowledge, self-realization, formation of skills of independent artistic and expressive various music genres and styles interpretation; projective and
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Music and Creative Movement: Arizona HSST/CDA Competency Based Training Module #23.
Brownrigg, Carolyn
The purpose of this Child Development Associate (CDA) training module is to help the CDA intern increase musical experiences in his or her classroom. Objectives are presented along with suggested activities for achieving each objective, and an assessment checklist. Also provided is a study guide emphasizing the values of musical activities in the…
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Benefits of music training in mandarin-speaking pediatric cochlear implant users.
Fu, Qian-Jie; Galvin, John J; Wang, Xiaosong; Wu, Jiunn-Liang
2015-02-01
The aims of this study were to assess young (5- to 10-year-old) Mandarin-speaking cochlear implant (CI) users' musical pitch perception and to assess the benefits of computer-based home training on performance. Melodic contour identification (MCI) was used to assess musical pitch perception in 14 Mandarin-speaking pediatric CI users; the instrument timbre and the contour length were varied as experimental parameters. Six subjects received subsequent MCI training on their home computer in which auditory and visual feedback were provided. MCI performance was generally poor (grand mean=33.3% correct) and highly variable, with scores ranging from 9.3% to 98.1% correct; there was no significant effect of instrument timbre or contour length on performance (p>.05). After 4 weeks of training, performance sharply improved. Follow-up measures that were conducted 8 weeks after training was stopped showed no significant decline in MCI performance. For the 6 trained subjects, there was a significant effect of contour length for the training and follow-up measures. These preliminary data suggest that although baseline MCI performance initially may be poor, training may greatly improve Mandarin-speaking pediatric CI users' melodic pitch perception.
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Long-term musical training may improve different forms of visual attention ability.
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.
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Transfer of training between music and speech: common processing, attention and memory
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Mireille eBesson
2011-05-01
Full Text Available After a brief historical perspective of the relationship between language and music, we review our work on transfer of training from music to speech that aimed at testing the general hypothesis that musicians should be more sensitive than nonmusicians to speech sounds. In light of recent results in the literature, we argue that when long-term experience in one domain influences acoustic processing in the other domain, results can be interpreted as common acoustic processing. But when long-term experience in one domain influences the building-up of abstract and specific percepts in another domain, results are taken as evidence for transfer of training effects. Moreover, we also discuss the influence of attention and working memory on transfer effects and we highlight the usefulness of the Event-Related Potentials method to disentangle the different processes that unfold in the course of music and speech perception. Finally, we give an overview of an on-going longitudinal project with children aimed at testing transfer effects from music to different levels and aspects of speech processing.
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Transfer of Training between Music and Speech: Common Processing, Attention, and Memory.
Besson, Mireille; Chobert, Julie; Marie, Céline
2011-01-01
After a brief historical perspective of the relationship between language and music, we review our work on transfer of training from music to speech that aimed at testing the general hypothesis that musicians should be more sensitive than non-musicians to speech sounds. In light of recent results in the literature, we argue that when long-term experience in one domain influences acoustic processing in the other domain, results can be interpreted as common acoustic processing. But when long-term experience in one domain influences the building-up of abstract and specific percepts in another domain, results are taken as evidence for transfer of training effects. Moreover, we also discuss the influence of attention and working memory on transfer effects and we highlight the usefulness of the event-related potentials method to disentangle the different processes that unfold in the course of music and speech perception. Finally, we give an overview of an on-going longitudinal project with children aimed at testing transfer effects from music to different levels and aspects of speech processing.
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Directory of Open Access Journals (Sweden)
Zeng-Liang Ruan
2018-01-01
Full Text Available Antenatal training through music and maternal talk to the unborn fetus is a topic of general interest for parents-to-be in China, but we still lack a comprehensive assessment of their effects on the development of autistic-like behaviors during early childhood. During 2014–2016, 34,749 parents of children around the age of 3 years who were enrolled at kindergarten in the Longhua district of Shenzhen participated in this study. Self-administered questionnaires regarding demographics, antenatal music training, and maternal talk to the fetus during pregnancy were completed by the children’s primary caregivers. Autistic-like behaviors were assessed using the Autism Behavioral Checklist. Tobit regression analyses revealed that antenatal music training and maternal talk to the fetus was associated with a reduction in autistic-like behaviors in children, with a dose-dependent relationship. Furthermore, factorial analysis of covariance indicated a significant interaction effect between antenatal music training and maternal talk to the fetus on the autistic-like behaviors and found that children who often experienced antenatal music training and maternal talk concurrently had the lowest risk of autistic-like behaviors, while children who were never exposed to maternal talk and only sometimes experienced antenatal music training had the highest risk. Our results suggest that antenatal training through both music and maternal talk to the unborn fetus might reduce the risk of children’s autistic-like behaviors at around 3 years of age.
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Ruan, Zeng-Liang; Liu, Li; Strodl, Esben; Fan, Li-Jun; Yin, Xiao-Na; Wen, Guo-Min; Sun, Deng-Li; Xian, Dan-Xia; Jiang, Hui; Jing, Jin; Jin, Yu; Wu, Chuan-An; Chen, Wei-Qing
2017-01-01
Antenatal training through music and maternal talk to the unborn fetus is a topic of general interest for parents-to-be in China, but we still lack a comprehensive assessment of their effects on the development of autistic-like behaviors during early childhood. During 2014-2016, 34,749 parents of children around the age of 3 years who were enrolled at kindergarten in the Longhua district of Shenzhen participated in this study. Self-administered questionnaires regarding demographics, antenatal music training, and maternal talk to the fetus during pregnancy were completed by the children's primary caregivers. Autistic-like behaviors were assessed using the Autism Behavioral Checklist. Tobit regression analyses revealed that antenatal music training and maternal talk to the fetus was associated with a reduction in autistic-like behaviors in children, with a dose-dependent relationship. Furthermore, factorial analysis of covariance indicated a significant interaction effect between antenatal music training and maternal talk to the fetus on the autistic-like behaviors and found that children who often experienced antenatal music training and maternal talk concurrently had the lowest risk of autistic-like behaviors, while children who were never exposed to maternal talk and only sometimes experienced antenatal music training had the highest risk. Our results suggest that antenatal training through both music and maternal talk to the unborn fetus might reduce the risk of children's autistic-like behaviors at around 3 years of age.
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Musical dual-task training in patients with mild-to-moderate dementia: a randomized controlled trial
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Chen YL
2018-05-01
Full Text Available Yu-Ling Chen,1,2 Yu-Cheng Pei3–6 1Department of Music, Southwestern Oklahoma State University, Weatherford, OK, USA; 2Division of Music Education and Music Therapy, University of Kansas, Lawrence, KS, USA; 3Department of Physical Medicine and Rehabilitation, Chang Gung Memorial Hospital, Taoyuan, Taiwan; 4Center of Vascularized Tissue Allograft, Chang Gung Memorial Hospital at Linkou, Taoyuan, Taiwan; 5School of Medicine, Chang Gung University, Taoyuan, Taiwan; 6Healthy Aging Research Center, Chang Gung University, Taoyuan, Taiwan Background/aims: Dual-task training may improve dual-task gait performance, balance, and cognition in older adults with and without cognitive impairment. Although music has been widely utilized in dementia management, there are no existing protocols for music-based dual-task training. This randomized controlled study developed a Musical Dual-Task Training (MDTT protocol that patients with dementia can use to practice walking and making music simultaneously, to enhance attention control in patients during dual-tasking.Methods: Twenty-eight adults diagnosed with mild-to-moderate dementia were assigned to the MDTT (n=15 or control groups (n=13. The MDTT group received MDTT, while the control group participated in non-musical cognitive and walking activities. The effects of MDTT were evaluated through the primary outcome of attention control, and secondary outcomes of dual-task performance, balance, falls efficacy, and agitation.Results: The MDTT group showed a significant improvement in attention control, while the control group did not (P<0.001. A significant effect favored MDTT over control treatment for the secondary outcome of falls efficacy (P=0.02 and agitation (P<0.01.Conclusion: MDTT, a music therapy intervention that demands a high level of cognitive processing, enhances attention control, falls efficacy, and helps alleviate agitation in patients with mild-to-moderate dementia. Keywords: music therapy, dementia
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Music Training for Severely and Profoundly Retarded Individuals.
Kesler, Buford; Richmond, Bert O.
Investigated were the effects of sex, ability and training method on the musical instrument playing ability of 16 institutionalized severely and profoundly retarded persons ages 7 to 20 years. Ss were randomly assigned to one of four treatment groups, and the time required to reach criterion playing a familiar tune was recorded. Data indicated…
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Musical dual-task training in patients with mild-to-moderate dementia: a randomized controlled trial
Chen, Yu-Ling; Pei, Yu-Cheng
2018-01-01
Background/aims Dual-task training may improve dual-task gait performance, balance, and cognition in older adults with and without cognitive impairment. Although music has been widely utilized in dementia management, there are no existing protocols for music-based dual-task training. This randomized controlled study developed a Musical Dual-Task Training (MDTT) protocol that patients with dementia can use to practice walking and making music simultaneously, to enhance attention control in patients during dual-tasking. Methods Twenty-eight adults diagnosed with mild-to-moderate dementia were assigned to the MDTT (n=15) or control groups (n=13). The MDTT group received MDTT, while the control group participated in non-musical cognitive and walking activities. The effects of MDTT were evaluated through the primary outcome of attention control, and secondary outcomes of dual-task performance, balance, falls efficacy, and agitation. Results The MDTT group showed a significant improvement in attention control, while the control group did not (Pmusic therapy intervention that demands a high level of cognitive processing, enhances attention control, falls efficacy, and helps alleviate agitation in patients with mild-to-moderate dementia. PMID:29881275
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The music like scope of education. Education «through» the music and education «for» the music
Directory of Open Access Journals (Sweden)
José Manuel TOURIÑÁN LÓPEZ
2011-09-01
Full Text Available The aim of this article is the formation of criterion in favors of the music as scope of education. Inside the educational current system we can distinguish three areas of musical education: the musical professional training, the teacher training and general music education. It is important to maintain these distinctions for the development of the curriculum and for the identity of the competence of formation of teachers, student training and general education pupils. In order to build criteria, we will approach these questions in three paragraphs, the first one dedicated to the education «through» the music, where we develop the possibilities of music as general scope of education and as scope of general education. The following epigraph contemplates the education «for» the music, orientated to the professional and vocational development. And, finally, we come closer to music teacher training for the different educational levels.
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Directory of Open Access Journals (Sweden)
Kierla Ireland
2018-04-01
Full Text Available 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
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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
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Music Therapy: A Career in Music Therapy
About Music Therapy & Music Therapy Training M usic therapy is a healthcare profession that uses music to help individuals of all ages improve physical, cognitive, emotional, and social functioning. Music therapists work with children and adults with developmental ...
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Directory of Open Access Journals (Sweden)
Ma Chen
2017-04-01
Full Text Available In the article the functional analysis of future music art teachers’ training for singing activity of comprehensive school senior students is depicted. This issue is very important because improving educators and musicians’ training contributes not only to professional selfactualisation, but also to young generation’s encouraging for thorough learning music art works and their creative development in the process of group music tuitions. Extracurricular singing activity also plays an important part. It reveals art images to students, enriching creativity experience, forms the spiritual world, develops independent thinking, awakens creativity. The author points out the main functions of future music art teachers’ training. They are system and value, information, communication, creative and transformative, projective functions. The special attention is paid to characterizing the features of each function. The author claims that system and value function relates to the necessity to analyze the results of the educational process that contributes to productive solving problems by students and main tasks of music training. Information function is a subject background of art music teachers’ and pedagogical activities. Communicative function is realized in a teacher’s ability to develop the student’ initiative to plan cooperative activities, to be able to distribute duties, to carry out instructions, to coordinate cooperative activities, to create special situations for the implementation of educational influence. The analysis of pedagogical and methodological literature shows that The creative and transformative function is manifested in the creative use of pedagogical and methodological ideas in specific pedagogical conditions. The projective function is thought to promote the most complete realization of content of comprehensive and art education. Functional analysis of students’ training of art faculties at pedagogical universities to
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Chobert, Julie; François, Clément; Velay, Jean-Luc; Besson, Mireille
2014-04-01
Musical training has been shown to positively influence linguistic abilities. To follow the developmental dynamics of this transfer effect at the preattentive level, we conducted a longitudinal study over 2 school years with nonmusician children randomly assigned to music or to painting training. We recorded the mismatch negativity (MMN), a cortical correlate of preattentive mismatch detection, to syllables that differed in vowel frequency, vowel duration, and voice onset time (VOT), using a test-training-retest procedure and 3 times of testing: before training, after 6 months and after 12 months of training. While no between-group differences were found before training, enhanced preattentive processing of syllabic duration and VOT, as reflected by greater MMN amplitude, but not of frequency, was found after 12 months of training in the music group only. These results demonstrate neuroplasticity in the child brain and suggest that active musical training rather than innate predispositions for music yielded the improvements in musically trained children. These results also highlight the influence of musical training for duration perception in speech and for the development of phonological representations in normally developing children. They support the importance of music-based training programs for children's education and open new remediation strategies for children with language-based learning impairments.
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Music lessons are associated with increased verbal memory in individuals with Williams syndrome.
Dunning, Brittany A; Martens, Marilee A; Jungers, Melissa K
2014-11-16
Williams syndrome (WS) is a genetic disorder characterized by intellectual delay and an affinity for music. It has been previously shown that familiar music can enhance verbal memory in individuals with WS who have had music training. There is also evidence that unfamiliar, or novel, music may also improve cognitive recall. This study was designed to examine if a novel melody could also enhance verbal memory in individuals with WS, and to more fully characterize music training in this population. We presented spoken or sung sentences that described an animal and its group name to 44 individuals with WS, and then tested their immediate and delayed memory using both recall and multiple choice formats. Those with formal music training (average duration of training 4½ years) scored significantly higher on both the spoken and sung recall items, as well as on the spoken multiple choice items, than those with no music training. Music therapy, music enjoyment, age, and Verbal IQ did not impact performance on the memory tasks. These findings provide further evidence that formal music lessons may impact the neurological pathways associated with verbal memory in individuals with WS, consistent with findings in typically developing individuals. Copyright © 2014 Elsevier Ltd. All rights reserved.
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The musical identities of Danish music therapy students : a study based on musical autobiographies
Bonde, Lars Ole
2013-01-01
Music therapists need both advanced musical and therapeutic skills to work as ‘health musicians’ in the vast area of ‘health musicking’ (Trondalen & Bonde, 2012), which ranges from working with groups in the community to individual sessions with mental health patients in hospital clinics. The balance between musical and therapeutic skills in this training is the subject of continuous discussion in the training program at Aalborg University, as are the ways in which the musical identity of a m...
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Moradzadeh, Linda; Blumenthal, Galit; Wiseheart, Melody
2015-07-01
This study investigated whether musical training and bilingualism are associated with enhancements in specific components of executive function, namely, task switching and dual-task performance. Participants (n = 153) belonging to one of four groups (monolingual musician, bilingual musician, bilingual non-musician, or monolingual non-musician) were matched on age and socioeconomic status and administered task switching and dual-task paradigms. Results demonstrated reduced global and local switch costs in musicians compared with non-musicians, suggesting that musical training can contribute to increased efficiency in the ability to shift flexibly between mental sets. On dual-task performance, musicians also outperformed non-musicians. There was neither a cognitive advantage for bilinguals relative to monolinguals, nor an interaction between music and language to suggest additive effects of both types of experience. These findings demonstrate that long-term musical training is associated with improvements in task switching and dual-task performance. Copyright © 2014 Cognitive Science Society, Inc.
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Baker, Felicity; Krout, Robert
2012-01-01
This article reports on a study of 21 Australian and United States (US) tertiary/university students involved in training to become professional music therapists. The study aimed to identify the learning outcomes--musical, professional, and personal--that occurred when students participated in collaborative peer songwriting experiences. Student…
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Evelein, Frits
2006-01-01
Popular and world music play an important role in Dutch music education. This article examines two case studies that illustrate authentic music learning environments in which these types of music are prominently used. The first case follows a student during her training at the Rotterdam Academy for Music Education, in which her own musical and…
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Increase in Synchronization of Autonomic Rhythms between Individuals When Listening to Music
Bernardi, Nicolò F.; Codrons, Erwan; di Leo, Rita; Vandoni, Matteo; Cavallaro, Filippo; Vita, Giuseppe; Bernardi, Luciano
2017-01-01
In light of theories postulating a role for music in forming emotional and social bonds, here we investigated whether endogenous rhythms synchronize between multiple individuals when listening to music. Cardiovascular and respiratory recordings were taken from multiple individuals (musically trained or music-naïve) simultaneously, at rest and during a live concert comprising music excerpts with varying degrees of complexity of the acoustic envelope. Inter-individual synchronization of cardiorespiratory rhythms showed a subtle but reliable increase during passively listening to music compared to baseline. The low-level auditory features of the music were largely responsible for creating or disrupting such synchronism, explaining ~80% of its variance, over and beyond subjective musical preferences and previous musical training. Listening to simple rhythms and melodies, which largely dominate the choice of music during rituals and mass events, brings individuals together in terms of their physiological rhythms, which could explain why music is widely used to favor social bonds. PMID:29089898
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Van Vugt, Floris T.; Ritter, Juliane; Rollnik, Jens D.; Altenmüller, Eckart
2014-01-01
Background: Music-supported therapy has been shown to be an effective tool for rehabilitation of motor deficits after stroke. A unique feature of music performance is that it is inherently social: music can be played together in synchrony. Aim: The present study explored the potential of synchronized music playing during therapy, asking whether synchronized playing could improve fine motor rehabilitation and mood. Method: Twenty-eight patients in neurological early rehabilitation after stroke with no substantial previous musical training were included. Patients learned to play simple finger exercises and familiar children's songs on the piano for 10 sessions of half an hour. Patients first received three individual therapy sessions and then continued in pairs. The patient pairs were divided into two groups. Patients in one group played synchronously (together group) whereas the patients in the other group played one after the other (in-turn group). To assess fine motor skill recovery the patients performed standard clinical tests such as the nine-hole-pegboard test (9HPT) and index finger-tapping speed and regularity, and metronome-paced finger tapping. Patients' mood was established using the Profile of Mood States (POMS). Results: Both groups showed improvements in fine motor control. In metronome-paced finger tapping, patients in both groups improved significantly. Mood tests revealed reductions in depression and fatigue in both groups. During therapy, patients in the in-turn group rated their partner as more sympathetic than the together-group in a visual-analog scale. Conclusions: Our results suggest that music-supported stroke rehabilitation can improve fine motor control and mood not only individually but also in patient pairs. Patients who were playing in turn rather than simultaneously tended to reveal greater improvement in fine motor skill. We speculate that patients in the former group may benefit from the opportunity to learn from observation. PMID
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Sevcik, Emily E; Jones, Jennifer D; Myers, Charles E
2017-11-01
Given the rise in music therapy master's programs that offer dual degrees in music therapy and counseling or programs that satisfy state mental health counseling licensure laws, the professional counseling field is playing an increased role in the advanced education and professional practices of music therapists. To identify factors that lead music therapists to pursue advanced education with an emphasis in professional counseling, perceptions about benefits and drawbacks for three advanced degree options (i.e., music therapy, counseling, and music therapy/counseling dual degree), and describe the professional practices and identity of dual-trained music therapists as counselors. A convenience sample of music therapists (n = 123) who held board certification, and held a master's degree or higher that emphasized professional counseling, completed an online survey. We used descriptive statistics to analyze categorical and numeric survey data. Eligibility for licensure as a professional counselor was the most important decisional factor in selecting a specific master's degree program. Respondents also reported favorable perceptions of the dual degree in music therapy and counseling. With regard to professional practice and identity, respondents reported high use of verbal processing techniques alongside music therapy interventions, and dual-trained music therapists retained their professional identity as a music therapist. The reported view of licensure in a related field as beneficial and frequent use of verbal processing techniques warrants future study into the role of counseling in the advanced training of music therapists. Given contradictory findings across studies, we recommend investigators also explore how a degree in a related field affects career longevity of music therapists. © the American Music Therapy Association 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com
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Musical feedback during exercise machine workout enhances mood
Directory of Open Access Journals (Sweden)
Thomas Hans Fritz
2013-12-01
Full Text Available Music making has a number of beneficial effects for motor tasks compared to passive music listening. Given that recent research suggests that high energy musical activities elevate positive affect more strongly than low energy musical activities, we here investigated a recent method that combined music making with systematically increasing physiological arousal by exercise machine workout. We compared mood and anxiety after two exercise conditions on non-cyclical exercise machines, one with passive music listening and the other with musical feedback (where participants could make music with the exercise machines. The results showed that agency during exercise machine workout (an activity we previously labeled jymmin—a cross between jammin and gym had an enhancing effect on mood compared to workout with passive music listening. Furthermore, the order in which the conditions were presented mediated the effect of musical agency for this subscale When participants first listened passively, the difference in mood between the two conditions was greater, suggesting that a stronger increase in hormone levels (e.g. endorphins during the active condition may have caused the observed effect. Given an enhanced mood after training with musical feedback compared to passively listening to the same type of music during workout, the results suggest that exercise machine workout with musical feedback (jymmin makes the act of exercise machine training more desirable.
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Kovalev, Dmitry A.; Khussainova, Gulzada A.; Balagazova, Svetlana T.; Zhankul, Tamarasar
2016-01-01
The article is devoted to professional training of future music teachers. Based on the analysis of domestic and foreign studies, the authors proved the importance of studying this problem and focusing on different pedagogical aspects. The study of this topic in general shows that the process of training the future music teachers has its own…
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The Impact of Instrument-Specific Musical Training on Rhythm Perception and Production.
Matthews, Tomas E; Thibodeau, Joseph N L; Gunther, Brian P; Penhune, Virginia B
2016-01-01
Studies comparing musicians and non-musicians have shown that musical training can improve rhythmic perception and production. These findings tell us that training can result in rhythm processing advantages, but they do not tell us whether practicing a particular instrument could lead to specific effects on rhythm perception or production. The current study used a battery of four rhythm perception and production tasks that were designed to test both higher- and lower-level aspects of rhythm processing. Four groups of musicians (drummers, singers, pianists, string players) and a control group of non-musicians were tested. Within-task differences in performance showed that factors such as meter, metrical complexity, tempo, and beat phase significantly affected the ability to perceive and synchronize taps to a rhythm or beat. Musicians showed better performance on all rhythm tasks compared to non-musicians. Interestingly, our results revealed no significant differences between musician groups for the vast majority of task measures. This was despite the fact that all musicians were selected to have the majority of their training on the target instrument, had on average more than 10 years of experience on their instrument, and were currently practicing. These results suggest that general musical experience is more important than specialized musical experience with regards to perception and production of rhythms.
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Moore, Emma; Schaefer, Rebecca S; Bastin, Mark E; Roberts, Neil; Overy, Katie
2017-08-01
Auditory cues are frequently used to support movement learning and rehabilitation, but the neural basis of this behavioural effect is not yet clear. We investigated the microstructural neuroplasticity effects of adding musical cues to a motor learning task. We hypothesised that music-cued, left-handed motor training would increase fractional anisotropy (FA) in the contralateral arcuate fasciculus, a fibre tract connecting auditory, pre-motor and motor regions. Thirty right-handed participants were assigned to a motor learning condition either with (Music Group) or without (Control Group) musical cues. Participants completed 20minutes of training three times per week over four weeks. Diffusion tensor MRI and probabilistic neighbourhood tractography identified FA, axial (AD) and radial (RD) diffusivity before and after training. Results revealed that FA increased significantly in the right arcuate fasciculus of the Music group only, as hypothesised, with trends for AD to increase and RD to decrease, a pattern of results consistent with activity-dependent increases in myelination. No significant changes were found in the left ipsilateral arcuate fasciculus of either group. This is the first evidence that adding musical cues to movement learning can induce rapid microstructural change in white matter pathways in adults, with potential implications for therapeutic clinical practice. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.
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Directory of Open Access Journals (Sweden)
Dana L Strait
2011-06-01
Full Text Available Even in the quietest of rooms, our senses are perpetually inundated by a barrage of sounds, requiring the auditory system to adapt to a variety of listening conditions in order to extract signals of interest (e.g., one speaker’s voice amidst others. Brain networks that promote selective attention are thought to sharpen the neural encoding of a target signal, suppressing competing sounds and enhancing perceptual performance. Here, we ask: does musical training benefit cortical mechanisms that underlie selective attention to speech? To answer this question, we assessed the impact of selective auditory attention on cortical auditory-evoked response variability in musicians and nonmusicians. Outcomes indicate strengthened brain networks for selective auditory attention in musicians in that musicians but not nonmusicians demonstrate decreased prefrontal response variability with auditory attention. Results are interpreted in the context of previous work from our laboratory documenting perceptual and subcortical advantages in musicians for the hearing and neural encoding of speech in background noise. Musicians’ neural proficiency for selectively engaging and sustaining auditory attention to language indicates a potential benefit of music for auditory training. Given the importance of auditory attention for the development of language-related skills, musical training may aid in the prevention, habilitation and remediation of children with a wide range of attention-based language and learning impairments.
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Perceptual Training of Second-Language Vowels: Does Musical Ability Play a Role?
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…
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The impact of musical training and tone language experience on talker identification.
Xie, Xin; Myers, Emily
2015-01-01
Listeners can use pitch changes in speech to identify talkers. Individuals exhibit large variability in sensitivity to pitch and in accuracy perceiving talker identity. In particular, people who have musical training or long-term tone language use are found to have enhanced pitch perception. In the present study, the influence of pitch experience on talker identification was investigated as listeners identified talkers in native language as well as non-native languages. Experiment 1 was designed to explore the influence of pitch experience on talker identification in two groups of individuals with potential advantages for pitch processing: musicians and tone language speakers. Experiment 2 further investigated individual differences in pitch processing and the contribution to talker identification by testing a mediation model. Cumulatively, the results suggested that (a) musical training confers an advantage for talker identification, supporting a shared resources hypothesis regarding music and language and (b) linguistic use of lexical tones also increases accuracy in hearing talker identity. Importantly, these two types of hearing experience enhance talker identification by sharpening pitch perception skills in a domain-general manner.
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DEFF Research Database (Denmark)
Petersen, Bjørn; Weed, Ethan; Hansen, Mads
. This study aimed to investigate auditory brain processing of musical sounds relevant to prosody processing in adolescent CI-users who have received their implant in childhood. Furthermore, we aimed to investigate the potential impact of intensive musical training on adolescent CI-users’ discrimination...... studies have investigated perception of music, prosody, and speech in the growing population of adolescent CI users with a congenital HL. However, recent studies indicate that to keep pace with their normal hearing (NH) peers, supplementary measures of rehabilitation are important throughout adolescence...... of music and speech prosody. Here we present preliminary analyses of ERP responses to rhythmically deviant stimuli and present results from a behavioral rhythm discrimination test. Eleven adolescent CI users (M.age = 17 years) participated in a group-based music training program, consisting of active music...
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DEFF Research Database (Denmark)
Bianchi, Federica; Dau, Torsten; Santurette, Sébastien
2017-01-01
-discrimination performance for NH listeners. It is unclear whether a comparable effect of musical training occurs for listeners whose sensory encoding of F0 is degraded. To address this question, F0 discrimination was investigated for three groups of listeners (14 young NH, 9 older NH and 10 HI listeners), each......Hearing-impaired (HI) listeners, as well as elderly listeners, typically have a reduced ability to discriminate the fundamental frequency (F0) of complex tones compared to young normal-hearing (NH) listeners. Several studies have shown that musical training, on the other hand, leads to improved F0...... including musicians and non-musicians, using complex tones that differed in harmonic content. Musical training significantly improved F0 discrimination for all groups of listeners, especially for complex tones containing low-numbered harmonics. In a second experiment, the sensitivity to temporal fine...
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DEFF Research Database (Denmark)
Bergstrøm-Nielsen, Carl
2009-01-01
Handbook for people who wish to play or teach freely improvised music and improvisation pieces. With sections on how to start with different types of groups, training of musical awareness, parameters of the musical sound, the history of improvised music and some improvisational pieces....
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MOTIVATIONAL AND ADAPTATIVE ASPECT OF PROSPECTIVE MUSIC TEACHERS’ VOCAL TRAINING
Directory of Open Access Journals (Sweden)
Lin Ye
2016-04-01
Full Text Available The article deals with motivational and adaptive direction of vocal training of the Art Faculty students of the Pedagogical University. Motivational and adaptive phase consisted in identifying the real state of prospective music teachers’ readiness to work with educational vocal choirs. The criterion of formation of motivational and adaptive component is defined as personal motivation in acquiring high-quality vocal and choral training. The author developed an experimental technique that involves a number of empirical research methods: special and long-term monitoring of the content and progress of the educational process; analysis, control and objectivity of teaching methods; testing; perform creative tasks; test activities; conversations and interviews that were conducted among students, faculty and trainers professional disciplines teaching practice.The mentioned criterion implies that Chinese students have sustained professional focus on improving their own vocal and choral training, awareness of the importance and prospects of this profession in their practical activities in educational conditions in China. Motivation in learning vocal and choral activities, Chinese students made the so-called "immunity" to the difficulties related with the new learning environment in universities Ukraine increases the desire to intensify and optimize the process of conducting and choral training, there is awareness of the need for new development knowledge, skills, new experience and carry it into practice national music and teacher education.
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Baird, Amee; Samson, Séverine; Miller, Laurie; Chalmers, Kerry
2017-02-01
The efficacy of using sung words as a mnemonic device for verbal memory has been documented in persons with probable Alzheimer's dementia (AD), but it is not yet known whether this effect is related to music training. Given that music training can enhance cognitive functioning, we explored the effects of music training and modality (sung vs. spoken) on verbal memory in persons with and without AD. We used a mixed factorial design to compare learning (5 trials), delayed recall (30-min and, 24-hour), and recognition of sung versus spoken information in 22 healthy elderly (15 musicians), and 11 people with AD (5 musicians). Musicians with AD showed better total learning (over 5 trials) of sung information than nonmusicians with AD. There were no significant differences in delayed recall and recognition accuracy (of either modality) between musicians with and without AD, suggesting that music training may facilitate memory function in AD. Analysis of individual performances showed that two of the five musicians with AD were able to recall some information on delayed recall, whereas the nonmusicians with AD recalled no information on delay. The only significant finding in regard to modality (sung vs. spoken) was that total learning was significantly worse for sung than spoken information for nonmusicians with AD. This may be due to the need to recode information presented in song into spoken recall, which may be more cognitively demanding for this group. This is the first study to demonstrate that music training modulates memory of sung and spoken information in AD. The mechanism underlying these results is unclear, but may be due to music training, higher cognitive abilities, or both. Our findings highlight the need for further research into the potentially protective effect of music training on cognitive abilities in our aging population.
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Gürgen, Elif Tekin
2016-01-01
The aim of this study was to investigate if there is any relationship between musical preference, genre identification and frequency of listening to music genres, and whether musical training and gender played a role in these factors. A total of 205 college music and non-music majors recorded their preference for 13 music excerpts in popular,…
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Directory of Open Access Journals (Sweden)
McNeel Gordon Jantzen
2014-03-01
Full Text Available Musicians have a more accurate temporal and tonal representation of auditory stimuli than their non-musician counterparts (Kraus & Chandrasekaran, 2010; Parbery-Clark, Skoe, & Kraus, 2009; Zendel & Alain, 2008; Musacchia, Sams, Skoe, & Kraus, 2007. Musicians who are adept at the production and perception of music are also more sensitive to key acoustic features of speech such as voice onset timing and pitch. Together, these data suggest that musical training may enhance the processing of acoustic information for speech sounds. In the current study, we sought to provide neural evidence that musicians process speech and music in a similar way. We hypothesized that for musicians, right hemisphere areas traditionally associated with music are also engaged for the processing of speech sounds. In contrast we predicted that in non-musicians processing of speech sounds would be localized to traditional left hemisphere language areas. Speech stimuli differing in voice onset time was presented using a dichotic listening paradigm. Subjects either indicated aural location for a specified speech sound or identified a specific speech sound from a directed aural location. Musical training effects and organization of acoustic features were reflected by activity in source generators of the P50. This included greater activation of right middle temporal gyrus (MTG and superior temporal gyrus (STG in musicians. The findings demonstrate recruitment of right hemisphere in musicians for discriminating speech sounds and a putative broadening of their language network. Musicians appear to have an increased sensitivity to acoustic features and enhanced selective attention to temporal features of speech that is facilitated by musical training and supported, in part, by right hemisphere homologues of established speech processing regions of the brain.
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14 CFR 121.406 - Credit for previous CRM/DRM training.
2010-01-01
... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Credit for previous CRM/DRM training. 121... previous CRM/DRM training. (a) For flightcrew members, the Administrator may credit CRM training received before March 19, 1998 toward all or part of the initial ground CRM training required by § 121.419. (b...
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Transfer of Training between Music and Speech: Common Processing, Attention, and Memory
Besson, Mireille; Chobert, Julie; Marie, Céline
2011-01-01
After a brief historical perspective of the relationship between language and music, we review our work on transfer of training from music to speech that aimed at testing the general hypothesis that musicians should be more sensitive than non-musicians to speech sounds. In light of recent results in the literature, we argue that when long-term experience in one domain influences acoustic processing in the other domain, results can be interpreted as common acoustic processing. But when long-te...
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Directory of Open Access Journals (Sweden)
Robert Wunderlich
Full Text Available Tinnitus, the ringing in the ears that is unrelated to any external source, causes a significant loss in quality of life, involving sleep disturbance and depression for 1 to 3% of the general population. While in the first place tinnitus may be triggered by damage to the inner ear cells, the neural generators of subjective tinnitus are located in central regions of the nervous system. A loss of lateral inhibition, tonotopical reorganization and a gain-increase in response to the sensory deprivation result in hypersensitivity and hyperactivity in certain regions of the auditory cortex. In the tailor-made notched music training (TMNMT patients listen to music from which the frequency spectrum of the tinnitus has been removed. This evokes strong lateral inhibition from neurons tuned to adjacent frequencies onto the neurons involved in the tinnitus percept. A reduction of tinnitus loudness and tinnitus-related neural activity was achieved with TMNMT in previous studies. As the effect of lateral inhibition depends on the bandwidth of the notch, in the current study we altered the notch width to find the most effective notch width for TMNMT. We compared 1-octave notch width with ½-octave and ¼-octave. Participants chose their favorite music for the training that included three month of two hours daily listening. The outcome was measured by means of standardized questionnaires and magnetoencephalography. We found a general reduction of tinnitus distress in all administered tinnitus questionnaires after the training. Additionally, tinnitus-related neural activity was reduced after the training. Nevertheless, notch width did not have an influence on the behavioral or neural effects of TMNMT. This could be due to a non-linear resolution of lateral inhibition in high frequencies.
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The Effects of Musical Training on the Decoding Skills of German-Speaking Primary School Children
Rautenberg, Iris
2015-01-01
This paper outlines the results of a long-term study of 159 German-speaking primary school children. The correlations between musical skills (perception and differentiation of rhythmical and tonal/melodic patterns) and decoding skills, and the effects of musical training on word-level reading abilities were investigated. Cognitive skills and…
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Can musical training influence brain connectivity? Evidence from diffusion tensor MRI.
Moore, Emma; Schaefer, Rebecca S; Bastin, Mark E; Roberts, Neil; Overy, Katie
2014-06-10
In recent years, musicians have been increasingly recruited to investigate grey and white matter neuroplasticity induced by skill acquisition. The development of Diffusion Tensor Magnetic Resonance Imaging (DT-MRI) has allowed more detailed investigation of white matter connections within the brain, addressing questions about the effect of musical training on connectivity between specific brain regions. Here, current DT-MRI analysis techniques are discussed and the available evidence from DT-MRI studies into differences in white matter architecture between musicians and non-musicians is reviewed. Collectively, the existing literature tends to support the hypothesis that musical training can induce changes in cross-hemispheric connections, with significant differences frequently reported in various regions of the corpus callosum of musicians compared with non-musicians. However, differences found in intra-hemispheric fibres have not always been replicated, while findings regarding the internal capsule and corticospinal tracts appear to be contradictory. There is also recent evidence to suggest that variances in white matter structure in non-musicians may correlate with their ability to learn musical skills, offering an alternative explanation for the structural differences observed between musicians and non-musicians. Considering the inconsistencies in the current literature, possible reasons for conflicting results are offered, along with suggestions for future research in this area.
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Effects of Warming up with Music on Moods and Training Motivation among Athletes
Directory of Open Access Journals (Sweden)
Golnaz Khazdozi
2017-02-01
Full Text Available The purpose of the present study is to review the effects of warming up with music on moods and training motivation among Kurdistan province’s female handball players0 for this purpose, 24 handball players of premier league of Kurdistan province were selected as the research subjects through a random sampling method. In this study a pretest-posttest design is applied by which 12 subjects have been selected as control group and 12 as experimental group. The latter group performed warm ups free from music. For the purpose of estimation of motivation of subjects, the questionnaire of sports motivation was made use of. In addition, for investigation of the moods variable, the questionnaire of athletes’ moods was used. Research results using the statistical test of Mann-Whitney showed that no significant difference existed between the experimental and control groups’ motivation and moods after performance of the warming up program (P: 0.124. This was while there was a statistically significant difference between the experimental and control groups’ moods prior and post to execution of Training program (P= 0.003. In general, it may be concluded that playing music doesn’t have any significant effects on athletes’ motivation while their moods can undergo significant changes through listening to music during warming up.
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Effects of Warming Up With Music on Moods and Training Motivation among Athletes
Directory of Open Access Journals (Sweden)
Golnaz Khazdozi
2017-04-01
Full Text Available The purpose of the present study is to review the effects of warming up with music on moods and training motivation among Kurdistan province’s female handball players0 for this purpose, 24 handball players of premier league of Kurdistan province were selected as the research subjects through a random sampling method. In this study a pretest-posttest design is applied by which 12 subjects have been selected as control group and 12 as experimental group. The latter group performed warm ups free from music. For the purpose of estimation of motivation of subjects, the questionnaire of sports motivation was made use of. In addition, for investigation of the moods variable, the questionnaire of athletes’ moods was used. Research results using the statistical test of Mann-Whitney showed that no significant difference existed between the experimental and control groups’ motivation and moods after performance of the warming up program (P: 0.124. This was while there was a statistically significant difference between the experimental and control groups’ moods prior and post to execution of Training program (P= 0.003. In general, it may be concluded that playing music doesn’t have any significant effects on athletes’ motivation while their moods can undergo significant changes through listening to music during warming up.
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Ear Advantage for Musical Location and Relative Pitch: Effects of Musical Training and Attention.
Hutchison, Joanna L; Hubbard, Timothy L; Hubbard, Nicholas A; Rypma, Bart
2017-06-01
Trained musicians have been found to exhibit a right-ear advantage for high tones and a left-ear advantage for low tones. We investigated whether this right/high, left/low pattern of musical processing advantage exists in listeners who had varying levels of musical experience, and whether such a pattern might be modulated by attentional strategy. A dichotic listening paradigm was used in which different melodic sequences were presented to each ear, and listeners attended to (a) the left ear or the right ear or (b) the higher pitched tones or the lower pitched tones. Listeners judged whether tone-to-tone transitions within each melodic sequence moved upward or downward in pitch. Only musically experienced listeners could adequately judge the direction of successive pitch transitions when attending to a specific ear; however, all listeners could judge the direction of successive pitch transitions within a high-tone stream or a low-tone stream. Overall, listeners exhibited greater accuracy when attending to relatively higher pitches, but there was no evidence to support a right/high, left/low bias. Results were consistent with effects of attentional strategy rather than an ear advantage for high or low tones. Implications for a potential performer/audience paradox in listening space are considered.
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Pitch and Time Processing in Speech and Tones: The Effects of Musical Training and Attention
Sares, Anastasia G.; Foster, Nicholas E. V.; Allen, Kachina; Hyde, Krista L.
2018-01-01
Purpose: Musical training is often linked to enhanced auditory discrimination, but the relative roles of pitch and time in music and speech are unclear. Moreover, it is unclear whether pitch and time processing are correlated across individuals and how they may be affected by attention. This study aimed to examine pitch and time processing in…
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Jamali, Shahab; Fujioka, Takako; Ross, Bernhard
2014-06-01
Extensive rehabilitation training can lead to functional improvement even years after a stroke. Although neuronal plasticity is considered as a main origin of such ameliorations, specific subtending mechanisms need further investigation. Our aim was to obtain objective neuromagnetic measures sensitive to brain reorganizations induced by a music-supported training. We applied 20-Hz vibrotactile stimuli to the index finger and the ring finger, recorded somatosensory steady-state responses with magnetoencephalography, and analyzed the cortical sources displaying oscillations synchronized with the external stimuli in two groups of healthy older adults before and after musical training or without training. In addition, we applied the same analysis for an anecdotic report of a single chronic stroke patient with hemiparetic arm and hand problems, who received music-supported therapy (MST). Healthy older adults showed significant finger separation within the primary somatotopic map. Beta dipole sources were more anterior located compared to gamma sources. An anterior shift of sources and increases in synchrony between the stimuli and beta and gamma oscillations were observed selectively after music training. In the stroke patient a normalization of somatotopic organization was observed after MST, with digit separation recovered after training and stimulus induced gamma synchrony increased. The proposed stimulation paradigm captures the integrity of primary somatosensory hand representation. Source position and synchronization between the stimuli and gamma activity are indices, sensitive to music-supported training. Responsiveness was also observed in a chronic stroke patient, encouraging for the music-supported therapy. Notably, changes in somatosensory responses were observed, even though the therapy did not involve specific sensory discrimination training. The proposed protocol can be used for monitoring changes in neuronal organization during training and will improve
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Directory of Open Access Journals (Sweden)
Otukile Sindiso Phibion
2017-02-01
Full Text Available The purpose of this study is to find out facts on music teaching in Botswana Secondary Teacher Training Colleges. The authors conducted a formal study with regard to the Diploma in Secondary Education with a component of Music Education Training in Botswana. The study was conducted in Botswana at Molepolole College of Education (MCE which is the only government Secondary Teacher Training College, offering music in the whole country. Data were collected over a period of time by the three authors through meetings with staff and students surveys. The process was informed by involving all three authors. The leading author consecutively moderated this college for twelve years whilst the other two have been lecturers at the research college. This experience facilitated a further exploration of the competence frameworks in music education that they believed offered a narrow and technical view that neglected personal attributes and qualities. Apart from observations, research information was obtained through external examination/moderation reports review compiled consecutively over a number of years. Some of the information was obtained through consultation of government documents such as: The National Development Plan 10 (NDP 10, Vision 2016, Revised National Policy on Education (RNPE and Education for Kagisano with regard to prospects of music teaching in Botswana. In addition, Colleges of Education documents such as syllabuses, regulations, and prospectus were also consulted. It became evident through this research that music is accorded low status hence termed a minor subject as compared to other subjects called major. This research revealed that the admission process is also biased towards “Major” subjects. Initially there used to be interviews for “minor” opting students selection which have been since abandoned. The review found that lecturers at MCE were committed to serving for excellence yet strong criticism was made of perceived
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van Vugt, F T; Kafczyk, T; Kuhn, W; Rollnik, J D; Tillmann, B; Altenmüller, E
2016-01-01
Learning to play musical instruments such as piano was previously shown to benefit post-stroke motor rehabilitation. Previous work hypothesised that the mechanism of this rehabilitation is that patients use auditory feedback to correct their movements and therefore show motor learning. We tested this hypothesis by manipulating the auditory feedback timing in a way that should disrupt such error-based learning. We contrasted a patient group undergoing music-supported therapy on a piano that emits sounds immediately (as in previous studies) with a group whose sounds are presented after a jittered delay. The delay was not noticeable to patients. Thirty-four patients in early stroke rehabilitation with moderate motor impairment and no previous musical background learned to play the piano using simple finger exercises and familiar children's songs. Rehabilitation outcome was not impaired in the jitter group relative to the normal group. Conversely, some clinical tests suggests the jitter group outperformed the normal group. Auditory feedback-based motor learning is not the beneficial mechanism of music-supported therapy. Immediate auditory feedback therapy may be suboptimal. Jittered delay may increase efficacy of the proposed therapy and allow patients to fully benefit from motivational factors of music training. Our study shows a novel way to test hypotheses concerning music training in a single-blinded way, which is an important improvement over existing unblinded tests of music interventions.
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Training Endogenous Task Shifting Using Music Therapy: A Feasibility Study.
Lynch, Colleen; LaGasse, A Blythe
2016-01-01
People with acquired brain injury (ABI) are highly susceptible to disturbances in executive functioning (EF), and these effects are pervasive. Research studies using music therapy for cognitive improvement in this population are limited. The purpose of this study was to determine the feasibility of a Musical Executive Function Training (MEFT) intervention to address task-shifting skills in adults with ABI and to obtain preliminary evidence of intervention effect on task shifting. Fourteen participants were randomly assigned to one of three groups: a music therapy intervention group (MTG), a singing group (SG), or the no-intervention control group (CG). The SG and MTG met for one hour a day for five days. Feasibility measures included participant completion rates and intervention fidelity. Potential benefits were measured using the Trail Making Test and the Paced Auditory Serial Addition Task as a pre- and posttest measure. Participant completion rates and interventionist fidelity to the protocol supported feasibility. One-way ANOVA of the pre- and posttest group differences revealed a trend toward improvement in the MTG over the SG. Feasibility and effect size data support a larger trial of the MEFT protocol. © the American Music Therapy Association 2016. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.
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Audio-Tactile Integration and the Influence of Musical Training
Kuchenbuch, Anja; Paraskevopoulos, Evangelos; Herholz, Sibylle C.; Pantev, Christo
2014-01-01
Perception of our environment is a multisensory experience; information from different sensory systems like the auditory, visual and tactile is constantly integrated. Complex tasks that require high temporal and spatial precision of multisensory integration put strong demands on the underlying networks but it is largely unknown how task experience shapes multisensory processing. Long-term musical training is an excellent model for brain plasticity because it shapes the human brain at function...
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Music in CrossFit®—Influence on Performance, Physiological, and Psychological Parameters
Directory of Open Access Journals (Sweden)
Gavin Brupbacher
2014-01-01
Full Text Available Gaining increasing popularity within the fitness sector, CrossFit® serves as an appealing and efficient high intensity training approach to develop strength and endurance on a functional level; and music is often utilized to produce ergogenic effects. The present randomized, controlled, crossover study aimed at investigating the effects of music vs. non-music on performance, physiological and psychological outcomes. Thirteen (age: 27.5, standard deviation (SD 6.2 years, healthy, moderately trained subjects performed four identical workouts over two weeks. The order of the four workouts (two with, and two without music, 20 min each was randomly assigned for each individual. Acute responses in work output, heart rate, blood lactate, rate of perceived exertion, perceived pain, and affective reaction were measured at the 5th, 10th, 15th, and 20th min during the training sessions. Training with music resulted in a significantly lower work output (460.3 repetitions, SD 98.1 vs. 497.8 repetitions, SD 103.7; p = 0.03. All other parameters did not differ between both music conditions. This is partly in line with previous findings that instead of providing ergogenic effects, applying music during CrossFit® may serve as a more distractive stimulus. Future studies should separate the influence of music on a more individual basis with larger sample sizes.
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Music training relates to the development of neural mechanisms of selective auditory attention.
Strait, Dana L; Slater, Jessica; O'Connell, Samantha; Kraus, Nina
2015-04-01
Selective attention decreases trial-to-trial variability in cortical auditory-evoked activity. This effect increases over the course of maturation, potentially reflecting the gradual development of selective attention and inhibitory control. Work in adults indicates that music training may alter the development of this neural response characteristic, especially over brain regions associated with executive control: in adult musicians, attention decreases variability in auditory-evoked responses recorded over prefrontal cortex to a greater extent than in nonmusicians. We aimed to determine whether this musician-associated effect emerges during childhood, when selective attention and inhibitory control are under development. We compared cortical auditory-evoked variability to attended and ignored speech streams in musicians and nonmusicians across three age groups: preschoolers, school-aged children and young adults. Results reveal that childhood music training is associated with reduced auditory-evoked response variability recorded over prefrontal cortex during selective auditory attention in school-aged child and adult musicians. Preschoolers, on the other hand, demonstrate no impact of selective attention on cortical response variability and no musician distinctions. This finding is consistent with the gradual emergence of attention during this period and may suggest no pre-existing differences in this attention-related cortical metric between children who undergo music training and those who do not. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.
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Vandervert, Larry
2015-01-01
Following in the vein of studies that concluded that music training resulted in plastic changes in Einstein's cerebral cortex, controlled research has shown that music training (1) enhances central executive attentional processes in working memory, and (2) has also been shown to be of significant therapeutic value in neurological disorders. Within this framework of music training-induced enhancement of central executive attentional processes, the purpose of this article is to argue that: (1) The foundational basis of the central executive begins in infancy as attentional control during the establishment of working memory, (2) In accordance with Akshoomoff, Courchesne and Townsend's and Leggio and Molinari's cerebellar sequence detection and prediction models, the rigors of volitional control demands of music training can enhance voluntary manipulation of information in thought and movement, (3) The music training-enhanced blending of cerebellar internal models in working memory as can be experienced as intuition in scientific discovery (as Einstein often indicated) or, equally, as moments of therapeutic advancement toward goals in the development of voluntary control in neurological disorders, and (4) The blending of internal models as in (3) thus provides a mechanism by which music training enhances central executive processes in working memory that can lead to scientific discovery and improved therapeutic outcomes in neurological disorders. Within the framework of Leggio and Molinari's cerebellar sequence detection model, it is determined that intuitive steps forward that occur in both scientific discovery and during therapy in those with neurological disorders operate according to the same mechanism of adaptive error-driven blending of cerebellar internal models. It is concluded that the entire framework of the central executive structure of working memory is a product of the cerebrocerebellar system which can, through the learning of internal models
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Musically cued gait-training improves both perceptual and motor timing in Parkinson's disease
Directory of Open Access Journals (Sweden)
Charles-Etienne eBenoit
2014-07-01
Full Text Available It is well established that auditory cueing improves gait in patients with Idiopathic Parkinson’s Disease (IPD. Disease-related reductions in speed and step length can be improved by providing rhythmical auditory cues via a metronome or music. However, effects on cognitive aspects of motor control have yet to be thoroughly investigated. If synchronization of movement to an auditory cue relies on a supramodal timing system involved in perceptual, motor and sensorimotor integration, auditory cueing can be expected to affect both motor and perceptual timing. Here we tested this hypothesis by assessing perceptual and motor timing in 15 IPD patients before and after a four-week music training program with rhythmic auditory cueing. Long-term effects were assessed one month after the end of the training. Perceptual and motor timing was evaluated with the Battery for the Assessment of Auditory Sensorimotor and Timing Abilities (BAASTA and compared to that of age-, gender-, and education-matched healthy controls. Prior to training, IPD patients exhibited impaired perceptual and motor timing. Training improved patients’ performance in tasks requiring synchronization with isochronous sequences, and enhanced their ability to adapt to durational changes in a sequence in hand tapping tasks. Benefits of cueing extended to time perception (duration discrimination and detection of misaligned beats in musical excerpts. The current results demonstrate that auditory cueing leads to benefits beyond gait and support the idea that coupling gait to rhythmic auditory cues in IPD patients relies on a neuronal network engaged in both perceptual and motor timing.
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Musical intervention enhances infants' neural processing of temporal structure in music and speech.
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.
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How musical are music video game players?
Pasinski, Amanda C; Hannon, Erin E; Snyder, Joel S
2016-10-01
Numerous studies have shown that formal musical training is associated with sensory, motor, and cognitive advantages in individuals of various ages. However, the nature of the observed differences between musicians and nonmusicians is poorly understood, and little is known about the listening skills of individuals who engage in alternative types of everyday musical activities. Here, we show that people who have frequently played music video games outperform nonmusicians controls on a battery of music perception tests. These findings reveal that enhanced musical aptitude can be found among individuals who play music video games, raising the possibility that music video games could potentially enhance music perception skills in individuals across a broad spectrum of society who are otherwise unable to invest the time and/or money required to learn a musical instrument.
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Lane, John M.
1982-01-01
The Gifted Self-Understanding Assessment Battery (GSAB) was given to 34 (27 females, 7 males) music students (aged 15-17) at Bonita Vista High School in Chula Vista (California). Biofeedback training and assessment were followed by individual counseling for Autogenic Feedback Training (AFT) to achieve improvement of the individual's own well…
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Satoh, Masayuki; Yuba, Toru; Tabei, Ken-ichi; Okubo, Yukari; Kida, Hirotaka; Sakuma, Hajime; Tomimoto, Hidekazu
2015-01-01
Background/Aims To investigate the effect of singing training on the cognitive function in Alzheimer's disease (AD) patients. Methods Ten AD patients (mean age 78.1 years) participated in music therapy using singing training once a week for 6 months (music therapy group). Each session was performed with professional musicians using karaoke and a unique voice training method (the YUBA Method). Before and after the intervention period, each patient was assessed by neuropsychological batteries, and functional magnetic resonance imaging (fMRI) was performed while the patients sang familiar songs with a karaoke device. As the control group, another 10 AD patients were recruited (mean age 77.0 years), and neuropsychological assessments were performed twice with an interval of 6 months. Results In the music therapy group, the time for completion of the Japanese Raven's Colored Progressive Matrices was significantly reduced (p = 0.026), and the results obtained from interviewing the patients' caregivers revealed a significant decrease in the Neuropsychiatric Inventory score (p = 0.042) and a prolongation of the patients' sleep time (p = 0.039). The fMRI study revealed increased activity in the right angular gyrus and the left lingual gyrus in the before-minus-after subtraction analysis of the music therapy intervention. Conclusion Music therapy intervention using singing training may be useful for dementia patients by improving the neural efficacy of cognitive processing. PMID:26483829
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DEFF Research Database (Denmark)
Petersen, Bjørn; Weed, Ethan; Hansen, Mads
Brain responses to language-relevant musical features in adolescent cochlear implant users before and after an intensive music training program Petersen B.1,2, Weed E.1,3, Hansen M.1,4, Sørensen S.D.3 , Sandmann P.5 , Vuust P.1,2 1Center of Functionally Integrative Neuroscience, Aarhus University......, rhythm and intensity). Difference waves for the rhythm deviant were analyzed in the time window between 300 and 320 ms. Separate mixed-model ANOVAs were performed for left and right fronto-central electrodes. Paired t-tests were used to analyze the behavioral data. Here we present preliminary analyses...... of ERP responses to the rhythm deviant stimuli and results from a behavioral rhythm discrimination test. For both left and right electrode sites we found a main effect of group, driven by higher mean amplitude in the NH group. There was no main effect of training. Left hemisphere sites showed...
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Rickard, Nikki S.; Bambrick, Caroline J.; Gill, Anneliese
2012-01-01
Previous studies demonstrate that private music training has benefits which may transfer to other domains, including verbal memory, intelligence and self-esteem. The current paper reports on the impact of an increase in school-based music training on a range of cognitive and psychosocial measures for 10-13-year-olds in two independent studies. In…
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Cortical entrainment to music and its modulation by expertise.
Doelling, Keith B; Poeppel, David
2015-11-10
Recent studies establish that cortical oscillations track naturalistic speech in a remarkably faithful way. Here, we test whether such neural activity, particularly low-frequency (music and whether experience modifies such a cortical phenomenon. Music of varying tempi was used to test entrainment at different rates. In three magnetoencephalography experiments, we recorded from nonmusicians, as well as musicians with varying years of experience. Recordings from nonmusicians demonstrate cortical entrainment that tracks musical stimuli over a typical range of tempi, but not at tempi below 1 note per second. Importantly, the observed entrainment correlates with performance on a concurrent pitch-related behavioral task. In contrast, the data from musicians show that entrainment is enhanced by years of musical training, at all presented tempi. This suggests a bidirectional relationship between behavior and cortical entrainment, a phenomenon that has not previously been reported. Additional analyses focus on responses in the beta range (∼15-30 Hz)-often linked to delta activity in the context of temporal predictions. Our findings provide evidence that the role of beta in temporal predictions scales to the complex hierarchical rhythms in natural music and enhances processing of musical content. This study builds on important findings on brainstem plasticity and represents a compelling demonstration that cortical neural entrainment is tightly coupled to both musical training and task performance, further supporting a role for cortical oscillatory activity in music perception and cognition.
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Musical Parenting and Music Education: Integrating Research and Practice
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…
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Music Games: Potential Application and Considerations for Rhythmic Training
Valentin Bégel; Valentin Bégel; Ines Di Loreto; Antoine Seilles; Simone Dalla Bella; Simone Dalla Bella; Simone Dalla Bella; Simone Dalla Bella
2017-01-01
Rhythmic skills are natural and widespread in the general population. The majority can track the beat of music and move along with it. These abilities are meaningful from a cognitive standpoint given their tight links with prominent motor and cognitive functions such as language and memory. When rhythmic skills are challenged by brain damage or neurodevelopmental disorders, remediation strategies based on rhythm can be considered. For example, rhythmic training can be used to improve motor pe...
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Kern, Petra; Rivera, Nicole R; Chandler, Alie; Humpal, Marcia
2013-01-01
Over the past decade, the definitions, diagnoses, prevalence rates, theories about the causes, evidence-based treatment options, and practice guidelines pertaining to Autism Spectrum Disorder (ASD) have undergone numerous changes. While several recent studies evaluate the effects of music therapy interventions for individuals with ASD, no current review reflects the latest music therapy practices and trends. The purpose of this study was to evaluate the status of music therapy practices for serving clients with ASD, the implementation of national ASD standards and guidelines, the awareness of recent developments, and training needs of music therapists. Professional members of the American Music Therapy Association who are working with individuals with ASD served as the sample for this national cross-sectional survey study (N = 328). A 45-item online questionnaire was designed and distributed through email and social media. Participants accessed the online survey through SurveyMonkey®. Findings suggest music therapy practices and services for individuals with ASD have shifted and now reflect a slightly higher percentage of caseload, a broader age range of clients, and a trend to serve clients in home and community settings. Most therapeutic processes align with recommended practices for ASD and incorporate several of the recognized evidence-based practices. Less understood or recognized are inclusion practices and latest developments in the field of ASD. Music therapists have a solid understanding of providing services for individuals with ASD, but would benefit from advanced online training and improved information dissemination to stay current with the rapidly changing aspects pertinent to this population. © 2013 by the American Music Therapy Association.
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Tanaka, Shoji; Kirino, Eiji
2016-01-01
Conceiving concrete mental imagery is critical for skillful musical expression and performance. The precuneus, a core component of the default mode network (DMN), is a hub of mental image processing that participates in functions such as episodic memory retrieval and imagining future events. The precuneus connects with many brain regions in the frontal, parietal, temporal, and occipital cortices. The aim of this study was to examine the effects of long-term musical training on the resting-sta...
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2013-10-01
Few studies have investigated the effects of music on trained athletes during high intensity endurance tasks. Therefore, this study investigated the effects of different music tempi on performance, psychological, and physiological responses of well-trained cyclists to time trial cycling. 10 male road cyclists (M age = 35 yr., SD = 7), with a minimum of three years racing experience, performed four 20-km time trials on a Computrainer Pro 3D indoor cycle trainer over a period of four weeks. The time-trials were spaced one week apart. The music conditions for each trial were randomised between fast-tempo (140 bpm), medium-tempo (120 bpm), slow-tempo (100 bpm), and no music. Performance (completion time, power output, average speed and cadence), physiological (heart rate, oxygen consumption, breathing frequency and respiratory exchange ratio), psychophysical (RPE), and psychological (mood states) data were collected for each trial. Results indicated no significant changes in performance, physiological, or psychophysical variables. Total mood disturbance and tension increased significantly in the fast-tempo trial when compared with medium and no-music conditions.
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Clinical investigations of receptive and expressive musical functions after stroke
Directory of Open Access Journals (Sweden)
Ken eRosslau
2015-06-01
Full Text Available 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 right-sided stroke, patients with a left-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.
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Clinical investigations of receptive and expressive musical functions after stroke.
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.
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Health music(k)ing - Music therapy or Music and health?
DEFF Research Database (Denmark)
Bonde, Lars Ole
2011-01-01
The field of music therapy is expanding rapidly into new areas, practices and interdisciplinary fields, as well as redefining its goals and values. Increasingly "music and health" is used to describe the field when it comes to naming new training programs, new interdisciplinary fields of theory...... by Ken Wilber and Gary Ansdell, is presented and illustrated by empirical examples and references from the literature. Metatheoretical reflections include the relevance of interpersonal or relational psychology and vitality dynamics for the theory and practice of health musicing....
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Music Therapy and Avatars: Reflections on Virtual Learning Environments for Music Therapy Students
DEFF Research Database (Denmark)
Story, Maya
2014-01-01
Music therapy students have expressed concerns regarding their general preparedness for practicum and working with new populations. Simulations in the immersive virtual world, Second Life, may provide a platform to assist in training music therapy students and enhance preparedness. This project...... examined the feasibility of utilizing Second Life to assist in training music therapists. Music therapy practicum students enrolled in a music therapy equivalency program participated in weekly one hour virtual class meetings in Second Life, which included 5 sessions of music therapy simulations....... At the end of the semester, students were interviewed in relation to their experiences, and interviews were analyzed qualitatively. Common themes among students were limitations of Second Life software, student’s knowledge of software, emotional reactions (both positive and negative), and distance learning....
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Pasiali, Varvara; LaGasse, A Blythe; Penn, Saundra L
2014-01-01
Given the effect of musical training on the rate and accuracy of processing auditory information, therapeutic uses of music may potentially have remedial benefits for individuals with neurodevelopmental deficits. However, additional studies are needed to establish efficacy of music therapy interventions for attention skills in children/adolescents with neurodevelopmental disabilities including those with Autism Spectrum Disorders (ASD). To establish feasibility and preliminary efficacy of a group music therapy protocol to improve attention skills (sustained, selective, attentional control/switching) in adolescents diagnosed with autism and/or developmental delays. This single group pretest/posttest study took place in a private school for high functioning adolescents with neurodevelopmental delays. Nine students (4 males, 5 females), ages 13 to 20, participated in the study. Autism severity was assessed using the CARS2-HF and indicated the following distribution for study participants: severe (n = 3), mild (n = 4), or minimal/no (n = 2) symptoms. We assessed feasibility of implementing a 45-min Musical Attention Control Training (MACT) intervention delivered by a board-certified music therapist eight times over 6 weeks in a school setting. We also examined preliminary efficacy of the MACT to improve attention skills using the Test of Everyday Attention for Children (TEA-Ch). Parental consent rate was 100%. All nine participants successfully completed testing measures and 6 weeks of the intervention. Average participation rate was 97%. Data analysis showed positive trends and improvements on measures of attentional control/switching and selective attention. The results showed that the intervention and testing measures were feasible to implement and acceptable to the participants who all completed the protocol. Data analysis demonstrated positive trends indicating that more research on the use of music therapy attention training in high-functioning adolescents with
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Nigerian Contemporary Music Practice: A New Musical Culture in ...
African Journals Online (AJOL)
In the 1960s, there were reports from post colonial West Africa of a somewhat unflinching loyalty to western standards and traditions by music educators and western-trained music composers who did not take kindly to reforms in certain directions in the practice of their music profession. Today‟s reality is that we have come ...
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High school music classes enhance the neural processing of speech.
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.
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de Manzano, Örjan; Ullén, Fredrik
2018-01-01
Numerous cross-sectional and observational longitudinal studies show associations between expertise and regional brain anatomy. However, since these designs confound training with genetic predisposition, the causal role of training remains unclear. Here, we use a discordant monozygotic (identical) twin design to study expertise-dependent effects on neuroanatomy using musical training as model behavior, while essentially controlling for genetic factors and shared environment of upbringing. From a larger cohort of monozygotic twins, we were able to recruit 18 individuals (9 pairs) that were highly discordant for piano practice. We used structural and diffusion magnetic resonance imaging to analyze the auditory-motor network and within-pair differences in cortical thickness, cerebellar regional volumes and white-matter microstructure/fractional anisotropy. The analyses revealed that the musically active twins had greater cortical thickness in the auditory-motor network of the left hemisphere and more developed white matter microstructure in relevant tracts in both hemispheres and the corpus callosum. Furthermore, the volume of gray matter in the left cerebellar region of interest comprising lobules I-IV + V, was greater in the playing group. These findings provide the first clear support for that a significant portion of the differences in brain anatomy between experts and nonexperts depend on causal effects of training. © The Author 2017. Published by Oxford University Press.
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Directory of Open Access Journals (Sweden)
Nina eKraus
2014-11-01
Full Text Available The young nervous system is primed for sensory learning, facilitating the acquisition of language and communication skills. Social and linguistic impoverishment can limit these learning opportunities, eventually leading to language-related challenges such as poor reading. Music training offers a promising auditory learning strategy by directing attention to meaningful acoustic elements in the soundscape. In light of evidence that music training improves auditory skills and their neural substrates, there are increasing efforts to enact community-based programs to provide music instruction to at-risk children. Harmony Project is a community foundation that has provided free music instruction to over 1,000 children from Los Angeles gang-reduction zones over the past decade. We conducted an independent evaluation of biological effects of participating in Harmony Project by following a cohort of children for one year. Here we focus on a comparison between students who actively engaged with sound through instrumental music training vs. students who took music appreciation classes. All children began with an introductory music appreciation class, but midway through the year half of the children transitioned to an instrumental training class. After the year of training, the children who actively engaged with sound through instrumental music training had faster and more robust neural processing of speech than the children who stayed in the music appreciation class, observed in neural responses to a speech sound /d/. The neurophysiological measures found to be enhanced in the instrumentally trained children have been previously linked to reading ability, suggesting a gain in neural processes important for literacy stemming from active auditory learning. These findings speak to the potential of active engagement with sound (i.e., music-making to engender experience-dependent neuroplasticity during trand may inform the development of strategies for auditory
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Kraus, Nina; Slater, Jessica; Thompson, Elaine C; Hornickel, Jane; Strait, Dana L; Nicol, Trent; White-Schwoch, Travis
2014-01-01
The young nervous system is primed for sensory learning, facilitating the acquisition of language and communication skills. Social and linguistic impoverishment can limit these learning opportunities, eventually leading to language-related challenges such as poor reading. Music training offers a promising auditory learning strategy by directing attention to meaningful acoustic elements of the soundscape. In light of evidence that music training improves auditory skills and their neural substrates, there are increasing efforts to enact community-based programs to provide music instruction to at-risk children. Harmony Project is a community foundation that has provided free music instruction to over 1000 children from Los Angeles gang-reduction zones over the past decade. We conducted an independent evaluation of biological effects of participating in Harmony Project by following a cohort of children for 1 year. Here we focus on a comparison between students who actively engaged with sound through instrumental music training vs. students who took music appreciation classes. All children began with an introductory music appreciation class, but midway through the year half of the children transitioned to the instrumental training. After the year of training, the children who actively engaged with sound through instrumental music training had faster and more robust neural processing of speech than the children who stayed in the music appreciation class, observed in neural responses to a speech sound /d/. The neurophysiological measures found to be enhanced in the instrumentally-trained children have been previously linked to reading ability, suggesting a gain in neural processes important for literacy stemming from active auditory learning. Despite intrinsic constraints on our study imposed by a community setting, these findings speak to the potential of active engagement with sound (i.e., music-making) to engender experience-dependent neuroplasticity and may inform the
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Directory of Open Access Journals (Sweden)
Nihan Yağışan
2011-11-01
Full Text Available The authorities claim that music training helps children and young people gain insight and actualize themselves and it contributes to their self-expression, self-confidence and socialization process. As known, music education that children and adolescences get varies for several reasons, and particularly the aims, the ways, and the intensity of courses differ according to the school types. From this context, the students of the high schools of fine arts getting vocational musical training and the students of general high schools not getting the vocational training were investigated by means of a general personality inventory, and a research was conducted to examine whether or not music education supports the personality development of the high school students. In the study, 140 students attending the last grade of high schools of fine arts, 140 students attending last grade of general high schools with total amount of 280 were randomly selected. The students were administered a 168 item personality inventory to determine their characteristics of ‘social, personal and general adaptation’ levels. Following findings were obtained as a result of the survey: When the total scales “general adaptation”, “social adaptation” and “personal adaptation” levels, including the sub-scales of ‘family affairs, social affairs, social norms, anti-social tendencies’, ‘self-actualization, emotional decisiveness, neurotic tendencies and psychotic symptoms’, were examined, the scores of students who get vocational music training were found significantly higher than the students who do not get it. The results of the study show that music training supports the personality development of adolescences positively.
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Hafner, John W; Jou, Andrew C; Wang, Huaping; Bleess, Brandon B; Tham, Stephanie K
2015-01-01
A novel musical memory aid has been proposed for aiding laypersons in complying with the American Heart Association (AHA) cardiopulmonary resuscitation (CPR) guidelines of 100 compressions per minute (cpm). This study tested usefulness of such a memory aid to improve layperson long-term compliance with CPR compression rate guidelines. A prospective randomized controlled trial was conducted using CPR-untrained laypersons. Subjects received either a standard CPR educational experience (AHA Heartsaver® CPR class) or an experimental CPR educational experience (AHA Heartsaver® CPR class augmented with a musical metronome). Experimental group subjects were taught to perform compressions to the cadence of a pop music song (The Bee Gees "Stayin' Alive"; Saturday Night Fever, The Original Movie Soundtrack; Polygram International Music, 1977) with a tempo of 100 beats/min. Compression rates, depth of compressions, and correct compressions were measured initially and upon retesting ≥6 weeks post-training. Control subjects had a higher mean compression rate both immediately (121 [standard deviation {SD} = 21] vs. 109 [SD = 15] cpm; 95% confidence interval [CI] of mean difference 4-19; p = 0.002) and at follow-up (120 [SD = 20] vs. 111 [SD = 13] cpm; 95% CI of mean difference 2-16; p = 0.014). Compression rates stratified to 100-120 cpm demonstrated no difference between groups initially (39% vs. 48%; p = 0.382), but more experimental subjects maintained these rates at follow-up (43% vs. 74%; p = 0.003). Subjects trained to use a musical metronome more often maintained a compression rate of 100-120 cpm at ≥6-week follow-up, suggesting the memory aid may improve long-term guideline adherence. Copyright © 2015 Elsevier Inc. All rights reserved.
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Speak on time! Effects of a musical rhythmic training on children with hearing loss.
Hidalgo, Céline; Falk, Simone; Schön, Daniele
2017-08-01
This study investigates temporal adaptation in speech interaction in children with normal hearing and in children with cochlear implants (CIs) and/or hearing aids (HAs). We also address the question of whether musical rhythmic training can improve these skills in children with hearing loss (HL). Children named pictures presented on the screen in alternation with a virtual partner. Alternation rate (fast or slow) and the temporal predictability (match vs mismatch of stress occurrences) were manipulated. One group of children with normal hearing (NH) and one with HL were tested. The latter group was tested twice: once after 30 min of speech therapy and once after 30 min of musical rhythmic training. Both groups of children (NH and with HL) can adjust their speech production to the rate of alternation of the virtual partner. Moreover, while children with normal hearing benefit from the temporal regularity of stress occurrences, children with HL become sensitive to this manipulation only after rhythmic training. Rhythmic training may help children with HL to structure the temporal flow of their verbal interactions. Copyright © 2017 Elsevier B.V. All rights reserved.
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The Effects of Music on High-intensity Short-term Exercise in Well Trained Athletes.
Jarraya, Mohamed; Chtourou, Hamdi; Aloui, Asma; Hammouda, Omar; Chamari, Karim; Chaouachi, Anis; Souissi, Nizar
2012-12-01
The purpose of this investigation was to assess the effects of listening to music during warm-up on short-term supramaximal performances during the 30-s Wingate test in highly trained athletes. Twelve young male athletes (20.6±1.8 yrs, 177±4.4 cm and 72.3±5.3 kg) underwent two Wingate tests in separate sessions with a recovery period of 48 h in-between, either after a 10 min of warm-up with (MWU) or without (NMWU) music. High tempo music (>120 to 140bpm) was selected for the study. Heart rate (HR) and rate of perceived exertion (RPE) were recorded after the warm-up (for HR = average of warm-up) and immediately after the Wingate test. HR, RPE and the fatigue index during the Wingate test are not affected by the incorporation of music during warm-up. However, power output (P(peak) and P(mean)) was significantly higher after MWU than NMWU (Peffect of music during warm-up on short-term supramaximal performances. As it's a legal method and an additional aid, music may be used during warm-up before performing activities requiring powerful lower limbs' muscles contractions during short-term supramaximal exercises.
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Vermittlungen - musically speaking
DEFF Research Database (Denmark)
Weymann, Eckhard; Metzner, Susanne; Fitzthum, Elena
2001-01-01
Bilingual publication - mixed content in English and German. Articles were written by participants in the First European Symposium "Improvisation Training in Music Therapy education" which took place in Hamburg, 1998.......Bilingual publication - mixed content in English and German. Articles were written by participants in the First European Symposium "Improvisation Training in Music Therapy education" which took place in Hamburg, 1998....
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Time course of the influence of musical expertise on the processing of vocal and musical sounds.
Rigoulot, S; Pell, M D; Armony, J L
2015-04-02
Previous functional magnetic resonance imaging (fMRI) studies have suggested that different cerebral regions preferentially process human voice and music. Yet, little is known on the temporal course of the brain processes that decode the category of sounds and how the expertise in one sound category can impact these processes. To address this question, we recorded the electroencephalogram (EEG) of 15 musicians and 18 non-musicians while they were listening to short musical excerpts (piano and violin) and vocal stimuli (speech and non-linguistic vocalizations). The task of the participants was to detect noise targets embedded within the stream of sounds. Event-related potentials revealed an early differentiation of sound category, within the first 100 ms after the onset of the sound, with mostly increased responses to musical sounds. Importantly, this effect was modulated by the musical background of participants, as musicians were more responsive to music sounds than non-musicians, consistent with the notion that musical training increases sensitivity to music. In late temporal windows, brain responses were enhanced in response to vocal stimuli, but musicians were still more responsive to music. These results shed new light on the temporal course of neural dynamics of auditory processing and reveal how it is impacted by the stimulus category and the expertise of participants. Copyright © 2015 IBRO. Published by Elsevier Ltd. All rights reserved.
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Initial teacher training. His musical impact on children in terms of refuge
Directory of Open Access Journals (Sweden)
Ana Rita Castañeda-de Liendo
2017-04-01
Full Text Available The initial teacher training was the cultivation of teacher preparation in order to be the executors of government projects drive enacted by social groups of power in the historical development of Venezuela This article analyzes the initial teacher training in Venezuela, with the help of the logical place to unveil what characterizes the initial training of teachers historical method, specifically the working conditions of temporary shelter, and develops the axiological dynamics through musical training, which determine the current and future behavior regarding the formation of these. There is insufficient number of documents that allow raising the methodological work in the preparation of teachers of children of preschool age who are in temporary shelter provided, this work contributes to the improvement of such problems.
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Fujioka, Takako; Ross, Bernhard
2017-10-01
Sub-second time intervals in musical rhythms provide predictive cues about future events to performers and listeners through an internalized representation of timing. While the acuity of automatic, sub-second timing as well as cognitively controlled, supra-second timing declines with ageing, musical experts are less affected. This study investigated the influence of piano training on temporal processing abilities in older adults using behavioural and neuronal correlates. We hypothesized that neuroplastic changes in beta networks, caused by training in sensorimotor coordination with timing processing, can be assessed even in the absence of movement. Behavioural performance of internal timing stability was assessed with synchronization-continuation finger-tapping paradigms. Magnetoencephalography (MEG) was recorded from older adults before and after one month of one-on-one training. For neural measures of automatic timing processing, we focused on beta oscillations (13-30 Hz) during passive listening to metronome beats. Periodic beta-band modulations in older adults before training were similar to previous findings in young listeners at a beat interval of 800 ms. After training, behavioural performance for continuation tapping was improved and accompanied by an increased range of beat-induced beta modulation, compared to participants who did not receive training. Beta changes were observed in the caudate, auditory, sensorimotor and premotor cortices, parietal lobe, cerebellum and medial prefrontal cortex, suggesting that increased resources are involved in timing processing and goal-oriented monitoring as well as reward-based sensorimotor learning. © 2017 Federation of European Neuroscience Societies and John Wiley & Sons Ltd.
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High school music classes enhance the neural processing of speech
Directory of Open Access Journals (Sweden)
Adam eTierney
2013-12-01
Full Text Available 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 two years of group music classes in high school enhance the subcortical 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 subcortical responses of the music training group were earlier than at pretraining, 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.
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The effects of ambient music on simulated anaesthesia monitoring.
Sanderson, P M; Tosh, N; Philp, S; Rudie, J; Watson, M O; Russell, W J
2005-11-01
We examined the effect of no music, classical music or rock music on simulated patient monitoring. Twenty-four non-anaesthetist participants with high or low levels of musical training were trained to monitor visual and auditory displays of patients' vital signs. In nine anaesthesia test scenarios, participants were asked every 50-70 s whether one of five vital signs was abnormal and the trend of its direction. Abnormality judgements were unaffected by music or musical training. Trend judgements were more accurate when music was playing (p = 0.0004). Musical participants reported trends more accurately (p = 0.004), and non-musical participants tended to benefit more from music than did the musical participants (p = 0.063). Music may provide a pitch and rhythm standard from which participants can judge changes in vital signs from auditory displays. Nonetheless, both groups reported that it was easier to monitor the patient with no music (p = 0.0001), and easier to rely upon the auditory displays with no music (p = 0.014).
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Haefliger, Anna Berenika
2013-01-01
Abstract: Music and its different forms of use seem to benefit people in a number of ways. Research has suggested that extensive musical practice and musical listening enhances mental functioning in healthy adults and patients with neurodegenerative disease. Yet, the findings presented have not yet examined the effects both musical training and stimuli enhancement have on episodic memory recognition. 20 musicians and 20 non-musicians took part in an episodic memory task which evaluated m...
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Non-Music Specialist Trainee Primary School Teachers' Confidence in Teaching Music in the Classroom
Seddon, Frederick; Biasutti, Michele
2008-01-01
Prior research has revealed that non-music specialist trainee primary school teachers lack confidence in teaching music in spite of changes to teacher training and the introduction of music in the National Curriculum in England. The current study investigated the effects on non-music specialist trainee primary teachers' confidence to teach music…
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Biological impact of music and software-based auditory training
Kraus, Nina
2012-01-01
Auditory-based communication skills are developed at a young age and are maintained throughout our lives. However, some individuals – both young and old – encounter difficulties in achieving or maintaining communication proficiency. Biological signals arising from hearing sounds relate to real-life communication skills such as listening to speech in noisy environments and reading, pointing to an intersection between hearing and cognition. Musical experience, amplification, and software-based training can improve these biological signals. These findings of biological plasticity, in a variety of subject populations, relate to attention and auditory memory, and represent an integrated auditory system influenced by both sensation and cognition. Learning outcomes The reader will (1) understand that the auditory system is malleable to experience and training, (2) learn the ingredients necessary for auditory learning to successfully be applied to communication, (3) learn that the auditory brainstem response to complex sounds (cABR) is a window into the integrated auditory system, and (4) see examples of how cABR can be used to track the outcome of experience and training. PMID:22789822
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DEFF Research Database (Denmark)
Petersen, Bjørn; Mortensen, Malene V; Gjedde, Albert
2009-01-01
the behavioral and neurologic effects of musical ear training on CI users' speech and music perception. The goal is to find and work out musical methods to improve CI users' auditory capabilities and, in a longer perspective, provide an efficient strategy for improving speech understanding for both adults......Cochlear implants (CIs) provide impressive speech perception for persons with severe hearing loss, but many CI recipients fail in perceiving speech prosody and music. Successful rehabilitation depends on cortical plasticity in the brain and postoperative measures. The present study evaluates...
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Carmen Viejo Llaneza; Ana Laucirica Larrinaga
2016-01-01
Music Performance Anxiety (MPA) is, frequently, one of the problems faced by a musical performer in his or her career. This study observes way in which stage fright affects in musicians, which is a possible factor that may later lead to anxiety in public performances and, furthermore, how we can intervene to mitigate or reduce its effects. An initial interview was conducted with four upper division students of transverse flute. This was followed by some training techniques - relaxation techni...
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Greasing the Skids of the Musical Mind: Connecting Music Learning to Mind Brain Education
Bugos, Jennifer A.
2015-01-01
Researchers suggest that musical training prepares the mind for learning; however, there are many obstacles to the implementation of research to practice in music education. The purpose of this article is to apply key principles of mind brain education to music education and to evaluate how music prepares the mind for learning. Practical teaching…
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Rickard, Nikki S.; Vasquez, Jorge T.; Murphy, Fintan; Gill, Anneliese; Toukhsati, Samia R.
2010-01-01
Previous research has demonstrated a benefit of music training on a number of cognitive functions including verbal memory performance. The impact of school-based music programs on memory processes is however relatively unknown. The current study explored the effect of increasing frequency and intensity of classroom-based instrumental training…
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Prevalence of absolute pitch: a comparison between Japanese and Polish music students.
Miyazaki, Ken'ichi; Makomaska, Sylwia; Rakowski, Andrzej
2012-11-01
Comparable large-scale surveys including an on-site pitch-naming test were conducted with music students in Japan and Poland to obtain more convincing estimates of the prevalence of absolute pitch (AP) and examine how musical experience relates to AP. Participants with accurate AP (95% correct identification) accounted for 30% of the Japanese music students, but only 7% of the Polish music students. This difference in the performance of pitch naming was related to the difference in musical experience. Participants with AP had begun music training at an earlier age (6 years or earlier), and the average year of commencement of musical training was more than 2 years earlier for the Japanese music students than for the Polish students. The percentage of participants who had received early piano lessons was 94% for the Japanese musically trained students but was 72% for the Polish music students. Approximately one-third of the Japanese musically trained students had attended the Yamaha Music School, where lessons on piano or electric organ were given to preschool children in parallel with fixed-do solfège singing training. Such early music instruction was not as common in Poland. The relationship of AP with early music training is discussed.
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Benefits of listening to a recording of euphoric joint music making in polydrug abusers
Directory of Open Access Journals (Sweden)
Thomas Hans Fritz
2015-06-01
Full Text Available Background and AimsListening to music can have powerful physiological and therapeutic effects. Some essential features of the mental mechanism underlying beneficial effects of music are probably strong physiological and emotional associations with music created during the act of music making. Here we tested this hypothesis in a clinical population of polydrug abusers in rehabilitation listening to a previously performed act of physiologically and emotionally intense music making.MethodsPsychological effects of listening to self-made music that was created in a previous musical feedback intervention were assessed. In this procedure, participants produced music with exercise machines which modulate musical sounds (Jymmin.ResultsThe data showed a positive effect of listening to the recording of joint music making on self-efficacy, mood, and a readiness to engage socially. Furthermore, the data showed the powerful influence of context on how the recording evoked psychological benefits. The effects of listening to the self-made music were only observable when participants listened to their own performance first; listening to a control music piece first caused effects to deteriorate. We observed a positive correlation between participants’ mood and their desire to engage in social activities with their former training partners after listening to the self-made music. This shows that the observed effects of listening to the recording of the single musical feedback intervention are influenced by participants recapitulating intense pleasant social interactions during the Jymmin intervention. ConclusionsListening to music that was the outcome of a previous musical feedback (Jymmin intervention has beneficial psychological and probably social effects in patients that had suffered from polydrug addiction, increasing self-efficacy, mood, and a readiness to engage socially. These intervention effects, however, depend on the context in which the music
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Scheurich, Rebecca; Zamm, Anna; Palmer, Caroline
2018-01-01
The ability to flexibly adapt one’s behavior is critical for social tasks such as speech and music performance, in which individuals must coordinate the timing of their actions with others. Natural movement frequencies, also called spontaneous rates, constrain synchronization accuracy between partners during duet music performance, whereas musical training enhances synchronization accuracy. We investigated the combined influences of these factors on the flexibility with which individuals can synchronize their actions with sequences at different rates. First, we developed a novel musical task capable of measuring spontaneous rates in both musicians and non-musicians in which participants tapped the rhythm of a familiar melody while hearing the corresponding melody tones. The novel task was validated by similar measures of spontaneous rates generated by piano performance and by the tapping task from the same pianists. We then implemented the novel task with musicians and non-musicians as they synchronized tapping of a familiar melody with a metronome at their spontaneous rates, and at rates proportionally slower and faster than their spontaneous rates. Musicians synchronized more flexibly across rates than non-musicians, indicated by greater synchronization accuracy. Additionally, musicians showed greater engagement of error correction mechanisms than non-musicians. Finally, differences in flexibility were characterized by more recurrent (repetitive) and patterned synchronization in non-musicians, indicative of greater temporal rigidity. PMID:29681872
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Directory of Open Access Journals (Sweden)
Rebecca Scheurich
2018-04-01
Full Text Available The ability to flexibly adapt one’s behavior is critical for social tasks such as speech and music performance, in which individuals must coordinate the timing of their actions with others. Natural movement frequencies, also called spontaneous rates, constrain synchronization accuracy between partners during duet music performance, whereas musical training enhances synchronization accuracy. We investigated the combined influences of these factors on the flexibility with which individuals can synchronize their actions with sequences at different rates. First, we developed a novel musical task capable of measuring spontaneous rates in both musicians and non-musicians in which participants tapped the rhythm of a familiar melody while hearing the corresponding melody tones. The novel task was validated by similar measures of spontaneous rates generated by piano performance and by the tapping task from the same pianists. We then implemented the novel task with musicians and non-musicians as they synchronized tapping of a familiar melody with a metronome at their spontaneous rates, and at rates proportionally slower and faster than their spontaneous rates. Musicians synchronized more flexibly across rates than non-musicians, indicated by greater synchronization accuracy. Additionally, musicians showed greater engagement of error correction mechanisms than non-musicians. Finally, differences in flexibility were characterized by more recurrent (repetitive and patterned synchronization in non-musicians, indicative of greater temporal rigidity.
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Effect of music-based multitask training on cognition and mood in older adults.
Hars, Mélany; Herrmann, Francois R; Gold, Gabriel; Rizzoli, René; Trombetti, Andrea
2014-03-01
in a secondary analysis of a randomised controlled trial, we investigated whether 6 months of music-based multitask training had beneficial effects on cognitive functioning and mood in older adults. 134 community-dwellers aged ≥65 years at increased risk for falling were randomly assigned to either an intervention group (n = 66) who attended once weekly 1-h supervised group classes of multitask exercises, executed to the rhythm of piano music, or a control group with delayed intervention (n = 68) who maintained usual lifestyle habits, for 6 months. A short neuropsychological test battery was administered by an intervention-blinded neuropsychologist at baseline and Month 6, including the mini-mental state examination (MMSE), the clock-drawing test, the frontal assessment battery (FAB) and the hospital anxiety (HADS-A) and depression scale. intention-to-treat analysis showed an improvement in the sensitivity to interference subtest of the FAB (adjusted between-group mean difference (AMD), 0.12; 95% CI, 0.00 to 0.25; P = 0.047) and a reduction in anxiety level (HADS-A; AMD, -0.88; 95% CI, -1.73 to -0.05; P = 0.039) in intervention participants, as compared with the controls. Within-group analysis revealed an increase in MMSE score (P = 0.004) and a reduction in the number of participants with impaired global cognitive performance (i.e., MMSE score ≤23; P = 0.003) with intervention. six months of once weekly music-based multitask training was associated with improved cognitive function and decreased anxiety in community-dwelling older adults, compared with non-exercising controls. Studies designed to further delineate whether training-induced changes in cognitive function could contribute to dual-task gait improvements and falls reduction, remain to be conducted.
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Musical Training during Early Childhood Enhances the Neural Encoding of Speech in Noise
Strait, Dana L.; Parbery-Clark, Alexandra; Hittner, Emily; Kraus, Nina
2012-01-01
For children, learning often occurs in the presence of background noise. As such, there is growing desire to improve a child's access to a target signal in noise. Given adult musicians' perceptual and neural speech-in-noise enhancements, we asked whether similar effects are present in musically-trained children. We assessed the perception and…
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The effects of music on the cardiac resuscitation education of nursing students.
Tastan, Sevinc; Ayhan, Hatice; Unver, Vesile; Cinar, Fatma Ilknur; Kose, Gulsah; Basak, Tulay; Cinar, Orhan; Iyigun, Emine
2017-03-01
The purpose of this study is to examine the effects of music on the appropriate performance of the rate and depth of chest compression for nursing students. This randomized controlled study was conducted in the School of Nursing in Turkey between November 2014 and January 2015. The study's participants were second-year nursing school students with no previous formal cardiac resuscitation training (n=77). Participants were randomly assigned to one of two groups: an intervention group with music and a control group without music. During practical training, the intervention group performed chest compressions with music. The outcomes of this study were collected twice. The first evaluation was conducted one day after CPR education, and the second evaluation was conducted six weeks after the initial training. The first evaluation shows that the participants in the intervention group had an average rate of 107.33±7.29 chest compressions per minute, whereas the rate for the control group was 121.47±12.91. The second evaluation shows that the rates of chest compression for the intervention and control groups were 106.24±8.72 and 100.71±9.54, respectively. The results of this study show that a musical piece enables students to remember the ideal rhythm for chest compression. Performing chest compression with music can easily be integrated into CPR education because it does not require additional technology and is cheap. Copyright © 2016 Elsevier Ltd. All rights reserved.
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大野内, 愛
2015-01-01
This paper aims to clarify the requirements for music education as part of general education in Italy through an assessment of the 1963 program, the music textbooks published by Ricordi during the implementation of that program, and the Guide to Music Education textbooks. I found that the textbooks focused on music theory, although the 1963 program emphasized practical training of students with a love of music. Further, the Guide to Music Education series was published specifically for use in...
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Tanaka, Shoji; Kirino, Eiji
2016-01-01
Conceiving concrete mental imagery is critical for skillful musical expression and performance. The precuneus, a core component of the default mode network (DMN), is a hub of mental image processing that participates in functions such as episodic memory retrieval and imagining future events. The precuneus connects with many brain regions in the frontal, parietal, temporal, and occipital cortices. The aim of this study was to examine the effects of long-term musical training on the resting-state functional connectivity of the precuneus. Our hypothesis was that the functional connectivity of the precuneus is altered in musicians. We analyzed the functional connectivity of the precuneus using resting-state functional magnetic resonance imaging (fMRI) data recorded in female university students majoring in music and nonmusic disciplines. The results show that the music students had higher functional connectivity of the precuneus with opercular/insular regions, which are associated with interoceptive and emotional processing; Heschl's gyrus (HG) and the planum temporale (PT), which process complex tonal information; and the lateral occipital cortex (LOC), which processes visual information. Connectivity of the precuneus within the DMN did not differ between the two groups. Our finding suggests that functional connections between the precuneus and the regions outside of the DMN play an important role in musical performance. We propose that a neural network linking the precuneus with these regions contributes to translate mental imagery into information relevant to musical performance.
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Intuitive Music:A Mini-Handbook: Version 2009f
Bergstrøm-Nielsen, Carl
2009-01-01
Handbook for people who wish to play or teach freely improvised music and improvisation pieces. With sections on how to start with different types of groups, training of musical awareness, parameters of the musical sound, the history of improvised music and a bibliography. - Greek translation by Demetrios Psychas, 2013. Handbook for people who wish to play or teach freely improvised music and improvisation pieces. With sections on how to start with different types of groups, training of mu...
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Aagten-Murphy, David; Cappagli, Giulia; Burr, David
2014-03-01
Expert musicians are able to time their actions accurately and consistently during a musical performance. We investigated how musical expertise influences the ability to reproduce auditory intervals and how this generalises across different techniques and sensory modalities. We first compared various reproduction strategies and interval length, to examine the effects in general and to optimise experimental conditions for testing the effect of music, and found that the effects were robust and consistent across different paradigms. Focussing on a 'ready-set-go' paradigm subjects reproduced time intervals drawn from distributions varying in total length (176, 352 or 704 ms) or in the number of discrete intervals within the total length (3, 5, 11 or 21 discrete intervals). Overall, Musicians performed more veridical than Non-Musicians, and all subjects reproduced auditory-defined intervals more accurately than visually-defined intervals. However, Non-Musicians, particularly with visual stimuli, consistently exhibited a substantial and systematic regression towards the mean interval. When subjects judged intervals from distributions of longer total length they tended to regress more towards the mean, while the ability to discriminate between discrete intervals within the distribution had little influence on subject error. These results are consistent with a Bayesian model that minimizes reproduction errors by incorporating a central tendency prior weighted by the subject's own temporal precision relative to the current distribution of intervals. Finally a strong correlation was observed between all durations of formal musical training and total reproduction errors in both modalities (accounting for 30% of the variance). Taken together these results demonstrate that formal musical training improves temporal reproduction, and that this improvement transfers from audition to vision. They further demonstrate the flexibility of sensorimotor mechanisms in adapting to
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Dancing to "groovy" music enhances the experience of flow.
Bernardi, Nicolò F; Bellemare-Pepin, Antoine; Peretz, Isabelle
2018-05-06
We investigated whether dancing influences the emotional response to music, compared to when music is listened to in the absence of movement. Forty participants without previous dance training listened to "groovy" and "nongroovy" music excerpts while either dancing or refraining from movement. Participants were also tested while imitating their own dance movements, but in the absence of music as a control condition. Emotion ratings and ratings of flow were collected following each condition. Dance movements were recorded using motion capture. We found that the state of flow was increased specifically during spontaneous dance to groovy excerpts, compared with both still listening and motor imitation. Emotions in the realms of vitality (such as joy and power) and sublimity (such as wonder and nostalgia) were evoked by music in general, whether participants moved or not. Significant correlations were found between the emotional and flow responses to music and whole-body acceleration profiles. Thus, the results highlight a distinct state of flow when dancing, which may be of use to promote well-being and to address certain clinical conditions. © 2018 New York Academy of Sciences.
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Immediate effects of Alpha/theta and Sensory-Motor Rhythm feedback on music performance.
Gruzelier, J H; Hirst, L; Holmes, P; Leach, J
2014-07-01
This is one of a series of investigations comparing two EEG-neurofeedback protocols - Alpha/theta (A/T) and Sensory-Motor Rhythm (SMR) - for performance enhancement in the Arts, here with the focus on music. The original report (Egner and Gruzelier, 2003) established a beneficial outcome for elite conservatoire musicians following A/T training in two investigations. Subsequently this A/T advantage was replicated for both advanced instrumental and novice singing abilities, including improvisation, while SMR training benefited novice performance only (Gruzelier, Holmes et al., 2014). Here we report a replication of the latter study in university instrumentalists who as before were novice singers with one design change - post-training performances were conducted within the tenth final session instead of on a subsequent occasion. As before expert judges rated the domains of Creativity/Musicality, Communication/Presentation and Technique. The proximity to training of the music performances within the last session likely compromised gains from A/T learning, but perhaps reinforced the impact of SMR training efficacy. In support of validation there was evidence of strong within- and across-session A/T learning and positive linear trends for across-session SMR/theta and SMR/beta-2 ratio learning. In support of mediation learning correlated with music performance. The A/T outcome was markedly discrepant from previous studies and should dispel any impression that the hypnogogic state itself is transferred to the performance context. The effects of SMR ratio training are consistent with an impact on lower-order abilities required in novice performance such as sustained attention and memory, and benefiting all three domains of music assessment. Copyright © 2014 Elsevier B.V. All rights reserved.
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Ritti-Dias, Raphael Mendes; Avelar, Ademar; Salvador, Emanuel Péricles; Cyrino, Edilson Serpeloni
2011-05-01
The 1-repetition maximum test (1RM) has been widely used to assess maximal strength. However, to improve accuracy in assessing maximal strength, several sessions of the 1RM test are recommended. The aim of this study was to analyze the influence of previous resistance training experience on the reliability of 1RM test. Thirty men were assigned to the following 2 groups according to their previous resistance training experience: no previous resistance training experience (NOEXP) and more than 24 months of resistance training experience (EXP). All subjects performed the 1RM tests in bench press and squat in 4 sessions on distinct days. There was a significant session × group effect in bench press (F = 3.09; p reliability of the 1RM test is influenced by the subject's previous experience in resistance training. Subjects without experience in resistance training require more practice and familiarization and show greater increases in maximal strength between sessions than subjects with previous experience in resistance training.
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Directory of Open Access Journals (Sweden)
Mari eTervaniemi
2016-01-01
Full Text Available When compared with individuals without explicit training in music, adult musicians have facilitated neural functions in several modalities. They also display structural changes in various brain areas, these changes corresponding to the intensity and duration of their musical training. Previous studies have focused on investigating musicians with training in Western classical music. However, musicians involved in different musical genres may display highly differentiated auditory profiles according to the demands set by their genre, i.e. varying importance of different musical sound features. This hypothesis was tested in a novel melody paradigm including deviants in tuning, timbre, rhythm, melody transpositions, and melody contour. Using this paradigm while the participants were watching a silent video and instructed to ignore the sounds, we compared classical, jazz, and rock musicians’ and non-musicians’ accuracy of neural encoding of the melody. In all groups of participants, all deviants elicited an MMN response, which is a cortical index of deviance discrimination. The strength of the MMN and the subsequent attentional P3a responses reflected the importance of various sound features in each music genre: these automatic brain responses were selectively enhanced to deviants in tuning (classical musicians, timing (classical and jazz musicians, transposition (jazz musicians, and melody contour (jazz and rock musicians. Taken together, these results indicate that musicians with different training history have highly specialized cortical reactivity to sounds which violate the neural template for melody content.
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Tervaniemi, Mari; Janhunen, Lauri; Kruck, Stefanie; Putkinen, Vesa; Huotilainen, Minna
2015-01-01
When compared with individuals without explicit training in music, adult musicians have facilitated neural functions in several modalities. They also display structural changes in various brain areas, these changes corresponding to the intensity and duration of their musical training. Previous studies have focused on investigating musicians with training in Western classical music. However, musicians involved in different musical genres may display highly differentiated auditory profiles according to the demands set by their genre, i.e., varying importance of different musical sound features. This hypothesis was tested in a novel melody paradigm including deviants in tuning, timbre, rhythm, melody transpositions, and melody contour. Using this paradigm while the participants were watching a silent video and instructed to ignore the sounds, we compared classical, jazz, and rock musicians' and non-musicians' accuracy of neural encoding of the melody. In all groups of participants, all deviants elicited an MMN response, which is a cortical index of deviance discrimination. The strength of the MMN and the subsequent attentional P3a responses reflected the importance of various sound features in each music genre: these automatic brain responses were selectively enhanced to deviants in tuning (classical musicians), timing (classical and jazz musicians), transposition (jazz musicians), and melody contour (jazz and rock musicians). Taken together, these results indicate that musicians with different training history have highly specialized cortical reactivity to sounds which violate the neural template for melody content.
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Musical Students’ Concert Practice
Directory of Open Access Journals (Sweden)
Aleksandr S. Plokhotnyuk
2012-12-01
Full Text Available . The article presents detailed analysis of performance training of future teachers of music at higher educational establishments and offers ways to overcome the problem of musical students’ concert practice organization.
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Onouchi, Ai
2015-01-01
This paper aims to clarify the requirements for music education as part of general education in Italy through an assessment of the 1963 program, the music textbooks published by Ricordi during the implementation of that program, and the Guide to Music Education textbooks. I found that the textbooks focused on music theory, although the 1963 program emphasized practical training of students with a love of music. Further, the Guide to Music Education series was published specifically for use in...
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Contemporary commercial music (CCM) survey: who's teaching what in nonclassical music.
LoVetri, Jeannette L; Weekly, Edrie Means
2003-06-01
Currently, there is an increasing interest in and demand for training in a wide variety of nonclassical music--contemporary commercial music (CCM)--and most particularly for music theater. A survey of singing teachers was completed to elucidate their training, education, and experience with and methods of teaching CCM. Teachers were at colleges, universities, and conservatories as well as in private studios, both nationally and in several foreign countries. A substantial percentage of those teaching CCM had neither formal education in teaching it nor professional experience. Many of the respondents indicated conflict between classical and CCM styles. Respondents were generally familiar with voice science and voice medicine as well as certain CCM terminology. Teachers expressed an interest in obtaining more information, with an emphasis on healthy vocal production. These results are discussed, as well as implications for the singing teacher who desires specific training to teach CCM.
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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.
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Directory of Open Access Journals (Sweden)
Lily N C Law
Full Text Available 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.
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Directory of Open Access Journals (Sweden)
Samaneh Sadat Dastgheib
2013-03-01
Full Text Available Introduction: In recent years, music has been employed in many intervention and rehabilitation program to enhance cognitive abilities in patients. Numerous researches show that music therapy can help improving language skills in patients including hearing impaired. In this study, a new method of music training is introduced based on principles of neuroscience and capabilities of Persian language to optimize language development in deaf children after implantation. Materials and Methods: The candidate children are classified in three groups according to their hearing age and language development. The music training program is established and centered on four principles, as follows: hearing and listening to music (with special attention to boost hearing, singing, rhythmic movements with music and playing musical instruments. Results: Recently much research has demonstrated that even after cochlear implant operation, a child cannot acquire language to the same level of detail as a normal child. As a result of this study music could compensate this developmental delay .It is known that the greater the area of the brain that is activated, the more synaptic learning and plasticity changes occur in that specific area. According to the principles of neural plasticity, music could improve language skills by activating the same areas for language processing in the brain. Conclusion: In conclusion, the effects of music on the human brain seem to be very promising and therapeutic in various types of disorders and conditions, including cochlear implantation.
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Loja musical capital of Ecuador
Directory of Open Access Journals (Sweden)
María Eugenia Rodríguez Guerrero
2016-12-01
Full Text Available In the slang language of Lojanos, it is said that Loja is the musical capital of Ecuador. thesis or clich´e, which has led to write the present article to find the theoretical empirical support and practices that support it, constituting it in research object and recommend to the future the innovations that need to be introduced in order to sustain and strengthen this place of Loja. This first approach has as a problem What does Loja provides, that distinguish from the rest of the provinces of Ecuador in the musical field, to be considered its capital? This first delivery aims to build a framework of computer concepts that open up posterity to a field of research on music and that translate into policies, plans and programs that empower it. They develop three concepts derived from the thesis: the power to construct music that refers to the generic and specific competences in different instruments and genres, the amount of music that is produced and the human talent in musical formation that is developed in Loja. Empirical evidence is collected to corroborate or reject the hypothesis: Loja is the musical capital of Ecuador. Data are collected on musical skills and compared at the global level, as well as music production and music training scenarios. At the end the hypothesis is checked. The task of the Lojanos is to innovate the capital. Keywords: Music, musical competitions, musical talent in training, amount of music, musicalperformance, musical instrument, songs.
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Musical activity and emotional competence - a twin study.
Theorell, Töres P; Lennartsson, Anna-Karin; Mosing, Miriam A; Ullén, Fredrik
2014-01-01
The hypothesis was tested that musical activities may contribute to the prevention of alexithymia. We tested whether musical creative achievement and musical practice are associated with lower alexithymia. 8000 Swedish twins aged 27-54 were studied. Alexithymia was assessed using the Toronto Alexithymia Scale-20. Musical achievement was rated on a 7-graded scale. Participants estimated number of hours of music practice during different ages throughout life. A total life estimation of number of accumulated hours was made. They were also asked about ensemble playing. In addition, twin modelling was used to explore the genetic architecture of the relation between musical practice and alexithymia. Alexithymia was negatively associated with (i) musical creative achievement, (ii) having played a musical instrument as compared to never having played, and - for the subsample of participants that had played an instrument - (iii) total hours of musical training (r = -0.12 in men and -0.10 in women). Ensemble playing added significant variance. Twin modelling showed that alexithymia had a moderate heritability of 36% and that the association with musical practice could be explained by shared genetic influences. Associations between musical training and alexithymia remained significant when controlling for education, depression, and intelligence. Musical achievement and musical practice are associated with lower levels of alexithymia in both men and women. Musical engagement thus appears to be associated with higher emotional competence, although effect sizes are small. The association between musical training and alexithymia appears to be entirely genetically mediated, suggesting genetic pleiotropy.
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The effects of context and musical training on auditory temporal-interval discrimination.
Banai, Karen; Fisher, Shirley; Ganot, Ron
2012-02-01
Non sensory factors such as stimulus context and musical experience are known to influence auditory frequency discrimination, but whether the context effect extends to auditory temporal processing remains unknown. Whether individual experiences such as musical training alter the context effect is also unknown. The goal of the present study was therefore to investigate the effects of stimulus context and musical experience on auditory temporal-interval discrimination. In experiment 1, temporal-interval discrimination was compared between fixed context conditions in which a single base temporal interval was presented repeatedly across all trials and variable context conditions in which one of two base intervals was randomly presented on each trial. Discrimination was significantly better in the fixed than in the variable context conditions. In experiment 2 temporal discrimination thresholds of musicians and non-musicians were compared across 3 conditions: a fixed context condition in which the target interval was presented repeatedly across trials, and two variable context conditions differing in the frequencies used for the tones marking the temporal intervals. Musicians outperformed non-musicians on all 3 conditions, but the effects of context were similar for the two groups. Overall, it appears that, like frequency discrimination, temporal-interval discrimination benefits from having a fixed reference. Musical experience, while improving performance, did not alter the context effect, suggesting that improved discrimination skills among musicians are probably not an outcome of more sensitive contextual facilitation or predictive coding mechanisms. Copyright © 2011 Elsevier B.V. All rights reserved.
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Directory of Open Access Journals (Sweden)
Janna Pape
2014-01-01
Full Text Available Background. The generation and maintenance of tinnitus are assumed to be based on maladaptive functional cortical reorganization. Listening to modified music, which contains no energy in the range of the individual tinnitus frequency, can inhibit the corresponding neuronal activity in the auditory cortex. Music making has been shown to be a powerful stimulator for brain plasticity, inducing changes in multiple sensory systems. Using magnetoencephalographic (MEG and behavioral measurements we evaluated the cortical plasticity effects of two months of (a active listening to (unisensory versus (b learning to play (multisensory tailor-made notched music in nonmusician tinnitus patients. Taking into account the fact that uni- and multisensory trainings induce different patterns of cortical plasticity we hypothesized that these two protocols will have different affects. Results. Only the active listening (unisensory group showed significant reduction of tinnitus related activity of the middle temporal cortex and an increase in the activity of a tinnitus-coping related posterior parietal area. Conclusions. These findings indicate that active listening to tailor-made notched music induces greater neuroplastic changes in the maladaptively reorganized cortical network of tinnitus patients while additional integration of other sensory modalities during training reduces these neuroplastic effects.
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Pape, Janna; Paraskevopoulos, Evangelos; Bruchmann, Maximilian; Wollbrink, Andreas; Rudack, Claudia; Pantev, Christo
2014-01-01
BACKGROUND. The generation and maintenance of tinnitus are assumed to be based on maladaptive functional cortical reorganization. Listening to modified music, which contains no energy in the range of the individual tinnitus frequency, can inhibit the corresponding neuronal activity in the auditory cortex. Music making has been shown to be a powerful stimulator for brain plasticity, inducing changes in multiple sensory systems. Using magnetoencephalographic (MEG) and behavioral measurements we evaluated the cortical plasticity effects of two months of (a) active listening to (unisensory) versus (b) learning to play (multisensory) tailor-made notched music in nonmusician tinnitus patients. Taking into account the fact that uni- and multisensory trainings induce different patterns of cortical plasticity we hypothesized that these two protocols will have different affects. RESULTS. Only the active listening (unisensory) group showed significant reduction of tinnitus related activity of the middle temporal cortex and an increase in the activity of a tinnitus-coping related posterior parietal area. CONCLUSIONS. These findings indicate that active listening to tailor-made notched music induces greater neuroplastic changes in the maladaptively reorganized cortical network of tinnitus patients while additional integration of other sensory modalities during training reduces these neuroplastic effects.
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Expressiveness in musical performance: Pedagogic aspect
Directory of Open Access Journals (Sweden)
Jović Natalija R.
2016-01-01
Full Text Available The subject of our research relates to pedagogic aspects of expressive vocal-instrumental musical performance. We intended to examine: (1 how undergraduate students see/conceptualize and evaluate expressiveness in musical performance; (2 whether and how they were trained in the skill of expressive musical performance during their musical training; (3 whether and in which way they rehearse the expressive component of musical performance and interpretation and (4 whether there are any differences regarding gender, age, instrument, department, year of study and years of instrument playing in relation to the group of dependant variables related to expressiveness, tuition and practice. The sample for the research included 82 students of instrumental and theory departments at the Faculty of Music in Belgrade. Psychological and pedagogical aspects of musical expressiveness during vocal-instrumental performance were analyzed. The results show that students highly evaluate expressiveness but its place is secondary compared to mastering technical and tonal requirements. Statistically significant differences were shown regarding gender, age and departments. It can be concluded that there is a potential for the development and enhancement of expressiveness of students if we abandon the traditional view that expressiveness is linked exclusively to talent. The findings indicate that pedagogical work should be directed towards finding purposeful strategies for training individual expressiveness.
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Music, Violence and Music Therapy with Young People in Schools: A Position Paper
Katrina Skewes McFerran; Andreas Wölfl
2015-01-01
Music therapists have rarely involved themselves in the discourse linking music and violence. Instead, representatives of the profession have advocated for the positive outcomes that can result from the use of music by trained therapists working with people who have experienced violence or been violent. In this position paper, we will elaborate a much-needed position that first acknowledges the ways that music can promote violence, and then focuses on different ways to work with young peopl...
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Bailey, Jennifer Anne; Zatorre, Robert J; Penhune, Virginia B
2014-04-01
Evidence in animals and humans indicates that there are sensitive periods during development, times when experience or stimulation has a greater influence on behavior and brain structure. Sensitive periods are the result of an interaction between maturational processes and experience-dependent plasticity mechanisms. Previous work from our laboratory has shown that adult musicians who begin training before the age of 7 show enhancements in behavior and white matter structure compared with those who begin later. Plastic changes in white matter and gray matter are hypothesized to co-occur; therefore, the current study investigated possible differences in gray matter structure between early-trained (ET; 7) musicians, matched for years of experience. Gray matter structure was assessed using voxel-wise analysis techniques (optimized voxel-based morphometry, traditional voxel-based morphometry, and deformation-based morphometry) and surface-based measures (cortical thickness, surface area and mean curvature). Deformation-based morphometry analyses identified group differences between ET and LT musicians in right ventral premotor cortex (vPMC), which correlated with performance on an auditory motor synchronization task and with age of onset of musical training. In addition, cortical surface area in vPMC was greater for ET musicians. These results are consistent with evidence that premotor cortex shows greatest maturational change between the ages of 6-9 years and that this region is important for integrating auditory and motor information. We propose that the auditory and motor interactions required by musical practice drive plasticity in vPMC and that this plasticity is greatest when maturation is near its peak.
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The Nigerian Art Music Composer, His Training, Vocal Compositions ...
African Journals Online (AJOL)
The music arena has undergone some changes within the past decades in Nigeria; partly due to contact of Nigerians with music of the other world cultures and due to intercultural borrowings within Nigeria. This trend has been a masterminding force in the shaping of the musical arena in Nigeria with the art music composer ...
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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
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Biological impact of preschool music classes on processing speech in noise.
Strait, Dana L; Parbery-Clark, Alexandra; O'Connell, Samantha; Kraus, Nina
2013-10-01
Musicians have increased resilience to the effects of noise on speech perception and its neural underpinnings. We do not know, however, how early in life these enhancements arise. We compared auditory brainstem responses to speech in noise in 32 preschool children, half of whom were engaged in music training. Thirteen children returned for testing one year later, permitting the first longitudinal assessment of subcortical auditory function with music training. Results indicate emerging neural enhancements in musically trained preschoolers for processing speech in noise. Longitudinal outcomes reveal that children enrolled in music classes experience further increased neural resilience to background noise following one year of continued training compared to nonmusician peers. Together, these data reveal enhanced development of neural mechanisms undergirding speech-in-noise perception in preschoolers undergoing music training and may indicate a biological impact of music training on auditory function during early childhood. Copyright © 2013 Elsevier Ltd. All rights reserved.
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Mentoring Music Educators in Gospel Music Pedagogy in the Classroom
Turner, Patrice Elizabeth
2009-01-01
Since the early 20th century, gospel music has become increasingly popular in the United States. The popularity is making it appealing to perform in public schools. However, many choral and general music educators did not experience the tradition during their formative years and/or have not received training or background in its instruction. …
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A Comprehensive Guide to Music Therapy
DEFF Research Database (Denmark)
Wigram, Anthony Lewis; Pedersen, Inge Nygaard; Bonde, Lars Ole
A detailed guide to music therapy from an international perspective, covering theory, practice, assessment, research and training. 2nd Edition of the first Danish Handbook in music theory, clinical practice, research and training. The Danish version "Musikterapi: Når ord ikke slår til......" was published in 2001 by KLIM, Aarhus DK. The English Edition has a more international orientation and a broader view on research and extended bibliography. The book includes a music CD and a CD rom....
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DEFF Research Database (Denmark)
Sanfi, Ilan
2012-01-01
may cause detrimental long-term effects. Three studies have examined the effect of music therapy procedural support (MTPS) under needle procedures. Consequently, this study aims at examining the effects of MTPS in an RCT. Moreover, the study addresses clinical aspects of the applied MT intervention...... and provides research-based clinical tools. Methods 41 children (1 to 10 years) were enrolled and underwent a single PIVA procedure. The children were randomly assigned to either an MT or a comparable control group receiving PIVA. In addition, the music therapy (MT) group received individualised MTPS (i.......e. music alternate engagement) before, during, and after PIVA. The intervention was performed by a trained music therapist and comprised preferred songs, improvised songs/music, and instrument playing. The study was carried out in accordance with the rules in force regarding research ethics and clinical MT...
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Oba, Sandra I.; Galvin, John J.; Fu, Qian-Jie
2014-01-01
Auditory training has been shown to significantly improve cochlear implant (CI) users’ speech and music perception. However, it is unclear whether post-training gains in performance were due to improved auditory perception or to generally improved attention, memory and/or cognitive processing. In this study, speech and music perception, as well as auditory and visual memory were assessed in ten CI users before, during, and after training with a non-auditory task. A visual digit span (VDS) task was used for training, in which subjects recalled sequences of digits presented visually. After the VDS training, VDS performance significantly improved. However, there were no significant improvements for most auditory outcome measures (auditory digit span, phoneme recognition, sentence recognition in noise, digit recognition in noise), except for small (but significant) improvements in vocal emotion recognition and melodic contour identification. Post-training gains were much smaller with the non-auditory VDS training than observed in previous auditory training studies with CI users. The results suggest that post-training gains observed in previous studies were not solely attributable to improved attention or memory, and were more likely due to improved auditory perception. The results also suggest that CI users may require targeted auditory training to improve speech and music perception. PMID:23516087
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Igbo Art Music Composers and Globalization | Nwamara | Journal of ...
African Journals Online (AJOL)
Art music can be defined as those musical compositions which trained musicians produce under the influence of their western music training. On the other hand, Globalisation has been defined as the integration of the activities of various people irrespective of distance and national boundaries. It has also been observed that ...
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Guo, Xia; Ohsawa, Chie; Suzuki, Akiko; Sekiyama, Kaoru
2017-01-01
Previous studies have reported that music training not only improves children's musical skills, but also enhances their cognitive functions. However, there is a disagreement about what domain(s) might be affected. Moreover, effects of short-term (musical scores to emphasize creating association between sound (auditory modality) and finger movement (somato-motor system). Cognitive measurements included verbal ability, processing speed, working memory, and inhibitory control, which were administered before and after the curriculum in both groups. After the 6-week training, only the experimental group showed a significant improvement in the Digit Span test (especially in the Digit Span Backward) that measures working memory. However, no significant influences were found on the other cognitive tests. The result suggests that several weeks of instrumental music training may be beneficial to improving children's working memory. In addition, we used an inexpensive and portable keyboard harmonica; therefore, our instructional method is easy to apply in classrooms or other circumstances. If the method is applied to music lessons in schools or in the community, it may help improve children's working memory.
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Enculturation Effects in Music Cognition: The Role of Age and Music Complexity
Morrison, Steven J.; Demorest, Steven M.; Stambaugh, Laura A.
2008-01-01
The authors replicate and extend findings from previous studies of music enculturation by comparing music memory performance of children to that of adults when listening to culturally familiar and unfamiliar music. Forty-three children and 50 adults, all born and raised in the United States, completed a music memory test comprising unfamiliar…
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Indian Academy of Sciences (India)
effects of music training on auditory .... dala but is distributed over a network of regions that also in- clude the ... In addition to the emotional impact of music on the brain, these ... social cognition, contact, copathy, and social cohesion in a group.
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Elmer, Stefan; Klein, Carina; Kühnis, Jürg; Liem, Franziskus; Meyer, Martin; Jäncke, Lutz
2014-10-01
In this study, we used high-density EEG to evaluate whether speech and music expertise has an influence on the categorization of expertise-related and unrelated sounds. With this purpose in mind, we compared the categorization of speech, music, and neutral sounds between professional musicians, simultaneous interpreters (SIs), and controls in response to morphed speech-noise, music-noise, and speech-music continua. Our hypothesis was that music and language expertise will strengthen the memory representations of prototypical sounds, which act as a perceptual magnet for morphed variants. This means that the prototype would "attract" variants. This so-called magnet effect should be manifested by an increased assignment of morphed items to the trained category, by a reduced maximal slope of the psychometric function, as well as by differential event-related brain responses reflecting memory comparison processes (i.e., N400 and P600 responses). As a main result, we provide first evidence for a domain-specific behavioral bias of musicians and SIs toward the trained categories, namely music and speech. In addition, SIs showed a bias toward musical items, indicating that interpreting training has a generic influence on the cognitive representation of spectrotemporal signals with similar acoustic properties to speech sounds. Notably, EEG measurements revealed clear distinct N400 and P600 responses to both prototypical and ambiguous items between the three groups at anterior, central, and posterior scalp sites. These differential N400 and P600 responses represent synchronous activity occurring across widely distributed brain networks, and indicate a dynamical recruitment of memory processes that vary as a function of training and expertise.
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Effects of Short Term Music and Second Language Training on Executive Control
Janus, Monika; Lee, Yunjo; Moreno, Sylvain; Bialystok, Ellen
2015-01-01
Separate lines of research have identified enhanced performance on non-verbal executive control (EC) tasks for bilinguals (Bialystok, Craik, Green, & Gollan, 2009) and those with music training (Moreno et al., 2011), but little is known about the relation between them in terms of the specificity of the effects of each experience or the degree of exposure necessary to induce these changes. Using an intervention design, the present study pseudo-randomly assigned 57 4- to 6-year-old children (ma...
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Directory of Open Access Journals (Sweden)
N.B. Petrenko
2016-08-01
Full Text Available Introduction: It is known that regular listening to specially selected music develops children’s cognitive abilities. Musical influence optimizes many important functions of brain: increases mental workability; accelerates processing of information; improves short term memory. Besides, sensitivity of visual and hearing analyzers strengthens, as well as regulation of arbitrary movements; indicators of verbal and non verbal intellect improve. Purpose: to determine peculiarities of musical rhythm’s mastering by pre-school age children with speech disorders with the help of dance-correction program trainings. Material: the categories of the tested children: children of age - 4-5 and 5-6 years with speech disorders and healthy pre-school age children. Children of 4-5 years’ age composed: main group (n=12, control group (n=16; group of healthy children (n=24. For assessment of verbal thinking and rhythm-motor (or dance abilities we used complex of tests of constantly increasing difficulty. Results: we found that under influence of dance-correcting exercises activation of rhythm-motor abilities and development of cognitive functions happened in children. We also found main functional peculiarities of musical rhythm’s mastering by pre-school age children. It was determined that by the end of pedagogic experiment, main groups of children approached to groups of healthy peers by all tested characteristics. Conclusions: it is recommended to include correcting components (fit ball - dance gymnastic, tales-therapy, logo-rhythm trainings, and game fitness in trainings by choreographic program.
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Musical activity and emotional competence – a twin study
Directory of Open Access Journals (Sweden)
Tores PG Theorell
2014-07-01
Full Text Available The hypothesis was tested that musical creative achievement and musical practice are associated with lower alexithymia. 8000 Swedish twins aged 27-54 were studied. Alexithymia was assessed using the Toronto Alexithymia Scale (TAS-20. Musical achievement was rated on a 7-graded scale. Participants estimated number of hours of music practice during different ages throughout life. A total life estimation of number of accumulated hours was made. They were also asked about ensemble playing. In addition, twin modelling was used to explore the genetic architecture of the relation between musical practice and alexithymia. Alexithymia was negatively associated with (i musical creative achievement, (ii having played a musical instrument as compared to never having played, and – for the subsample of participants that had played an instrument – (iii total hours of musical training (r = -.12 – in men and -.10 in women. Ensemble playing added significant variance. Twin modelling showed that alexithymia had a moderate heritability of 36% and that the association with musical practice could be explained by shared genetic influences. Associations between musical training and alexithymia remained significant when controlling for education, depression, and intelligence. Musical achievement and musical practice are associated with lower levels of alexithymia in both men and women. Musical engagement thus appears to be associated with higher emotional competence, although effect sizes are small. The association between musical training and alexithymia appears to be entirely genetically mediated, suggesting genetic pleiotropy.
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Do informal musical activities shape auditory skill development in preschool-age children?
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.
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Music Exposure and the Development of Spatial Intelligence in Children.
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…
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Transforming Musical Signals through a Genre Classifying Convolutional Neural Network
Geng, S.; Ren, G.; Ogihara, M.
2017-05-01
Convolutional neural networks (CNNs) have been successfully applied on both discriminative and generative modeling for music-related tasks. For a particular task, the trained CNN contains information representing the decision making or the abstracting process. One can hope to manipulate existing music based on this 'informed' network and create music with new features corresponding to the knowledge obtained by the network. In this paper, we propose a method to utilize the stored information from a CNN trained on musical genre classification task. The network was composed of three convolutional layers, and was trained to classify five-second song clips into five different genres. After training, randomly selected clips were modified by maximizing the sum of outputs from the network layers. In addition to the potential of such CNNs to produce interesting audio transformation, more information about the network and the original music could be obtained from the analysis of the generated features since these features indicate how the network 'understands' the music.
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Characteristics and determinants of music appreciation in adult CI users.
Philips, Birgit; Vinck, Bart; De Vel, Eddy; Maes, Leen; D'Haenens, Wendy; Keppler, Hannah; Dhooge, Ingeborg
2012-03-01
The main objective of this study was to assess the associations between self-reported listening habits and perception of music and speech perception outcomes in quiet and noise for both unilateral cochlear implant (CI) users and bimodal (CI in one ear, hearing aid in contra-lateral ear) users. Information concerning music appreciation was gathered by means of a newly developed questionnaire. Moreover, audiological data (pure-tone audiometry, speech tests in noise and quiet) were gathered and the relationship between speech perception and music appreciation is studied. Bimodal users enjoy listening to music more in comparison with unilateral CI users. Also, music training within rehabilitation is still uncommon, while CI recipients believe that music training might be helpful to maximize their potential with current CI technology. Music training should not be exclusively reserved for the good speech performers. Therefore, a music training program (MTP) that consists of different difficulty levels should be developed. Hopefully, early implementation of MTP in rehabilitation programs can enable adult CI users to enjoy and appreciate music and to maximize their potential with commercially available technology. Furthermore, because bimodal users consider the bimodal stimulation to be the most enjoyable way to listen to music, CI users with residual hearing in the contra-lateral ear should be encouraged to continue wearing their hearing aid in that ear.
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Directory of Open Access Journals (Sweden)
John Habron
2014-11-01
Full Text Available There is a longstanding relationship between music therapy and Dalcroze Eurhythmics, an approach to music education that had its beginnings in the reform pedagogy movement of the European fin de siècle. Émile Jaques-Dalcroze (1865-1950, the founder of the approach, initially focused on educational aims, but was soon to include therapeutic ones as well. During the early twentieth century, Dalcroze teachers applied the approach to their work with disabled children. Such applications have continued to develop to the present day and have expanded to include palliative treatment in HIV/AIDS and gerontology. There are many theoretical and technical similarities between Dalcroze Eurhythmics and improvisational music therapy, including communication through musical improvisation and attunement in playing for movement. However, many of these similarities remain to be discussed in relation to the literatures on music therapy and communicative musicality. To address this gap, this article takes a transdisciplinary approach, making conceptual connections between the theory and practice of both Dalcroze Eurhythmics and music therapy. Implications for future training, practice and research in Dalcroze Eurhythmics are discussed.
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MUSICAL-COMPUTER TECHNOLOGY: THE LABORATORY
Directory of Open Access Journals (Sweden)
Gorbunova Irina B.
2012-12-01
Full Text Available The article deals with musically-computer technology in the educational system on example of the Educational and Methodical Laboratory Music & Computer Technologies at the Herzen State Pedagogical University of Russia, St. Petersburg. Interdisciplinary field of professional activities relates to the creation and application of specialized music software and hardware tools and the knowledges in music and informatics. A realization of the concept of musical-computer education in preparing music teachers is through basic educational programs of vocational training, supplementary education, professional development of teachers and methodical support via Internet. In addition, the laboratory Music & Computer Technologies engaged in scientific activity: it is, above all, specialized researches in the field of pedagogy and international conferences.
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Minimal effects of visual memory training on auditory performance of adult cochlear implant users.
Oba, Sandra I; Galvin, John J; Fu, Qian-Jie
2013-01-01
Auditory training has been shown to significantly improve cochlear implant (CI) users' speech and music perception. However, it is unclear whether posttraining gains in performance were due to improved auditory perception or to generally improved attention, memory, and/or cognitive processing. In this study, speech and music perception, as well as auditory and visual memory, were assessed in 10 CI users before, during, and after training with a nonauditory task. A visual digit span (VDS) task was used for training, in which subjects recalled sequences of digits presented visually. After the VDS training, VDS performance significantly improved. However, there were no significant improvements for most auditory outcome measures (auditory digit span, phoneme recognition, sentence recognition in noise, digit recognition in noise), except for small (but significant) improvements in vocal emotion recognition and melodic contour identification. Posttraining gains were much smaller with the nonauditory VDS training than observed in previous auditory training studies with CI users. The results suggest that posttraining gains observed in previous studies were not solely attributable to improved attention or memory and were more likely due to improved auditory perception. The results also suggest that CI users may require targeted auditory training to improve speech and music perception.
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Clinical improvisation and the universe of musical idioms
DEFF Research Database (Denmark)
Bergstrøm-Nielsen, Carl
2001-01-01
(please choose Danish language to see a German summary) The music therapy education at Aalborg University, Denmark, takes five years of full-time study to accomplish and contains many special disciplines. One of these is called intuitive music. It deals with improvisation training and with the cr......(please choose Danish language to see a German summary) The music therapy education at Aalborg University, Denmark, takes five years of full-time study to accomplish and contains many special disciplines. One of these is called intuitive music. It deals with improvisation training...
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Making music in a group: synchronization and shared experience.
Overy, Katie
2012-04-01
To consider the full impact of musical learning on the brain, it is important to study the nature of everyday, non-expert forms of musical behavior alongside expert instrumental training. Such informal forms of music making tend to include social interaction, synchronization, body movements, and positive shared experiences. Here, I propose that when designing music intervention programs for scientific purposes, such features may have advantages over instrumental training, depending on the specific research aims, contexts, and measures. With reference to a selection of classroom approaches to music education and to the shared affective motion experience (SAME) model of emotional responses to music, I conclude that group learning may be particularly valuable in music pedagogy. © 2012 New York Academy of Sciences.
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Directory of Open Access Journals (Sweden)
Kleiton Augusto dos Santos Silva
Full Text Available Exercise training (ET is an important intervention for chronic diseases such as diabetes mellitus (DM. However, it is not known whether previous exercise training intervention alters the physiological and medical complications of these diseases. We investigated the effects of previous ET on the progression of renal disease and cardiovascular autonomic control in rats with streptozotocin (STZ-induced DM. Male Wistar rats were divided into five groups. All groups were followed for 15 weeks. Trained control and trained diabetic rats underwent 10 weeks of exercise training, whereas previously trained diabetic rats underwent 14 weeks of exercise training. Renal function, proteinuria, renal sympathetic nerve activity (RSNA and the echocardiographic parameters autonomic modulation and baroreflex sensitivity (BRS were evaluated. In the previously trained group, the urinary albumin/creatinine ratio was reduced compared with the sedentary diabetic and trained diabetic groups (p<0.05. Additionally, RSNA was normalized in the trained diabetic and previously trained diabetic animals (p<0.05. The ejection fraction was increased in the previously trained diabetic animals compared with the diabetic and trained diabetic groups (p<0.05, and the myocardial performance index was improved in the previously trained diabetic group compared with the diabetic and trained diabetic groups (p<0.05. In addition, the previously trained rats had improved heart rate variability and BRS in the tachycardic response and bradycardic response in relation to the diabetic group (p<0.05. This study demonstrates that previous ET improves the functional damage that affects DM. Additionally, our findings suggest that the development of renal and cardiac dysfunction can be minimized by 4 weeks of ET before the induction of DM by STZ.
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Sato, Kanako; Kirino, Eiji; Tanaka, Shoji
2015-01-01
The brain changes flexibly due to various experiences during the developmental stages of life. Previous voxel-based morphometry (VBM) studies have shown volumetric differences between musicians and nonmusicians in several brain regions including the superior temporal gyrus, sensorimotor areas, and superior parietal cortex. However, the reported brain regions depend on the study and are not necessarily consistent. By VBM, we investigated the effect of musical training on the brain structure by comparing university students majoring in music with those majoring in nonmusic disciplines. All participants were right-handed healthy Japanese females. We divided the nonmusic students into two groups and therefore examined three groups: music expert (ME), music hobby (MH), and nonmusic (NM) group. VBM showed that the ME group had the largest gray matter volumes in the right inferior frontal gyrus (IFG; BA 44), left middle occipital gyrus (BA 18), and bilateral lingual gyrus. These differences are considered to be caused by neuroplasticity during long and continuous musical training periods because the MH group showed intermediate volumes in these regions.
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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.
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Benefits of music training in child development: a systematic review.
María Angélica Benítez; Veronika Mariana Diaz Abrahan; Nadia Romina Justel
2018-01-01
There are evidences that establish that from early childhood musical education has a positive effect on the cognitive development of the child, as well as different musical components contribute to the development of psychomotor, emotional and social skills. The musical processing is a complex issue. From a cognitive point of view production, music perception and aspects of the musical discourse, such as timbre, intensity, pace, and tonality, are processed in different parts of the brain and ...
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Moradzadeh, Linda; Blumenthal, Galit; Wiseheart, Melody
2015-01-01
This study investigated whether musical training and bilingualism are associated with enhancements in specific components of executive function, namely, task switching and dual-task performance. Participants (n = 153) belonging to one of four groups (monolingual musician, bilingual musician, bilingual non-musician, or monolingual non-musician)…
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Music thanatology: prescriptive harp music as palliative care for the dying patient.
Freeman, Lindsay; Caserta, Michael; Lund, Dale; Rossa, Shirley; Dowdy, Ann; Partenheimer, Andrea
2006-01-01
Music thanatology represents an emerging area in which the raw materials of music, usually harp and/or voice, assist and comfort the dying patient. During prescriptive "music vigils, " the clinician-musician carefully observes physiological changes, cues, and breathing patterns, thereby synchronizing the music to reflect or support the patient's physiology and overall condition. Using data collected from 65 patients, this study was designed to assess the effectiveness of prescriptive harp music on selected palliative care outcomes using a sample of de-identified data forms from past music vigils. Patients were administered a 25- to 95-minute intervention of prescriptive harp music. Data collected included vital signs and observational indicators before (Ti) and after (T2) the vigil. Patients were more likely to experience decreased levels of agitation and wakefulness while also breathing more slowly and deeply with less effort at the conclusion of the music vigil. Results from this study suggest that a prescriptive vigil conducted by a trained music thanatologist could provide an effective form of palliative care for dying patients.
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Lin, Yuan-Pin; Duann, Jeng-Ren; Feng, Wenfeng; Chen, Jyh-Horng; Jung, Tzyy-Ping
2014-02-28
Music conveys emotion by manipulating musical structures, particularly musical mode- and tempo-impact. The neural correlates of musical mode and tempo perception revealed by electroencephalography (EEG) have not been adequately addressed in the literature. This study used independent component analysis (ICA) to systematically assess spatio-spectral EEG dynamics associated with the changes of musical mode and tempo. Empirical results showed that music with major mode augmented delta-band activity over the right sensorimotor cortex, suppressed theta activity over the superior parietal cortex, and moderately suppressed beta activity over the medial frontal cortex, compared to minor-mode music, whereas fast-tempo music engaged significant alpha suppression over the right sensorimotor cortex. The resultant EEG brain sources were comparable with previous studies obtained by other neuroimaging modalities, such as functional magnetic resonance imaging (fMRI) and positron emission tomography (PET). In conjunction with advanced dry and mobile EEG technology, the EEG results might facilitate the translation from laboratory-oriented research to real-life applications for music therapy, training and entertainment in naturalistic environments.
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Musical experience and Mandarin tone discrimination and imitation
Gottfried, Terry L.; Staby, Ann M.; Ziemer, Christine J.
2004-05-01
Previous work [T. L. Gottfried and D. Riester, J. Acoust. Soc. Am. 108, 2604 (2000)] showed that native speakers of American English with musical training performed better than nonmusicians when identifying the four distinctive tones of Mandarin Chinese (high-level, mid-rising, low-dipping, high-falling). Accuracy for both groups was relatively low since listeners were not trained on the phonemic contrasts. Current research compares musicians and nonmusicians on discrimination and imitation of unfamiliar tones. Listeners were presented with two different Mandarin words that had either the same or different tones; listeners indicated whether the tones were same or different. Thus, they were required to determine a categorical match (same or different tone), rather than an auditory match. All listeners had significantly more difficulty discriminating between mid-rising and low-dipping tones than with other contrasts. Listeners with more musical training showed significantly greater accuracy in their discrimination. Likewise, musicians' spoken imitations of Mandarin tones (model tokens presented by a native speaker) were rated as significantly more native-like than those of nonmusicians. These findings suggest that musicians may have abilities or training that facilitate their perception and production of Mandarin tones. However, further research is needed to determine whether this advantage transfers to language learning situations.
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Music preference in degus (Octodon degus: Analysis with Chilean folk music.
Directory of Open Access Journals (Sweden)
Shigeru Watanabe
2018-05-01
Full Text Available Most nonhuman animals do not show selective preference for types of music, but researchers have typically employed only Western classical music in such studies. Thus, there has been bias in music choice. Degus (Octodon degus, originally from the mountain areas of Chile, have highly developed vocal communication. Here, we examined music preference of degus using not only Western classical music (music composed by Bach and Stravinsky, but also South American folk music (Chilean and Peruvian. The degus preferred the South American music to the Western classical music but did not show selective preference between the two Western classical music choices. Furthermore, the degus preferred the Chilean to the Peruvian music to some extent. In the second experiment, we examined preference for music vs. silence. Degus overall showed a preference for Chilean music over silence, but preferred silence over Western music. The present results indicate that the previous negative data for musical preference in nonhuman animals may be due to biased music selection (Krause, 2012. Our results suggest the possibility that the soundscape of an environment influences folk music created by native peoples living there and the auditory preference of other resident animals there.
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Directory of Open Access Journals (Sweden)
Ingo eRoden
2012-12-01
Full Text Available This study examined the effects of a school-based instrumental training program on the development of verbal and visual memory skills in primary school children. Participants either took part in a music program with weekly 45 minutes sessions of instrumental lessons in small groups at school, or they received extended natural science training. A third group of children did not receive additional training. Each child completed verbal and visual memory tests for three times over a period of 18 months. Significant Group by Time interactions were found in the measures of verbal memory. Children in the music group showed greater improvements than children in the control groups after controlling for children's socio-economic background, age and IQ. No differences between groups were found in the visual memory tests. These findings are consistent with and extend previous research by suggesting that children receiving music training may benefit from improvements in their verbal memory skills.
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Roden, Ingo; Kreutz, Gunter; Bongard, Stephan
2012-01-01
This study examined the effects of a school-based instrumental training program on the development of verbal and visual memory skills in primary school children. Participants either took part in a music program with weekly 45 min sessions of instrumental lessons in small groups at school, or they received extended natural science training. A third group of children did not receive additional training. Each child completed verbal and visual memory tests three times over a period of 18 months. Significant Group by Time interactions were found in the measures of verbal memory. Children in the music group showed greater improvements than children in the control groups after controlling for children's socio-economic background, age, and IQ. No differences between groups were found in the visual memory tests. These findings are consistent with and extend previous research by suggesting that children receiving music training may benefit from improvements in their verbal memory skills.
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Roden, Ingo; Kreutz, Gunter; Bongard, Stephan
2012-01-01
This study examined the effects of a school-based instrumental training program on the development of verbal and visual memory skills in primary school children. Participants either took part in a music program with weekly 45 min sessions of instrumental lessons in small groups at school, or they received extended natural science training. A third group of children did not receive additional training. Each child completed verbal and visual memory tests three times over a period of 18 months. Significant Group by Time interactions were found in the measures of verbal memory. Children in the music group showed greater improvements than children in the control groups after controlling for children’s socio-economic background, age, and IQ. No differences between groups were found in the visual memory tests. These findings are consistent with and extend previous research by suggesting that children receiving music training may benefit from improvements in their verbal memory skills. PMID:23267341
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North Indian Classical Vocal Music for the Classroom
Arya, Divya D.
2015-01-01
This article offers information that will allow music educators to incorporate North Indian classical vocal music into a multicultural music education curriculum. Obstacles to teaching North Indian classical vocal music are acknowledged, including lack of familiarity with the cultural/structural elements and challenges in teaching ear training and…
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Music playschool enhances children's linguistic skills.
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.
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Rothmann, Kathrin; Hillmer, Jana-Mareike; Hosser, Daniela
2014-09-01
This study evaluates the Musical Concentration Training with Pepe ("MusiKo mit Pepe") for children aged 5 to 10 years with attention deficits. Using a pre-post-control design (N = 108), changes in attention capacity are measured by the Test of Attentional Performance for Children (KiTAP), whereas changes in the quality of life are assessed with the Children's Questionnaire (KINDL-R). Additionally, we utilized the Symptom Checklist for Attention Deficit Hyperactivity Disorders (FBB-ADHS) and for Conduct Disorder (FBB-SSV) of the Diagnostic System of Mental Disorders in Children and Adolescents II based on ICD-10 and DSM-IV as well as the Child Behavior Checklist and the Teacher's Report Form (CBCL, TRF). Significant pre-post effects were found in both attention and quality of life for children treated by the training compared to controls. Moreover, significant reductions were detected in ADHD symptomatology in parents' and teachers' ratings, and in internal problems in parents' ratings. The effectiveness of the intervention was not affected by age, sex, intelligence, or migration background. The music-based training "MusiKo mit Pepe" is an effective intervention for children with attention deficits, pending replication of these findings in future studies.
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Sielska-Badurek, Ewelina M; Sobol, Maria; Olszowska, Katarzyna; Niemczyk, Kazimierz
2017-10-03
The purpose of this study was to assess the voice quality and the vocal tract function in popular singing students at the beginning of their singing training at the High School of Music. This is a retrospective cross-sectional study. The study consisted of 45 popular singing students (35 females and 10 males, mean age: 19.9 ± 2.8 years). They were assessed in the first 2 months of their 4-year singing training at the High School of Music, between 2013 and 2016. Voice quality and vocal tract function were evaluated using videolaryngostroboscopy, palpation of the vocal tract structures, the perceptual speaking and singing voice assessment, acoustic analysis, maximal phonation time, the Voice Handicap Index, and the Singing Voice Handicap Index (SVHI). Twenty-two percent of Contemporary Commercial Music singing students began their education in the High School, with vocal nodules. Palpation of the vocal tract structure showed in 50% correct motions and tension in speaking and in 39.3% in singing. Perceptual voice assessment showed in 80% proper speaking voice quality and in 82.4% proper singing voice quality. The mean vocal fundamental frequency while speaking in females was 214 Hz and in males was 116 Hz. Dysphonia Severity Index was at the level of 2, and maximum phonation time was 17.7 seconds. The Voice Handicap Index and the SVHI remained within the normal range: 7.5 and 19, respectively. Perceptual singing voice assessment correlated with the SVHI (P = 0.006). Twenty-two percent of the Contemporary Commercial Music singing students began their education in the High School, with organic vocal fold lesions. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.
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Do informal musical activities shape auditory skill development in preschool-age children?
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...
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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
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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.
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Directory of Open Access Journals (Sweden)
Gavin M Bidelman
Full Text Available 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.
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Directory of Open Access Journals (Sweden)
Elif TEKİN GÜRGEN
2016-10-01
Full Text Available The purpose of the study is to reveal the music listening situation of the students at the Faculty of Fine Arts of Dokuz Eylül University, the music genres that they listen to and the relationship between them. It is also investigated whether the music listening situation determines the music training of the students or also makes significant difference among students according to their genders. The music listening situation scale developed as five-point Likert type and the frequency of listening to music scales were used as for data collection tools. The findings revealed that the majority of the students prefer listening to music at home and public transport. The least preferred situations for listening to music are when they are with their families and whilst reading book/newspaper/magazines. The results suggested that the most preferred genres are Rock and Blues which are closely followed by Jazz and Western Classical Music. The least preferred genres are Turkish Arabesque Music, Rap and Turkish Folk Music. It is determined that the students' music listening situation has shown significant differences according to the musical training, gender and musical genres.
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Dance and music share gray matter structural correlates.
Karpati, Falisha J; Giacosa, Chiara; Foster, Nicholas E V; Penhune, Virginia B; Hyde, Krista L
2017-02-15
Intensive practise of sensorimotor skills, such as music and dance, is associated with brain structural plasticity. While the neural correlates of music have been well-investigated, less is known about the neural correlates of dance. Additionally, the gray matter structural correlates of dance versus music training have not yet been directly compared. The objectives of the present study were to compare gray matter structure as measured by surface- and voxel-based morphometry between expert dancers, expert musicians and untrained controls, as well as to correlate gray matter structure with performance on dance- and music-related tasks. Dancers and musicians were found to have increased cortical thickness compared to controls in superior temporal regions. Gray matter structure in the superior temporal gyrus was also correlated with performance on dance imitation, rhythm synchronization and melody discrimination tasks. These results suggest that superior temporal regions are important in both dance- and music-related skills and may be affected similarly by both types of long-term intensive training. This work advances knowledge of the neural correlates of dance and music, as well as training-associated brain plasticity in general. Copyright © 2016 Elsevier B.V. All rights reserved.
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Music Education for All: The raison d’être of Music Schools
Directory of Open Access Journals (Sweden)
Baikune De Alba
2018-05-01
Full Text Available Music schools, centres of non-formal music education, bring music to people of all ages as they work to achieve their main objective of offering practical musical training, for both instruments and voice. Their activities are centred in the town or city in which they are located, and their impact extends beyond the educational sphere: music schools are also a social force whose activities stimulate the local cultural scene. This study explores the work carried out by these schools in the Basque Country (Spain, where they have been operating for over 20 years. The analysis focuses on the range of music education they offer, their ability to respond to different demands and needs and how they relate to their social and educational environment. Furthermore, the paper examines whether music schools see other potential areas for growth and development and explores the factors that could positively or negatively impact their ability to achieve their objectives. The study adopts a description-oriented empirical-analytical methodology and applies the SWOT system. A total of 67 schools were included in the study. The results reveal the relevance of this ever-evolving model of education and confirm music schools as a key force in both music education and the sociocultural sphere in this country.
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The influence of linguistic and musical experience on Cantonese word learning.
Cooper, Angela; Wang, Yue
2012-06-01
Adult non-native speech perception is subject to influence from multiple factors, including linguistic and extralinguistic experience such as musical training. The present research examines how linguistic and musical factors influence non-native word identification and lexical tone perception. Groups of native tone language (Thai) and non-tone language listeners (English), each subdivided into musician and non-musician groups, engaged in Cantonese tone word training. Participants learned to identify words minimally distinguished by five Cantonese tones during training, also completing musical aptitude and phonemic tone identification tasks. First, the findings suggest that either musical experience or a tone language background leads to significantly better non-native word learning proficiency, as compared to those with neither musical training nor tone language experience. Moreover, the combination of tone language and musical experience did not provide an additional advantage for Thai musicians above and beyond either experience alone. Musicianship was found to be more advantageous than a tone language background for tone identification. Finally, tone identification and musical aptitude scores were significantly correlated with word learning success for English but not Thai listeners. These findings point to a dynamic influence of musical and linguistic experience, both at the tone dentification level and at the word learning stage.
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Rhythm synchronization performance and auditory working memory in early- and late-trained musicians.
Bailey, Jennifer A; Penhune, Virginia B
2010-07-01
Behavioural and neuroimaging studies provide evidence for a possible "sensitive" period in childhood development during which musical training results in long-lasting changes in brain structure and auditory and motor performance. Previous work from our laboratory has shown that adult musicians who begin training before the age of 7 (early-trained; ET) perform better on a visuomotor task than those who begin after the age of 7 (late-trained; LT), even when matched on total years of musical training and experience. Two questions were raised regarding the findings from this experiment. First, would this group performance difference be observed using a more familiar, musically relevant task such as auditory rhythms? Second, would cognitive abilities mediate this difference in task performance? To address these questions, ET and LT musicians, matched on years of musical training, hours of current practice and experience, were tested on an auditory rhythm synchronization task. The task consisted of six woodblock rhythms of varying levels of metrical complexity. In addition, participants were tested on cognitive subtests measuring vocabulary, working memory and pattern recognition. The two groups of musicians differed in their performance of the rhythm task, such that the ET musicians were better at reproducing the temporal structure of the rhythms. There were no group differences on the cognitive measures. Interestingly, across both groups, individual task performance correlated with auditory working memory abilities and years of formal training. These results support the idea of a sensitive period during the early years of childhood for developing sensorimotor synchronization abilities via musical training.
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Musical expertise has minimal impact on dual task performance.
Cocchini, Gianna; Filardi, Maria Serena; Crhonkova, Marcela; Halpern, Andrea R
2017-05-01
Studies investigating effect of practice on dual task performance have yielded conflicting findings, thus supporting different theoretical accounts about the organisation of attentional resources when tasks are performed simultaneously. Because practice has been proven to reduce the demand of attention for the trained task, the impact of long-lasting training on one task is an ideal way to better understand the mechanisms underlying dual task decline in performance. Our study compared performance during dual task execution in expert musicians compared to controls with little if any musical experience. Participants performed a music recognition task and a visuo-spatial task separately (single task) or simultaneously (dual task). Both groups showed a significant but similar performance decline during dual tasks. In addition, the two groups showed a similar decline of dual task performance during encoding and retrieval of the musical information, mainly attributed to a decline in sensitivity. Our results suggest that attention during dual tasks is similarly distributed by expert and non-experts. These findings are in line with previous studies showing a lack of sensitivity to difficulty and lack of practice effect during dual tasks, supporting the idea that different tasks may rely on different and not-sharable attentional resources.
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Music to the inner ears: exploring individual differences in musical imagery.
Beaty, Roger E; Burgin, Chris J; Nusbaum, Emily C; Kwapil, Thomas R; Hodges, Donald A; Silvia, Paul J
2013-12-01
In two studies, we explored the frequency and phenomenology of musical imagery. Study 1 used retrospective reports of musical imagery to assess the contribution of individual differences to imagery characteristics. Study 2 used an experience sampling design to assess the phenomenology of musical imagery over the course of one week in a sample of musicians and non-musicians. Both studies found episodes of musical imagery to be common and positive: people rarely wanted such experiences to end and often heard music that was personally meaningful. Several variables predicted musical imagery, including personality, musical preferences, and positive mood. Musicians tended to hear musical imagery more often, but they reported less frequent episodes of deliberately-generated imagery. Taken together, the present research provides new insights into individual differences in musical imagery, and it supports the emerging view that such experiences are common, positive, and more voluntary than previously recognized. Copyright © 2013 Elsevier Inc. All rights reserved.
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Lappe, Claudia; Steinsträter, Olaf; Pantev, Christo
2013-01-01
The mismatch negativity (MMN), an event-related potential (ERP) representing the violation of an acoustic regularity, is considered as a pre-attentive change detection mechanism at the sensory level on the one hand and as a prediction error signal on the other hand, suggesting that bottom-up as well as top-down processes are involved in its generation. Rhythmic and melodic deviations within a musical sequence elicit a MMN in musically trained subjects, indicating that acquired musical expertise leads to better discrimination accuracy of musical material and better predictions about upcoming musical events. Expectation violations to musical material could therefore recruit neural generators that reflect top-down processes that are based on musical knowledge. We describe the neural generators of the musical MMN for rhythmic and melodic material after a short-term sensorimotor-auditory (SA) training. We compare the localization of musical MMN data from two previous MEG studies by applying beamformer analysis. One study focused on the melodic harmonic progression whereas the other study focused on rhythmic progression. The MMN to melodic deviations revealed significant right hemispheric neural activation in the superior temporal gyrus (STG), inferior frontal cortex (IFC), and the superior frontal (SFG) and orbitofrontal (OFG) gyri. IFC and SFG activation was also observed in the left hemisphere. In contrast, beamformer analysis of the data from the rhythm study revealed bilateral activation within the vicinity of auditory cortices and in the inferior parietal lobule (IPL), an area that has recently been implied in temporal processing. We conclude that different cortical networks are activated in the analysis of the temporal and the melodic content of musical material, and discuss these networks in the context of the dual-pathway model of auditory processing.
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Directory of Open Access Journals (Sweden)
Claudia eLappe
2013-06-01
Full Text Available The mismatch negativity (MMN, an event-related potential (ERP representing the violation of an acoustic regularity, is considered as a pre-attentive change detection mechanism at the sensory level on the one hand and as a prediction error signal on the other hand, suggesting that bottom-up as well as top-down processes are involved in its generation. Rhythmic and melodic deviations within a musical sequence elicit a mismatch negativity in musically trained subjects, indicating that acquired musical expertise leads to better discrimination accuracy of musical material and better predictions about upcoming musical events. Expectation violations to musical material could therefore recruit neural generators that reflect top-down processes that are based on musical knowledge.We describe the neural generators of the musical MMN for rhythmic and melodic material after a short-term sensorimotor-auditory training. We compare the localization of musical MMN data from two previous MEG studies by applying beamformer analysis. One study focused on the melodic harmonic progression whereas the other study focused on rhythmic progression. The MMN to melodic deviations revealed significant right hemispheric neural activation in the superior temporal gyrus (STG, inferior frontal cortex (IFC, and the superior frontal (SFG and orbitofrontal (OFG gyri. IFC and SFG activation was also observed in the left hemisphere. In contrast, beamformer analysis of the data from the rhythm study revealed bilatral activation within the vicinity of auditory cortices and in the inferior parietal lobule, an area that has recently been implied in temporal processing. We conclude that different cortical networks are activated in the analysis of the temporal and the melodic content of musical material, and discuss these networks in the context of the the dual-pathway model of auditory processing.
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The teaching of music history in Japanese music education
Directory of Open Access Journals (Sweden)
Midori Sonoda
2014-05-01
Full Text Available One of the leading institutions in the field of musicology in Japan is the one hosted by “Tokyo University of the Arts” (previously Tokyo National University of Fine Arts and Music. The musicology course, started in 1949, was, and still is, the main promoter of music history teaching in the Japanese university system. A reflection on the over 60 years of its existence, which has been characterized by the fortunate coexistence of musicology students and students of ‘practical’ musical courses, might contribute to raise awareness among European musicologists about the pedagogic-didactic task that is expected of them in the current situation of Western musical culture.
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Musical training as an alternative and effective method for neuro-education and neuro-rehabilitation
Fran?ois, Cl?ment; Grau-S?nchez, Jennifer; Duarte, Esther; Rodriguez-Fornells, Antoni
2015-01-01
In the last decade, important advances in the field of cognitive science, psychology, and neuroscience have largely contributed to improve our knowledge on brain functioning. More recently, a line of research has been developed that aims at using musical training and practice as alternative tools for boosting specific perceptual, motor, cognitive, and emotional skills both in healthy population and in neurologic patients. These findings are of great hope for a better treatment of language-bas...
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Eduquemos con Musica (Let's Educate with Music).
Leiva, Raquel Ojeda
This elementary and preschool music textbook is designed to reflect Latin America and Caribbean Island cultures and to be useful in both school classrooms and in teacher training courses. Short, easy to learn songs, illustrated pages, and 10 musical games are combined to teach musical forms, rhythm, auditory discrimination, language usage, motor…
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Zhou, Kaina; Li, Xiaomei; Li, Jin; Liu, Miao; Dang, Shaonong; Wang, Duolao; Xin, Xia
2015-02-01
To examine effects of music therapy and progressive muscle relaxation training on depression, anxiety and length of hospital stay in Chinese female breast cancer patients after radical mastectomy. A total of 170 patients were randomly allocated to the intervention group (n = 85) receiving music therapy and progressive muscle relaxation training plus routine nursing care and the control group (n = 85) receiving routine nursing care. Music therapy and progressive muscle relaxation training were performed twice a day within 48 h after radical mastectomy, once in the early morning (6a.m.-8a.m.) and once in the evening (9p.m.-11p.m.), for 30 min per session until discharged from the hospital. A general linear model with univariate analysis showed that the intervention group patients had significant improvement in depression and anxiety in the effects of group (F = 20.31, P Music therapy and progressive muscle relaxation training can reduce depression, anxiety and length of hospital stay in female breast cancer patients after radical mastectomy. Copyright © 2014 Elsevier Ltd. All rights reserved.
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Music Teachers' Personal Concepts: Qualitative Classroom Research in Music Education
Directory of Open Access Journals (Sweden)
Anne Niessen
2008-01-01
Full Text Available How do music teachers reflect on planning and performing school lessons? How do their experiences influence their teaching arrangements? In a qualitative research project the author uses the "Individualkonzept" (personal concept to explore what music teachers think while planning music lessons. In addition, the relationship between personal concepts and biographical experiences is investigated. In accordance with grounded theory methodology, interviews with teachers were analyzed first at the level of the single interviews; followed by developing a grounded theory about the music teachers' personal concepts and their embedding in biography. In doing so an integrative pattern emerged unfolding in time as a learning process. Results of the research suggest finding forms of in-service-training for teachers that will allow them to foster a self-conscious acquaintance with their own biographical background. URN: urn:nbn:de:0114-fqs080178
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Number 13 / Part I. Music. 7. Grounds of Absolute Pitch Development in Yamaha Music School
Directory of Open Access Journals (Sweden)
Iușcă Dorina
2017-03-01
Full Text Available Absolute pitch is defined as the ability to identify the pitch class of a certain given sound without the aid of an external reference pitch (Takeuchi & Hulse, 1993; Deutsch, 2002. The incidence of absolute pitch is extremely rare among the general population, respectively 1 in 10.000 people and it depends on testing conditions such as the number of identified sounds, pitch Chroma, pitch height, timbre, register or requested reaction time, and also on subjects musical training commencing and Eastern-Asian origins. The way absolute pitch develops is described by three models: the tone language theory, the early training theory and the genetic theory. The early training theory states that absolute pitch appears due to the beginning of musical lessons during a critical development period situated before the age of 6. The educational implications of this theory are revealed in the principles and activities of Yamaha Music School which employs didactic strategies that naturally develop absolute pitch. Yamaha Music School is the largest private music education system from Japan, established by Torakusu Yamaha in 1954. Up to this day it has extended in 40 countries from Europe, Asia and the American continents, as it has about 710 million students and 30.000 teachers. The present study aims to illustrate a detailed analysis of the way the learning experiences offered by Yamaha School lead to the development of absolute pitch.
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Moving with music for stroke rehabilitation: a sonification feasibility study.
Scholz, Daniel S; Rhode, Sönke; Großbach, Michael; Rollnik, Jens; Altenmüller, Eckart
2015-03-01
Gross-motor impairments are common after stroke, but efficacious and motivating therapies for these impairments are scarce. We present a novel musical sonification therapy especially designed to retrain gross-motor functions. Four stroke patients were included in a clinical pre-post feasibility study and were trained with our sonification training. Patients' upper-extremity functions and their psychological states were assessed before and after training. The four patients were subdivided into two groups, with both groups receiving 9 days of musical sonification therapy (music group, MG) or a sham sonification training (control group, CG). The only difference between these training protocols was that, in the CG, no sound was played back. During the training the patients initially explored the acoustic effects of their arm movements, and at the end of the training the patients played simple melodies by moving their arms. The two patients in the MG improved in nearly all motor function tests after the training. They also reported in the stroke impact scale, which assesses well-being, memory, thinking, and social participation, to be less impaired by the stroke. The two patients in the CG did benefit less from the movement training. Taken together, musical sonification may be a promising therapy for impairments after stroke. © 2015 New York Academy of Sciences.
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Constructing Music History in the Classroom
Directory of Open Access Journals (Sweden)
Maria Rosa De Luca
2016-12-01
Full Text Available The paper focuses on some aspects of the teaching-learning of Music History in the school education system. It concentrates upon contents, strategies and methods of teaching transposition of historical and musical knowledge as a training model for music education oriented on the comprehension of music as culture. Based on this branch of teaching’s model, epistemological assumptions are discussed and relied to various degrees of education, considering also the challenges that the teacher faces in the didactic transposition process of topics.
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Knechtle, Beat; Knechtle, Patrizia; Rüst, Christoph Alexander; Rosemann, Thomas; Lepers, Romuald
2012-02-01
The association of characteristics of anthropometry, training, and previous experience with race time in 84 recreational, long-distance, inline skaters at the longest inline marathon in Europe (111 km), the Inline One-eleven in Switzerland, was investigated to identify predictor variables for performance. Age, duration per training unit, and personal best time were the only three variables related to race time in a multiple regression, while none of the 16 anthropometric variables were related. Anthropometric characteristics seem to be of no importance for a fast race time in a long-distance inline skating race in contrast to training volume and previous experience, when controlled with covariates. Improving performance in a long-distance inline skating race might be related to a high training volume and previous race experience. Also, doing such a race requires a parallel psychological effort, mental stamina, focus, and persistence. This may be reflected in the preparation and training for the event. Future studies should investigate what motivates these athletes to train and compete.
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Teacher Training: Music Methods for an Internationalized Approach to Instruction
VanAlstine, Sharri
2016-01-01
How can music teachers and students connect with music and cultures in an honest and meaningful manner? Can music instruction increase intercultural skills and international-mindedness? If these initiatives are important, pre-service teachers need to know how to address these issues in their classroom content and pedagogy. In an effort to assist…
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Directory of Open Access Journals (Sweden)
Floris Tijmen Van Vugt
2014-05-01
Full Text Available Background. Music-supported therapy has been shown to be an effective tool for rehabilitation of motor deficits after stroke. A unique feature of music performance is that it is inherently social: music can be played together in synchrony.Aim. The present study explored the potential of synchronised music playing during therapy, asking whether synchronised playing could improve fine motor rehabilitation and mood.Method. Twenty-eight patients in neurological early rehabilitation after stroke with no previous musical background were included. Patients learned to play simple finger exercises and familiar children’s songs on the piano for ten sessions of half an hour. Patients first received three individual therapy sessions and then continued in pairs. The patient pairs were divided into two groups. Patients in one group played synchronously (together group whereas the patients in the other group played one after the other (in-turn group. To assess fine motor skill recovery the patients performed standard clinical tests such as the nine-hole-pegboard test (9HPT and index finger-tapping speed and regularity, and metronome-paced finger tapping. Patients' mood was established using the Profile of Mood States (POMS.Results. Both groups showed improvements in fine motor control. In metronome-paced finger tapping, patients in both groups improved significantly. Mood tests revealed reductions in depression and fatigue in both groups. During therapy, patients in the in-turn group rated their partner as more sympathetic than the together-group in a visual-analogue scale.Conclusions. Our results suggest that music-supported stroke rehabilitation can improve fine motor control and mood not only individually but also in patient pairs. Patients who were playing in turn rather than simultaneously tended to reveal greater improvement in fine motor skill. We speculate that patients in the former group may benefit from the opportunity to learn from observation.
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Are there pre-existing neural, cognitive, or motoric markers for musical ability?
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.
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Music performance anxiety in young musicians: comparison of playing classical or popular music.
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.
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Perceptions and Reflections of Music Teacher Education in Kenya
Akuno, Emily Achieng'
2012-01-01
This article builds on enquiry aimed to discover Kenyan music teachers' perceptions and expectations of their role; their view of the training they received; head teachers' perceptions and expectations of the role of the music teacher; and the expectations of both music teachers and head teachers of a music teacher education programme in Kenya.…
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Tong, Yanna; Forreider, Brian; Sun, Xinting; Geng, Xiaokun; Zhang, Weidong; Du, Huishan; Zhang, Tong; Ding, Yuchuan
2015-05-01
Music-supported therapy (MST) is a new approach for motor rehabilitation of stroke patients. Recently, many studies have demonstrated that MST improved the motor functions of post-stroke patients. However, the underlying mechanism for this effect is still unclear. It may result from repeated practice or repeated practice combined with musical stimulation. Currently, few studies have been designed to clarify this discrepancy. In this study, the application of "mute" musical instruments allowed for the study of music as an independent factor. Thirty-three post-stroke patients with no substantial previous musical training were included. Participants were assigned to either audible music group (MG) or mute music group (CG), permitting observation of music's independent effect. All subjects received the conventional rehabilitation treatments. Patients in MG (n = 15) received 20 extra sessions of audible musical instrument training over 4 weeks. Patients in CG (n = 18) received "mute" musical instrument training of the same protocol as that of MG. Wolf motor function test (WMFT) and Fugl-Meyer assessment (FMA) for upper limbs were utilised to evaluate motor functions of patients in both groups before and after the treatment. Three patients in CG dropped out. All participants in both groups showed significant improvements in motor functions of upper limbs after 4 weeks' treatment. However, significant differences in the WMFT were found between the two groups (WMFT-quality: P = 0.025; WMFT-time: P = 0.037), but not in the FMA (P = 0.448). In short, all participants showed significant improvement after 4 weeks' treatment, but subjects in MG demonstrated greater improvement than those in CG. This study supports that MST, when combined with conventional treatment, is effective for the recovery of motor skills in post-stroke patients. Additionally, it suggests that apart from the repetitive practices of MST, music may play a unique role in improving
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M?llensiefen, 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 addit...
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Yeend, Ingrid; Beach, Elizabeth Francis; Sharma, Mridula; Dillon, Harvey
2017-09-01
Recent animal research has shown that exposure to single episodes of intense noise causes cochlear synaptopathy without affecting hearing thresholds. It has been suggested that the same may occur in humans. If so, it is hypothesized that this would result in impaired encoding of sound and lead to difficulties hearing at suprathreshold levels, particularly in challenging listening environments. The primary aim of this study was to investigate the effect of noise exposure on auditory processing, including the perception of speech in noise, in adult humans. A secondary aim was to explore whether musical training might improve some aspects of auditory processing and thus counteract or ameliorate any negative impacts of noise exposure. In a sample of 122 participants (63 female) aged 30-57 years with normal or near-normal hearing thresholds, we conducted audiometric tests, including tympanometry, audiometry, acoustic reflexes, otoacoustic emissions and medial olivocochlear responses. We also assessed temporal and spectral processing, by determining thresholds for detection of amplitude modulation and temporal fine structure. We assessed speech-in-noise perception, and conducted tests of attention, memory and sentence closure. We also calculated participants' accumulated lifetime noise exposure and administered questionnaires to assess self-reported listening difficulty and musical training. The results showed no clear link between participants' lifetime noise exposure and performance on any of the auditory processing or speech-in-noise tasks. Musical training was associated with better performance on the auditory processing tasks, but not the on the speech-in-noise perception tasks. The results indicate that sentence closure skills, working memory, attention, extended high frequency hearing thresholds and medial olivocochlear suppression strength are important factors that are related to the ability to process speech in noise. Crown Copyright © 2017. Published by
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Influence of music training on academic examination-induced stress in Thai adolescents.
Laohawattanakun, Janejira; Chearskul, Supornpim; Dumrongphol, Hattaya; Jutapakdeegul, Nuanchan; Yensukjai, Juntima; Khumphan, Nipaporn; Niltiean, Songwit; Thangnipon, Wipawan
2011-01-10
Several pieces of evidence suggest that academic examinations fulfill the classical requirement of a psychological stressor. Academic examinations represent a stressful challenge to many students, but studies on examination-dependent corticosteroid response, a sensitive physiological indicator of a stress response, are inconsistent. In addition, several studies showed that music can decrease cortisol and adrenocorticotropic hormone (ACTH) levels, and other studies have found that music also may enhance a variety of cognitive functions, such as attention, learning, communication and memory. The present study investigated cortisol response in saliva of Thai adolescents taking academic examinations and analyzed the differences of the stress response between musician and control subjects. Also, we observed whether the academic examination-dependent corticosteroid response affected learning and memory in the test subjects, which comprised 30 musician and 30 control students, age ranging from 15 to 17 years. Mathematical examinations were used as the stressor. Pre- and post-academic examination saliva cortisol levels were measured including self-estimated stress levels. Results showed that the pre-academic examination saliva cortisol concentrations of the musician group are significantly lower than those of the control group, whereas there is no difference in the stress inventory scores. Interestingly, among students with grade point average (GPA) of >3.50, pre-academic examination cortisol levels are significantly lower in the musician compared with control group. This study suggests that under academic examination-induced stress condition, music training can reduce saliva cortisol level in Thai adolescents. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.
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Herrera, Lucia; Lorenzo, Oswaldo; Defior, Sylvia; Fernandez-Smith, Gerard; Costa-Giomi, Eugenia
2011-01-01
The purpose of this study was to evaluate the effectiveness of a music training program on children's phonological awareness and naming speed in Spanish. Participants were preschool children whose first language was either Spanish (n = 45) or Tamazight ( n = 52), a Berber dialect spoken in Morocco's Rif area. The two-year pretest/posttest study…
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Intuitive Music and Graphic Notation
DEFF Research Database (Denmark)
Bergstrøm-Nielsen, Carl
Describes subjects existing at Aalborg University since the middle eighties. "Intuitive Music" trains free improvisation through exercises including group-dynamic exercises, awareness exercises and parameter exercises. Students also create open compositions. "Graphic notation"concerns aural scores....... Students' works are quoted. The writer discusses the theoretical context and advocates for giving more attention to music as the medium in which music therapy takes place, referring to language theory and Jakobson. NB: the description of the two subjects are, at the present moment (2011) no longer up...... to date. Intuitive music stresses less making compositions and more using the main instrument intuitively. Graphic notation has been integrated into a larger subject (also taught by the present author) which also comprises other methods of description and interpretation of music....
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Ribeiro, Fabiana Silva; Santos, Flávia H
2017-03-01
Studies suggest that musical training enhances spatial-temporal reasoning and leads to greater learning of mathematical concepts. The aim of this prospective study was to verify the efficacy of a Non-Instrumental Musical Training (NIMT) on the Numerical Cognition systems in children with low achievement in math. For this purpose, we examined, with a cluster analysis, whether children with low scores on Numerical Cognition would be grouped in the same cluster at pre and post-NIMT. Participants were primary school children divided into two groups according to their scores on an Arithmetic test. Results with a specialized battery of Numerical Cognition revealed improvements for Cluster 2 (children with low achievement in math) especially for number production capacity compared to normative data. Besides, the number of children with low scores in Numerical Cognition decreased at post-NIMT. These findings suggest that NIMT enhances Numerical Cognition and seems to be a useful tool for rehabilitation of children with low achievement in math. Copyright © 2016 Elsevier Ltd. All rights reserved.
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Acoustic Constraints and Musical Consequences: Exploring Composers' Use of Cues for Musical Emotion.
Schutz, Michael
2017-01-01
Emotional communication in music is based in part on the use of pitch and timing, two cues effective in emotional speech. Corpus analyses of natural speech illustrate that happy utterances tend to be higher and faster than sad. Although manipulations altering melodies show that passages changed to be higher and faster sound happier, corpus analyses of unaltered music paralleling those of natural speech have proven challenging. This partly reflects the importance of modality (i.e., major/minor), a powerful musical cue whose use is decidedly imbalanced in Western music. This imbalance poses challenges for creating musical corpora analogous to existing speech corpora for purposes of analyzing emotion. However, a novel examination of music by Bach and Chopin balanced in modality illustrates that, consistent with predictions from speech, their major key (nominally "happy") pieces are approximately a major second higher and 29% faster than their minor key pieces (Poon and Schutz, 2015). Although this provides useful evidence for parallels in use of emotional cues between these domains, it raises questions about how composers "trade off" cue differentiation in music, suggesting interesting new potential research directions. This Focused Review places those results in a broader context, highlighting their connections with previous work on the natural use of cues for musical emotion. Together, these observational findings based on unaltered music-widely recognized for its artistic significance-complement previous experimental work systematically manipulating specific parameters. In doing so, they also provide a useful musical counterpart to fruitful studies of the acoustic cues for emotion found in natural speech.
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Electromagnetic correlates of musical expertise in processing of tone patterns.
Kuchenbuch, Anja; Paraskevopoulos, Evangelos; Herholz, Sibylle C; Pantev, Christo
2012-01-01
Using magnetoencephalography (MEG), we investigated the influence of long term musical training on the processing of partly imagined tone patterns (imagery condition) compared to the same perceived patterns (perceptual condition). The magnetic counterpart of the mismatch negativity (MMNm) was recorded and compared between musicians and non-musicians in order to assess the effect of musical training on the detection of deviants to tone patterns. The results indicated a clear MMNm in the perceptual condition as well as in a simple pitch oddball (control) condition in both groups. However, there was no significant mismatch response in either group in the imagery condition despite above chance behavioral performance in the task of detecting deviant tones. The latency and the laterality of the MMNm in the perceptual condition differed significantly between groups, with an earlier MMNm in musicians, especially in the left hemisphere. In contrast the MMNm amplitudes did not differ significantly between groups. The behavioral results revealed a clear effect of long-term musical training in both experimental conditions. The obtained results represent new evidence that the processing of tone patterns is faster and more strongly lateralized in musically trained subjects, which is consistent with other findings in different paradigms of enhanced auditory neural system functioning due to long-term musical training.
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Joint Sparse Recovery With Semisupervised MUSIC
Wen, Zaidao; Hou, Biao; Jiao, Licheng
2017-05-01
Discrete multiple signal classification (MUSIC) with its low computational cost and mild condition requirement becomes a significant noniterative algorithm for joint sparse recovery (JSR). However, it fails in rank defective problem caused by coherent or limited amount of multiple measurement vectors (MMVs). In this letter, we provide a novel sight to address this problem by interpreting JSR as a binary classification problem with respect to atoms. Meanwhile, MUSIC essentially constructs a supervised classifier based on the labeled MMVs so that its performance will heavily depend on the quality and quantity of these training samples. From this viewpoint, we develop a semisupervised MUSIC (SS-MUSIC) in the spirit of machine learning, which declares that the insufficient supervised information in the training samples can be compensated from those unlabeled atoms. Instead of constructing a classifier in a fully supervised manner, we iteratively refine a semisupervised classifier by exploiting the labeled MMVs and some reliable unlabeled atoms simultaneously. Through this way, the required conditions and iterations can be greatly relaxed and reduced. Numerical experimental results demonstrate that SS-MUSIC can achieve much better recovery performances than other MUSIC extended algorithms as well as some typical greedy algorithms for JSR in terms of iterations and recovery probability.
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Akiva-Kabiri, Lilach; Linkovski, Omer; Gertner, Limor; Henik, Avishai
2014-08-01
In musical-space synesthesia, musical pitches are perceived as having a spatially defined array. Previous studies showed that symbolic inducers (e.g., numbers, months) can modulate response according to the inducer's relative position on the synesthetic spatial form. In the current study we tested two musical-space synesthetes and a group of matched controls on three different tasks: musical-space mapping, spatial cue detection and a spatial Stroop-like task. In the free mapping task, both synesthetes exhibited a diagonal organization of musical pitch tones rising from bottom left to the top right. This organization was found to be consistent over time. In the subsequent tasks, synesthetes were asked to ignore an auditory or visually presented musical pitch (irrelevant information) and respond to a visual target (i.e., an asterisk) on the screen (relevant information). Compatibility between musical pitch and the target's spatial location was manipulated to be compatible or incompatible with the synesthetes' spatial representations. In the spatial cue detection task participants had to press the space key immediately upon detecting the target. In the Stroop-like task, they had to reach the target by using a mouse cursor. In both tasks, synesthetes' performance was modulated by the compatibility between irrelevant and relevant spatial information. Specifically, the target's spatial location conflicted with the spatial information triggered by the irrelevant musical stimulus. These results reveal that for musical-space synesthetes, musical information automatically orients attention according to their specific spatial musical-forms. The present study demonstrates the genuineness of musical-space synesthesia by revealing its two hallmarks-automaticity and consistency. In addition, our results challenge previous findings regarding an implicit vertical representation for pitch tones in non-synesthete musicians. Copyright © 2014 Elsevier Inc. All rights reserved.
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Reflective Practice at the Heart of Higher Music Education
Smilde, Rineke
2014-01-01
The main challenge of today’s musicians and music educators trained in our conservatoires and music academies is navigating in a rapidly changing cultural landscape. In short, these changes are helping to shape a very different workplace for musicians and music educators. Flexible portfolio careers
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Implicit Memory in Music and Language
Marc eEttlinger; Elizabeth Hellmuth Margulis; Patrick C. M. Wong; Patrick C. M. Wong
2011-01-01
Research on music and language in recent decades has focused on their overlapping neurophysiological, perceptual, and cognitive underpinnings, ranging from the mechanism for encoding basic auditory cues to the mechanism for detecting violations in phrase structure. These overlaps have most often been identified in musicians with musical knowledge that was acquired explicitly, through formal training. In this paper, we review independent bodies of work in music and language that suggest an imp...
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The complexity of classical music networks
Rolla, Vitor; Kestenberg, Juliano; Velho, Luiz
2018-02-01
Previous works suggest that musical networks often present the scale-free and the small-world properties. From a musician's perspective, the most important aspect missing in those studies was harmony. In addition to that, the previous works made use of outdated statistical methods. Traditionally, least-squares linear regression is utilised to fit a power law to a given data set. However, according to Clauset et al. such a traditional method can produce inaccurate estimates for the power law exponent. In this paper, we present an analysis of musical networks which considers the existence of chords (an essential element of harmony). Here we show that only 52.5% of music in our database presents the scale-free property, while 62.5% of those pieces present the small-world property. Previous works argue that music is highly scale-free; consequently, it sounds appealing and coherent. In contrast, our results show that not all pieces of music present the scale-free and the small-world properties. In summary, this research is focused on the relationship between musical notes (Do, Re, Mi, Fa, Sol, La, Si, and their sharps) and accompaniment in classical music compositions. More information about this research project is available at https://eden.dei.uc.pt/~vitorgr/MS.html.
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Music interventions for dental anxiety.
Bradt, J; Teague, A
2018-04-01
Anxiety is a significant issue in the dental care of adults and children. Dental anxiety often leads to avoidance of dental care which may result in significant deterioration of oral and dental health. Non-pharmacological anxiety management interventions such as music listening are increasingly used in dental care. Although efficacy for music's anxiolytic effects has been established for pre-operative anxiety, findings regarding the use of music listening for dental anxiety are inconclusive, especially for children. The use of music for passive distraction may not be adequate for children and highly anxious adults. Instead, interventions offered by a trained music therapist may be needed to optimize music's anxiolytic impact. Music therapy interventions are individualized to the patient's presenting needs and geared at enhancing patients' active engagement in the management of their anxiety. Interventions may include (i) active refocusing of attention, (ii) music-guided deep breathing, (iii) music-assisted relaxation, and (iv) music-guided imagery. In addition, music therapists can teach patients music-based anxiety management skills prior to dental treatments, offer them the opportunity to express emotions related to the upcoming procedure, and help them gain a sense of control and safety. Clinical guidelines for the use of music listening by dental practitioners are offered. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
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Deutsch, Diana; Li, Xiaonuo; Shen, Jing
2013-11-01
This paper reports a large-scale direct-test study of absolute pitch (AP) in students at the Shanghai Conservatory of Music. Overall note-naming scores were very high, with high scores correlating positively with early onset of musical training. Students who had begun training at age ≤5 yr scored 83% correct not allowing for semitone errors and 90% correct allowing for semitone errors. Performance levels were higher for white key pitches than for black key pitches. This effect was greater for orchestral performers than for pianists, indicating that it cannot be attributed to early training on the piano. Rather, accuracy in identifying notes of different names (C, C#, D, etc.) correlated with their frequency of occurrence in a large sample of music taken from the Western tonal repertoire. There was also an effect of pitch range, so that performance on tones in the two-octave range beginning on Middle C was higher than on tones in the octave below Middle C. In addition, semitone errors tended to be on the sharp side. The evidence also ran counter to the hypothesis, previously advanced by others, that the note A plays a special role in pitch identification judgments.
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Development of Musical Creativity of Higher Class Pupils Using Musical Computer Technologies (MCT
Directory of Open Access Journals (Sweden)
Sandra Rimkutė-Jankuvienė
2014-03-01
Full Text Available Purpose – to find out possibilities of development of musical creativity by using MCT in the music education of senior pupils.Design/methodology/approach – literature review, qualitative survey methodology (interview with music teachers.Findings – implementation of MCT, like any other innovation (as well as ICT in different spheres of education, including pre-school education, bring forth a certain positive effect. The results of the interview showed that in the praxis of music education, MCT is used for different development purposes (to make a lesson original, help pupils memorize music, expand their imagination not only by listening, but also by watching and evaluating performance of music, listen to music recordings, understand music and evaluate its quality, etc.. But for the development of musical creativity, MCT has been used very poorly.Research limitation/implications – musical creativity’s concept has not been uniquely defined so far. The aim of scientific literature review is to show that musical creativity is not meant to be separated from general creativity. Moreover, this is compounded by the search of the possibilities to the development of musical creativity. Analysis of scientific literature shows that the use of MCT can make an influence on musical creativity. However, empirical researches on this subject are still missing.Practical implications – the results of the interviews about using MCT in music lessons in order to develop musical creativity could be significant in formulating strategies of the development of musical creativity, preparing methodological instruments as well as in teacher training programs.Originality/value – the object of the survey in the chosen theme has never been explored in Lithuania, while the comparison of the obtained data with foreign scientists’ discoveries could contribute to a musical creativity’s definition.Research type: literature review, interview review.
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While the music lasts : on music and dementia
Smilde, Rineke; Page, Kate; Alheit, Peter
2014-01-01
This book has been written for musicians who want to engage with audiences beyond the concert hall and other traditional venues. The study is equally worthwhile for conservatoires and music academies aiming to change the increasingly unrealistic goal of training young musicians solely for the stage.
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Bernardi, L; Porta, C; Sleight, P
2006-04-01
To assess the potential clinical use, particularly in modulating stress, of changes in the cardiovascular and respiratory systems induced by music, specifically tempo, rhythm, melodic structure, pause, individual preference, habituation, order effect of presentation, and previous musical training. Measurement of cardiovascular and respiratory variables while patients listened to music. University research laboratory for the study of cardiorespiratory autonomic function. 12 practising musicians and 12 age matched controls. After a five minute baseline, presentation in random order of six different music styles (first for a two minute, then for a four minute track), with a randomly inserted two minute pause, in either sequence. Breathing rate, ventilation, carbon dioxide, RR interval, blood pressure, mid-cerebral artery flow velocity, and baroreflex. Ventilation, blood pressure, and heart rate increased and mid-cerebral artery flow velocity and baroreflex decreased with faster tempi and simpler rhythmic structures compared with baseline. No habituation effect was seen. The pause reduced heart rate, blood pressure, and minute ventilation, even below baseline. An order effect independent of style was evident for mid-cerebral artery flow velocity, indicating a progressive reduction with exposure to music, independent of style. Musicians had greater respiratory sensitivity to the music tempo than did non-musicians. Music induces an arousal effect, predominantly related to the tempo. Slow or meditative music can induce a relaxing effect; relaxation is particularly evident during a pause. Music, especially in trained subjects, may first concentrate attention during faster rhythms, then induce relaxation during pauses or slower rhythms.
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Klein, Carina; Diaz Hernandez, Laura; Koenig, Thomas; Kottlow, Mara; Elmer, Stefan; Jäncke, Lutz
2016-01-01
Previous work highlighted the possibility that musical training has an influence on cognitive functioning. The suggested reason for this influence is the strong recruitment of attention, planning, and working memory functions during playing a musical instrument. The purpose of the present work was twofold, namely to evaluate the general relationship between pre-stimulus electrophysiological activity and cognition, and more specifically the influence of musical expertise on working memory functions. With this purpose in mind, we used covariance mapping analyses to evaluate whether pre-stimulus electroencephalographic activity is predictive for reaction time during a visual working memory task (Sternberg paradigm) in musicians and non-musicians. In line with our hypothesis, we replicated previous findings pointing to a general predictive value of pre-stimulus activity for working memory performance. Most importantly, we also provide first evidence for an influence of musical expertise on working memory performance that could distinctively be predicted by pre-stimulus spectral power. Our results open novel perspectives for better comprehending the vast influences of musical expertise on cognition.
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Popular Music and Classical Musicians: Strategies and Perspectives
Allsup, Randall Everett
2011-01-01
In recent years, popular music has become a growing area of music study and is increasingly accepted in schools and universities around the world. Despite this general enthusiasm, classically trained music teachers bring a certain hesitation to this art form, perhaps because too few have had formal hands-on experience with it. This article…
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Music enrichment programs improve the neural encoding of speech in at-risk children.
Kraus, Nina; Slater, Jessica; Thompson, Elaine C; Hornickel, Jane; Strait, Dana L; Nicol, Trent; White-Schwoch, Travis
2014-09-03
Musicians are often reported to have enhanced neurophysiological functions, especially in the auditory system. Musical training is thought to improve nervous system function by focusing attention on meaningful acoustic cues, and these improvements in auditory processing cascade to language and cognitive skills. Correlational studies have reported musician enhancements in a variety of populations across the life span. In light of these reports, educators are considering the potential for co-curricular music programs to provide auditory-cognitive enrichment to children during critical developmental years. To date, however, no studies have evaluated biological changes following participation in existing, successful music education programs. We used a randomized control design to investigate whether community music participation induces a tangible change in auditory processing. The community music training was a longstanding and successful program that provides free music instruction to children from underserved backgrounds who stand at high risk for learning and social problems. Children who completed 2 years of music training had a stronger neurophysiological distinction of stop consonants, a neural mechanism linked to reading and language skills. One year of training was insufficient to elicit changes in nervous system function; beyond 1 year, however, greater amounts of instrumental music training were associated with larger gains in neural processing. We therefore provide the first direct evidence that community music programs enhance the neural processing of speech in at-risk children, suggesting that active and repeated engagement with sound changes neural function. Copyright © 2014 the authors 0270-6474/14/3411913-06$15.00/0.
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Spahn, Claudia; Nusseck, Manfred; Zander, Mark
2014-03-01
The aim of this investigation was to analyze longitudinal data concerning physical and psychological health, playing-related problems, and preventive behavior among music students across their complete 4- to 5-year study period. In a longitudinal, observational study, we followed students during their university training and measured their psychological and physical health status and preventive behavior using standardized questionnaires at four different times. The data were in accordance with previous findings. They demonstrated three groups of health characteristics observed in beginners of music study: healthy students (cluster 1), students with preclinical symptoms (cluster 2), and students who are clinically symptomatic (cluster 3). In total, 64% of all students remained in the same cluster group during their whole university training. About 10% of the students showed considerable health problems and belonged to the third cluster group. The three clusters of health characteristics found in this longitudinal study with music students necessitate that prevention programs for musicians must be adapted to the target audience.
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Implicit memory in music and language.
Ettlinger, Marc; Margulis, Elizabeth H; Wong, Patrick C M
2011-01-01
Research on music and language in recent decades has focused on their overlapping neurophysiological, perceptual, and cognitive underpinnings, ranging from the mechanism for encoding basic auditory cues to the mechanism for detecting violations in phrase structure. These overlaps have most often been identified in musicians with musical knowledge that was acquired explicitly, through formal training. In this paper, we review independent bodies of work in music and language that suggest an important role for implicitly acquired knowledge, implicit memory, and their associated neural structures in the acquisition of linguistic or musical grammar. These findings motivate potential new work that examines music and language comparatively in the context of the implicit memory system.
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Implicit Memory in Music and Language
Directory of Open Access Journals (Sweden)
Marc eEttlinger
2011-09-01
Full Text Available Research on music and language in recent decades has focused on their overlapping neurophysiological, perceptual, and cognitive underpinnings, ranging from the mechanism for encoding basic auditory cues to the mechanism for detecting violations in phrase structure. These overlaps have most often been identified in musicians with musical knowledge that was acquired explicitly, through formal training. In this paper, we review independent bodies of work in music and language that suggest an important role for implicitly acquired knowledge, implicit memory, and their associated neural structures in the acquisition of linguistic or musical grammar. These findings motivate potential new work that examines music and language comparatively in the context of the implicit memory system.
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Acoustic Constraints and Musical Consequences: Exploring Composers' Use of Cues for Musical Emotion
Schutz, Michael
2017-01-01
Emotional communication in music is based in part on the use of pitch and timing, two cues effective in emotional speech. Corpus analyses of natural speech illustrate that happy utterances tend to be higher and faster than sad. Although manipulations altering melodies show that passages changed to be higher and faster sound happier, corpus analyses of unaltered music paralleling those of natural speech have proven challenging. This partly reflects the importance of modality (i.e., major/minor), a powerful musical cue whose use is decidedly imbalanced in Western music. This imbalance poses challenges for creating musical corpora analogous to existing speech corpora for purposes of analyzing emotion. However, a novel examination of music by Bach and Chopin balanced in modality illustrates that, consistent with predictions from speech, their major key (nominally “happy”) pieces are approximately a major second higher and 29% faster than their minor key pieces (Poon and Schutz, 2015). Although this provides useful evidence for parallels in use of emotional cues between these domains, it raises questions about how composers “trade off” cue differentiation in music, suggesting interesting new potential research directions. This Focused Review places those results in a broader context, highlighting their connections with previous work on the natural use of cues for musical emotion. Together, these observational findings based on unaltered music—widely recognized for its artistic significance—complement previous experimental work systematically manipulating specific parameters. In doing so, they also provide a useful musical counterpart to fruitful studies of the acoustic cues for emotion found in natural speech. PMID:29249997
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Acoustic Constraints and Musical Consequences: Exploring Composers' Use of Cues for Musical Emotion
Directory of Open Access Journals (Sweden)
Michael Schutz
2017-11-01
Full Text Available Emotional communication in music is based in part on the use of pitch and timing, two cues effective in emotional speech. Corpus analyses of natural speech illustrate that happy utterances tend to be higher and faster than sad. Although manipulations altering melodies show that passages changed to be higher and faster sound happier, corpus analyses of unaltered music paralleling those of natural speech have proven challenging. This partly reflects the importance of modality (i.e., major/minor, a powerful musical cue whose use is decidedly imbalanced in Western music. This imbalance poses challenges for creating musical corpora analogous to existing speech corpora for purposes of analyzing emotion. However, a novel examination of music by Bach and Chopin balanced in modality illustrates that, consistent with predictions from speech, their major key (nominally “happy” pieces are approximately a major second higher and 29% faster than their minor key pieces (Poon and Schutz, 2015. Although this provides useful evidence for parallels in use of emotional cues between these domains, it raises questions about how composers “trade off” cue differentiation in music, suggesting interesting new potential research directions. This Focused Review places those results in a broader context, highlighting their connections with previous work on the natural use of cues for musical emotion. Together, these observational findings based on unaltered music—widely recognized for its artistic significance—complement previous experimental work systematically manipulating specific parameters. In doing so, they also provide a useful musical counterpart to fruitful studies of the acoustic cues for emotion found in natural speech.
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Legg, Robert
2010-01-01
Previous research in education has investigated the relationship between gender and perceptions of musicality, suggesting that teachers' assessments of boys' and girls' achievements in music are different and unequal. This empirical study attempts to explore that relationship in more detail, building on research from the late 1990s, by asking…
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The use of music on Barney & Friends: implications for music therapy practice and research.
McGuire , K M
2001-01-01
This descriptive study examined the music content of 88 episodes from the PBS television show Barney & Friends, which aired from September 1992 to September 1998, in an attempt to quantify musical examples and presentations that may be considered introductory music experiences for preschoolers. Using many of the procedures identified by Wolfe and Stambaugh (1993) in their study on the music of Sesame Street, 25% of Barney & Friends' 88 episodes were analyzed by using the computer observation program SCRIBE in determining: (a) the temporal use of music; (b) performance medium; and (c) intention of music use. Furthermore, each structural prompt presentation (n = 749) from all 88 episodes was examined for: (a) tempo; (b) vocal range; (c) music style; (d) word clarity; (e) repetition; (f) vocal modeling; and (g) movement. Results revealed that the show contained more music (92.2%) than nonmusic (7.8%), with the majority of this music containing instrumental sounds (61%). The function of this music was distributed equally between structural prompt music (48%) and background music (48%). The majority of the structural prompt music contained newly composed material (52%), while 33% consisted of previously composed material. Fifteen percent contained a combination of newly composed and previously composed material. The most common tempo range for presentations on the show was 80-100 bpm, while vocal ranges of a 9th, 8th, 6th, and 7th were predominant and most often sung by children's voices. The adult male voice was also common, with 84% of all adult vocals being male. The tessitura category with the greatest number of appearances was middle C to C above (n = 133), with the majority of the presentations (n = 435, 73%) extending singers' voices over the register lift of B above middle C. Children's music and music of the American heritage were the most common style categories observed, and these two categories combined on 260 (35%) presentations. The use of choreographed
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General Music Teachers' Backgrounds and Multicultural Repertoire Selection
Lee, Soojin
2018-01-01
The purpose of this qualitative study was to examine how teachers' backgrounds could contribute to their decisions to include music from diverse cultures. Analysis of interviews with three general music teachers indicated that their music training and experiences, ethnic backgrounds, and years of teaching experience may have influenced their…
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DEFF Research Database (Denmark)
2015-01-01
Professional development and recognition is an 'old' issue in music therapy but still a relevant, complex and crucial one. Burning questions regarding professionalisation are at the forefront of most music therapy associations’ agendas across Europe and beyond, and feed back directly to the work...... of the EMTC. Considering the wider political, socio-economic, cultural and disciplinary aspects of professionalisation, different development pathways impact directly on music therapy practice, training, ethics, professional collaboration and employment conditions. Although a number of endeavours have been...... implemented regarding music therapy’s professional development and recognition in different countries, documentation and sharing of such endeavours on international level has been limited and scattered. Drawing from the EMTC’s work since the early ‘90s, as well as from colleagues’ experiences (and struggles...
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Lim, Hayoung A; Draper, Ellary
2011-01-01
This study compared a common form of Applied Behavior Analysis Verbal Behavior (ABA VB) approach and music incorporated with ABA VB method as part of developmental speech-language training in the speech production of children with Autism Spectrum Disorders (ASD). This study explored how the perception of musical patterns incorporated in ABA VB operants impacted the production of speech in children with ASD. Participants were 22 children with ASD, age range 3 to 5 years, who were verbal or pre verbal with presence of immediate echolalia. They were randomly assigned a set of target words for each of the 3 training conditions: (a) music incorporated ABA VB, (b) speech (ABA VB) and (c) no-training. Results showed both music and speech trainings were effective for production of the four ABA verbal operants; however, the difference between music and speech training was not statistically different. Results also indicated that music incorporated ABA VB training was most effective in echoic production, and speech training was most effective in tact production. Music can be incorporated into the ABA VB training method, and musical stimuli can be used as successfully as ABA VB speech training to enhance the functional verbal production in children with ASD.
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Fujioka, Takako; Dawson, Deirdre R; Wright, Rebecca; Honjo, Kie; Chen, Joyce L; Chen, J Jean; Black, Sandra E; Stuss, Donald T; Ross, Bernhard
2018-05-24
Neuroplasticity accompanying learning is a key mediator of stroke rehabilitation. Training in playing music in healthy populations and patients with movement disorders requires resources within motor, sensory, cognitive, and affective systems, and coordination among these systems. We investigated effects of music-supported therapy (MST) in chronic stroke on motor, cognitive, and psychosocial functions compared to conventional physical training (GRASP). Twenty-eight adults with unilateral arm and hand impairment were randomly assigned to MST (n = 14) and GRASP (n = 14) and received 30 h of training over a 10-week period. The assessment was conducted at four time points: before intervention, after 5 weeks, after 10 weeks, and 3 months after training completion. As for two of our three primary outcome measures concerning motor function, all patients slightly improved in Chedoke-McMaster Stroke Assessment hand score, while the time to complete Action Research Arm Test became shorter in the MST group. The third primary outcome measure for well-being, Stroke Impact Scale, was improved for emotion and social communication earlier in MST and coincided with the improved executive function for task switching and music rhythm perception. The results confirmed previous findings and expanded the potential usage of MST for enhancing quality of life in community-dwelling chronic-stage survivors. © 2018 New York Academy of Sciences.
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Directory of Open Access Journals (Sweden)
Miriam eLense
2013-08-01
Full Text Available 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 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 typically developing individuals with and without amusia.
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High school music classes enhance the neural processing of speech
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 two years of group music classes in high school enhance the subcortical encoding of speech. To tease apart the relationships between music and neural...
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Directory of Open Access Journals (Sweden)
Xia Guo
2018-01-01
Full Text Available Previous studies have reported that music training not only improves children's musical skills, but also enhances their cognitive functions. However, there is a disagreement about what domain(s might be affected. Moreover, effects of short-term (
training have not been examined, although more basic studies have suggested neuroplasticity within several weeks. Consequently, the present exploratory pilot study investigated the effect of a six-week instrumental practice program (i.e., playing the keyboard harmonica on children's cognitive functions using a randomized controlled trial. Forty children (aged 6–8 years were randomly assigned to either the experimental group (n = 20, which received a 6-week (12-session keyboard harmonica curriculum, or an untrained control group (n = 20. Different from traditional instrumental training, the curriculum did not use musical scores to emphasize creating association between sound (auditory modality and finger movement (somato-motor system. Cognitive measurements included verbal ability, processing speed, working memory, and inhibitory control, which were administered before and after the curriculum in both groups. After the 6-week training, only the experimental group showed a significant improvement in the Digit Span test (especially in the Digit Span Backward that measures working memory. However, no significant influences were found on the other cognitive tests. The result suggests that several weeks of instrumental music training may be beneficial to improving children's working memory. In addition, we used an inexpensive and portable keyboard harmonica; therefore, our instructional method is easy to apply in classrooms or other circumstances. If the method is applied to music lessons in schools or in the community, it may help improve children's working memory. -
Effects of synchronous music on treadmill running among elite triathletes.
Terry, Peter C; Karageorghis, Costas I; Saha, Alessandra Mecozzi; D'Auria, Shaun
2012-01-01
Music can provide ergogenic, psychological, and psychophysical benefits during physical activity, especially when movements are performed synchronously with music. The present study developed the train of research on synchronous music and extended it to elite athletes. Repeated-measures laboratory experiment. Elite triathletes (n=11) ran in time to self-selected motivational music, a neutral equivalent and a no-music control during submaximal and exhaustive treadmill running. Measured variables were time-to-exhaustion, mood responses, feeling states, RPE, blood lactate concentration, oxygen consumption and running economy. Time-to-exhaustion was 18.1% and 19.7% longer, respectively, when running in time to motivational and neutral music, compared to no music. Mood responses and feeling states were more positive with motivational music compared to either neutral music or no music. RPE was lowest for neutral music and highest for the no-music control. Blood lactate concentrations were lowest for motivational music. Oxygen consumption was lower with music by 1.0%-.7%. Both music conditions were associated with better running economy than the no-music control. Although neutral music did not produce the same level of psychological benefits as motivational music, it proved equally beneficial in terms of time-to-exhaustion and oxygen consumption. In functional terms, the motivational qualities of music may be less important than the prominence of its beat and the degree to which participants are able to synchronise their movements to its tempo. Music provided ergogenic, psychological and physiological benefits in a laboratory study and its judicious use during triathlon training should be considered. Copyright © 2011 Sports Medicine Australia. All rights reserved.
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Prelude: The ISME Commission on Community Music Activity and Its Oslo Seminar
Drummond, John
2010-01-01
This short introduction to the proceedings of the 1990 Commission of Community Music Activity spells out a prevailing spirit of those involved. Describing community music as the cutting edge in music education, this prelude suggests that community music activity should play a vital role in the future of music education training.
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Effects of a Music Programme on Kindergartners' Phonological Awareness Skills
Bolduc, Jonathan
2009-01-01
This research examines the effect of a music training programme on the development of phonological awareness among 104 Franco-Canadian kindergarten children. The experimental group (N = 51) participated in an adapted version of the Standley and Hughes music training programme, while the control group (N = 53) took part in the Ministere de…
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The Role of Psychological Needs in Ceasing Music and Music Learning Activities
Evans, Paul; McPherson, Gary E.; Davidson, Jane W.
2013-01-01
This article addresses individuals' decisions to continue or cease playing a musical instrument from a basic psychological needs perspective. Participants began learning music 10 years prior to the study and were the subject of previous longitudinal research. They completed a survey investigating the three psychological needs of competence,…
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Music in Kamigata Rakugo Performance
Directory of Open Access Journals (Sweden)
Catherine Hallett
2014-01-01
Full Text Available Rakugo is the Japanese tradition of staged comic storytelling presented by highly trained hanashika storytellers associated with small urban variety theatres called yose, found in the Kamigata and Edo regions. Although yose theatres are associated with spoken rather than musical events, music is an integral component of Kamigata rakugo performance. It is central both to the rendering of a storyteller’s performance and to creating the overall atmosphere in the yose theatre. This paper addresses the lack of detailed research on music in Kamigata rakugo performance, particularly in English. It demonstrates and documents the centrality of music in Kamigata rakugo performance, specifically the way that this music, which is rich in symbolism, aids a storyteller’s performance and is intrinsically bound up in the hierarchical structure of the storytellers and yose-bayashi ensemble musicians. It focuses on how the music functions in the performances, transmitting meanings and supporting the social structure of the ensemble.
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Integrative Music Therapy: A Healing Intervention.
Barnes, Thomas Bryan
Music plays a significant role in the lives of individuals across the lifespan. Some healthcare providers may not appreciate music therapy and the positive benefits it can have on the environment, patients, caregivers, and healthcare staff. Integrative Music Therapy (IMT) has proven to be effective in multiple settings, offering therapy for behavioral, emotional, physiological, psychological, and psychosocial needs. IMT, performed by a trained, certified professional (MT-BC), does not seek to replace medication or other procedures, but works synergistically with provided healthcare.
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Spildooren, Joke; Speetjens, Ite; Abrahams, Johan; Feys, Peter; Timmermans, Annick
2018-04-28
Motivation towards an exercise program is higher in a small group setting in comparison to individual therapy. Due to attentional problems, group exercises are difficult for people with Alzheimer disease (AD). This study evaluates the feasibility of a music-supported video-based group exercise program in older adults suffering from AD. Five participants with moderate AD were recruited from a nursing home. A progressive physical exercise program using a video-based training with musical accompaniment was performed and digitally recorded to investigate the adherence and performed accuracy of the exercises. The overall participation during the exercises was 84.1%. The quality of the performance was for all exercises above the cut-off scores. A music-supported video-based group exercise program is feasible in persons with AD. The participants were motivated and the expectations towards the program increased over time. Music seemed an important factor for attention in participants with AD.
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Action in Perception: Prominent Visuo-Motor Functional Symmetry in Musicians during Music Listening.
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Iballa Burunat
Full Text Available Musical training leads to sensory and motor neuroplastic changes in the human brain. Motivated by findings on enlarged corpus callosum in musicians and asymmetric somatomotor representation in string players, we investigated the relationship between musical training, callosal anatomy, and interhemispheric functional symmetry during music listening. Functional symmetry was increased in musicians compared to nonmusicians, and in keyboardists compared to string players. This increased functional symmetry was prominent in visual and motor brain networks. Callosal size did not significantly differ between groups except for the posterior callosum in musicians compared to nonmusicians. We conclude that the distinctive postural and kinematic symmetry in instrument playing cross-modally shapes information processing in sensory-motor cortical areas during music listening. This cross-modal plasticity suggests that motor training affects music perception.
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Beat Synchronization across the Lifespan: Intersection of Development and Musical Experience.
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Elaine C Thompson
Full Text Available Rhythmic entrainment, or beat synchronization, provides an opportunity to understand how multiple systems operate together to integrate sensory-motor information. Also, synchronization is an essential component of musical performance that may be enhanced through musical training. Investigations of rhythmic entrainment have revealed a developmental trajectory across the lifespan, showing synchronization improves with age and musical experience. Here, we explore the development and maintenance of synchronization in childhood through older adulthood in a large cohort of participants (N = 145, and also ask how it may be altered by musical experience. We employed a uniform assessment of beat synchronization for all participants and compared performance developmentally and between individuals with and without musical experience. We show that the ability to consistently tap along to a beat improves with age into adulthood, yet in older adulthood tapping performance becomes more variable. Also, from childhood into young adulthood, individuals are able to tap increasingly close to the beat (i.e., asynchronies decline with age, however, this trend reverses from younger into older adulthood. There is a positive association between proportion of life spent playing music and tapping performance, which suggests a link between musical experience and auditory-motor integration. These results are broadly consistent with previous investigations into the development of beat synchronization across the lifespan, and thus complement existing studies and present new insights offered by a different, large cross-sectional sample.
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The relation between instrumental musical activity and cognitive aging.
Hanna-Pladdy, Brenda; MacKay, Alicia
2011-05-01
Intensive repetitive musical practice can lead to bilateral cortical reorganization. However, whether musical sensorimotor and cognitive abilities transfer to nonmusical cognitive abilities that are maintained throughout the life span is unclear. In an attempt to identify modifiable lifestyle factors that may potentially enhance successful aging, we evaluated the association between musical instrumental participation and cognitive aging. Seventy older healthy adults (ages 60-83) varying in musical activity completed a comprehensive neuropsychological battery. The groups (nonmusicians, low and high activity musicians) were matched on age, education, history of physical exercise, while musicians were matched on age of instrumental acquisition and formal years of musical training. Musicians were classified in the low (1-9 years) or high (>10 years) activity group based on years of musical experience throughout their life span. The results of this preliminary study revealed that participants with at least 10 years of musical experience (high activity musicians) had better performance in nonverbal memory (η2 = .106), naming (η2 = .103), and executive processes (η2 = .131) in advanced age relative to nonmusicians. Several regression analyses evaluated how years of musical activity, age of acquisition, type of musical training, and other variables predicted cognitive performance. These correlational results suggest a strong predictive effect of high musical activity throughout the life span on preserved cognitive functioning in advanced age. A discussion of how musical participation may enhance cognitive aging is provided along with other alternative explanations.
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New learning of music after bilateral medial temporal lobe damage: evidence from an amnesic patient.
Valtonen, Jussi; Gregory, Emma; Landau, Barbara; McCloskey, Michael
2014-01-01
Damage to the hippocampus impairs the ability to acquire new declarative memories, but not the ability to learn simple motor tasks. An unresolved question is whether hippocampal damage affects learning for music performance, which requires motor processes, but in a cognitively complex context. We studied learning of novel musical pieces by sight-reading in a newly identified amnesic, LSJ, who was a skilled amateur violist prior to contracting herpes simplex encephalitis. LSJ has suffered virtually complete destruction of the hippocampus bilaterally, as well as extensive damage to other medial temporal lobe structures and the left anterior temporal lobe. Because of LSJ's rare combination of musical training and near-complete hippocampal destruction, her case provides a unique opportunity to investigate the role of the hippocampus for complex motor learning processes specifically related to music performance. Three novel pieces of viola music were composed and closely matched for factors contributing to a piece's musical complexity. LSJ practiced playing two of the pieces, one in each of the two sessions during the same day. Relative to a third unpracticed control piece, LSJ showed significant pre- to post-training improvement for the two practiced pieces. Learning effects were observed both with detailed analyses of correctly played notes, and with subjective whole-piece performance evaluations by string instrument players. The learning effects were evident immediately after practice and 14 days later. The observed learning stands in sharp contrast to LSJ's complete lack of awareness that the same pieces were being presented repeatedly, and to the profound impairments she exhibits in other learning tasks. Although learning in simple motor tasks has been previously observed in amnesic patients, our results demonstrate that non-hippocampal structures can support complex learning of novel musical sequences for music performance.
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New Learning of Music after Bilateral Medial Temporal Lobe Damage: Evidence from an Amnesic Patient
Valtonen, Jussi; Gregory, Emma; Landau, Barbara; McCloskey, Michael
2014-01-01
Damage to the hippocampus impairs the ability to acquire new declarative memories, but not the ability to learn simple motor tasks. An unresolved question is whether hippocampal damage affects learning for music performance, which requires motor processes, but in a cognitively complex context. We studied learning of novel musical pieces by sight-reading in a newly identified amnesic, LSJ, who was a skilled amateur violist prior to contracting herpes simplex encephalitis. LSJ has suffered virtually complete destruction of the hippocampus bilaterally, as well as extensive damage to other medial temporal lobe structures and the left anterior temporal lobe. Because of LSJ’s rare combination of musical training and near-complete hippocampal destruction, her case provides a unique opportunity to investigate the role of the hippocampus for complex motor learning processes specifically related to music performance. Three novel pieces of viola music were composed and closely matched for factors contributing to a piece’s musical complexity. LSJ practiced playing two of the pieces, one in each of the two sessions during the same day. Relative to a third unpracticed control piece, LSJ showed significant pre- to post-training improvement for the two practiced pieces. Learning effects were observed both with detailed analyses of correctly played notes, and with subjective whole-piece performance evaluations by string instrument players. The learning effects were evident immediately after practice and 14 days later. The observed learning stands in sharp contrast to LSJ’s complete lack of awareness that the same pieces were being presented repeatedly, and to the profound impairments she exhibits in other learning tasks. Although learning in simple motor tasks has been previously observed in amnesic patients, our results demonstrate that non-hippocampal structures can support complex learning of novel musical sequences for music performance. PMID:25232312
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New Learning of Music after Bilateral Medial Temporal Lobe Damage: Evidence from an Amnesic Patient
Directory of Open Access Journals (Sweden)
Jussi eValtonen
2014-09-01
Full Text Available Damage to the hippocampus impairs the ability to acquire new declarative memories, but not the ability to learn simple motor tasks. An unresolved question is whether hippocampal damage affects learning for music performance, which requires motor processes, but in a cognitively complex context. We studied learning of novel musical pieces by sight-reading in a newly-identified amnesic, LSJ, who was a skilled amateur violist prior to contracting herpes simplex encephalitis. LSJ has suffered virtually complete destruction of the hippocampus bilaterally, as well as extensive damage to other medial temporal lobe structures and the left anterior temporal lobe. Because of LSJ’s rare combination of musical training and near-complete hippocampal destruction, her case provides a unique opportunity to investigate the role of the hippocampus for complex motor learning processes specifically related to music performance. Three novel pieces of viola music were composed, closely matched for factors contributing to a piece’s musical complexity. LSJ practiced playing two of the pieces, one in each of two sessions during the same day. Relative to a third unpracticed control piece, LSJ showed significant pre- to post-training improvement for the two practiced pieces. Learning effects were observed both with detailed analyses of correctly played notes, and with subjective whole-piece performance evaluations by string instrument players. The learning effects were evident immediately after practice and 14 days later. The observed learning stands in sharp contrast to LSJ’s complete lack of awareness that the same pieces were being presented repeatedly, and to the profound impairments she exhibits in other learning tasks. Although learning in simple motor tasks has been previously observed in amnesic patients, our results demonstrate that non-hippocampal structures can support complex learning of novel musical sequences for music performance.
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The Dalcroze Approach to Music Education: Theory and Applications
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…
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The influence of deliberate practice on musical achievement: A meta-analysis
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Friedrich ePlatz
2014-06-01
Full Text Available Deliberate practice (DP is a task-specific structured training activity that plays a key role in understanding skill acquisition and explaining individual differences in expert performance. Relevant activities that qualify as DP have to be identified in every domain. For example, for training in classical music, solitary practice is a typical training activity during skill acquisition. To date, no meta-analysis on the quantifiable effect size of deliberate practice on attained performance in music has been conducted. Yet the identification of a quantifiable effect size could be relevant for the current discussion on the role of various factors on individual difference in musical achievement. Furthermore, a research synthesis might enable new computational approaches to musical development. Here we present the first meta-analysis on the role of deliberate practice in the domain of musical performance. A final sample size of 13 studies (total N = 788 was carefully extracted to satisfy the following criteria: reported durations of task-specific accumulated practice as predictor variables and objectively assessed musical achievement as the target variable. We identified an aggregated effect size of rc = .61; 95% CI [.54, .67] for the relationship between task-relevant practice (which by definition includes DP and musical achievement. Our results corroborate the central role of long-term (deliberate practice for explaining expert performance in music.
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The influence of deliberate practice on musical achievement: a meta-analysis.
Platz, Friedrich; Kopiez, Reinhard; Lehmann, Andreas C; Wolf, Anna
2014-01-01
Deliberate practice (DP) is a task-specific structured training activity that plays a key role in understanding skill acquisition and explaining individual differences in expert performance. Relevant activities that qualify as DP have to be identified in every domain. For example, for training in classical music, solitary practice is a typical training activity during skill acquisition. To date, no meta-analysis on the quantifiable effect size of deliberate practice on attained performance in music has been conducted. Yet the identification of a quantifiable effect size could be relevant for the current discussion on the role of various factors on individual difference in musical achievement. Furthermore, a research synthesis might enable new computational approaches to musical development. Here we present the first meta-analysis on the role of deliberate practice in the domain of musical performance. A final sample size of 13 studies (total N = 788) was carefully extracted to satisfy the following criteria: reported durations of task-specific accumulated practice as predictor variables and objectively assessed musical achievement as the target variable. We identified an aggregated effect size of r c = 0.61; 95% CI [0.54, 0.67] for the relationship between task-relevant practice (which by definition includes DP) and musical achievement. Our results corroborate the central role of long-term (deliberate) practice for explaining expert performance in music.
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Pleasurable music affects reinforcement learning according to the listener
Gold, Benjamin P.; Frank, Michael J.; Bogert, Brigitte; Brattico, Elvira
2013-01-01
Mounting evidence links the enjoyment of music to brain areas implicated in emotion and the dopaminergic reward system. In particular, dopamine release in the ventral striatum seems to play a major role in the rewarding aspect of music listening. Striatal dopamine also influences reinforcement learning, such that subjects with greater dopamine efficacy learn better to approach rewards while those with lesser dopamine efficacy learn better to avoid punishments. In this study, we explored the practical implications of musical pleasure through its ability to facilitate reinforcement learning via non-pharmacological dopamine elicitation. Subjects from a wide variety of musical backgrounds chose a pleasurable and a neutral piece of music from an experimenter-compiled database, and then listened to one or both of these pieces (according to pseudo-random group assignment) as they performed a reinforcement learning task dependent on dopamine transmission. We assessed musical backgrounds as well as typical listening patterns with the new Helsinki Inventory of Music and Affective Behaviors (HIMAB), and separately investigated behavior for the training and test phases of the learning task. Subjects with more musical experience trained better with neutral music and tested better with pleasurable music, while those with less musical experience exhibited the opposite effect. HIMAB results regarding listening behaviors and subjective music ratings indicate that these effects arose from different listening styles: namely, more affective listening in non-musicians and more analytical listening in musicians. In conclusion, musical pleasure was able to influence task performance, and the shape of this effect depended on group and individual factors. These findings have implications in affective neuroscience, neuroaesthetics, learning, and music therapy. PMID:23970875
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Yinger, Olivia Swedberg
2016-01-01
Children undergoing routine immunizations frequently experience severe distress, which may be improved through music therapy as procedural support. The purpose of this study was to examine effects of live, cognitive-behavioral music therapy during immunizations on (a) the behaviors of children, their parents, and their nurses; and (b) parental perceptions. Participants were children between the ages of 4 and 6 years (N = 58) who underwent immunizations, their parents (N = 62), and the nurses who administered the procedure (N = 19). Parent/child dyads were randomly assigned to receive music therapy (n = 29) or standard care (n = 29) during their immunization. Afterward, each parent rated their child's level of pain and the distress their child experienced compared to previous medical experiences. All procedures were videotaped and later viewed by trained observers, who classified child, parent, and nurse behaviors using the categories of the Child-Adult Medical Procedure Interaction Scale-Revised (CAMPIS-R). Significant differences between the music therapy and control groups were found in rates of child coping and distress behaviors and parent distress-promoting behaviors. Parents of children who received music therapy reported that their child's level of distress was less than during previous medical experiences, whereas parents of children in the control group reported that their child's level of distress was greater. No significant differences between groups were found in parents' ratings of children's pain or in rates of nurse behavior. Live, cognitive-behavioral music therapy has potential benefits for young children and their parents during immunizations. © the American Music Therapy Association 2016. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.
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Developing a Critical Consciousness for Diversity and Equity among Preservice Music Teachers
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…
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Orff Music Therapy: History, Principles and Further Development
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Melanie Voigt
2013-12-01
Full Text Available Orff Music Therapy, a developmental approach to music therapy, was developed by Gertrud Orff within the framework of social paediatrics in Munich, Germany. A short historical background of Orff Music Therapy is discussed. The history of the clinical setting in which it was developed is described as is Gertrud Orff’s professional background. The role of Orff-Schulwerk in Orff Music Therapy and the development of theoretical foundations are discussed. Current principles and practice of Orff Music Therapy, illustrated by a case example show how the profile of Orff Music Therapy has developed. On the basis of the case example, theory is related to practice. Finally, changes influencing Orff Music Therapy today, training and research are considered.
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[Music, pulse, heart and sport].
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.
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Gender and the performance of music
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Desmond C Sergeant
2014-04-01
Full Text Available The study evaluates propositions that have appeared in the literature that music phenomena are gendered. If such propositions are substantive, gendered qualities might be imparted to the musical ‘message’ at any of three stages of the music–communication interchange: the process of composition, its realization into sound by the performer, or superimposed in the course of listener perceptions. Four research hypotheses are identified and relevant literature of music behaviours and perception reviewed. New instruments of measurement were constructed to test the four hypotheses: i two listening sequences each containing 35 extracts from published recordings of compositions of the classical music repertoire, ii four ‘music characteristics’ scales, with polarities defined by verbal descriptors designed to assess the dynamic and emotional valence of the musical extracts featured in the listening sequences. 69 musically trained listeners heard the two sequences and were asked to identify the sex of the performing artist of each musical extract; a second group of 23 listeners evaluated the extracts applying the four music characteristics scales. Results did not support claims that music structures are inherently gendered, nor proposals that performers impart their own-sex-specific qualities to the music. It is concluded that if gendering of music is a reality, the properties are imposed subjectively by the perceiver, and the respective qualities appear to be primarily related to the tempo of the music.
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Musical Tasks and Energetic Arousal.
Lim, Hayoung A; Watson, Angela L
2018-03-08
Music is widely recognized as a motivating stimulus. Investigators have examined the use of music to improve a variety of motivation-related outcomes; however, these studies have focused primarily on passive music listening rather than active participation in musical activities. To examine the influence of participation in musical tasks and unique participant characteristics on energetic arousal. We used a one-way Welch's ANOVA to examine the influence of musical participation (i.e., a non-musical control and four different musical task conditions) upon energetic arousal. In addition, ancillary analyses of participant characteristics including personality, age, gender, sleep, musical training, caffeine, nicotine, and alcohol revealed their possible influence upon pretest and posttest energetic arousal scores. Musical participation yielded a significant relationship with energetic arousal, F(4, 55.62) = 44.38, p = .000, estimated ω2 = 0.60. Games-Howell post hoc pairwise comparisons revealed statistically significant differences between five conditions. Descriptive statistics revealed expected differences between introverts' and extraverts' energetic arousal scores at the pretest, F(1, 115) = 6.80, p = .010, partial η2= .06; however, mean differences failed to reach significance at the posttest following musical task participation. No other measured participant characteristics yielded meaningful results. Passive tasks (i.e., listening to a story or song) were related to decreased energetic arousal, while active musical tasks (i.e., singing, rhythm tapping, and keyboard playing) were related to increased energetic arousal. Musical task participation appeared to have a differential effect for individuals with certain personality traits (i.e., extroverts and introverts).
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MUSIC TEMPO'S EFFECT ON EXERCISE PERFORMANCE: COMMENT ON DYER AND McKUNE.
Nakamura, Priscila Missaki
2015-06-01
Dyer and McKune (2013) stated that music tempo has no influence on performance, physiological, and psychophysical variables in well-trained cyclists during high intensity endurance tasks. However, there are important limitations in the methodology of the study. The participants' music preferences and tempo change were not well measured. It is not possible to affirm that music tempo does not influence athletes' performance. Potential areas of future research include: (a) use of instruments to assess the qualities of music; (b) standardizing music of tempo according to exercise type (e.g., running, cycling, etc.); (c) considering training level of the participants (i.e., athletes and non-athletes); and (d) use of instruments to assess concentration during exercise.
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Exploring the Effects of Pitch Layout on Learning a New Musical Instrument
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Jennifer MacRitchie
2017-11-01
Full Text Available Although isomorphic pitch layouts are proposed to afford various advantages for musicians playing new musical instruments, this paper details the first substantive set of empirical tests on how two fundamental aspects of isomorphic pitch layouts affect motor learning: shear, which makes the pitch axis vertical, and the adjacency (or nonadjacency of pitches a major second apart. After receiving audio-visual training tasks for a scale and arpeggios, performance accuracies of 24 experienced musicians were assessed in immediate retention tasks (same as the training tasks, but without the audio-visual guidance and in a transfer task (performance of a previously untrained nursery rhyme. Each participant performed the same tasks with three different pitch layouts and, in total, four different layouts were tested. Results show that, so long as the performance ceiling has not already been reached (due to ease of the task or repeated practice, adjacency strongly improves performance accuracy in the training and retention tasks. They also show that shearing the layout, to make the pitch axis vertical, worsens performance accuracy for the training tasks but, crucially, it strongly improves performance accuracy in the transfer task when the participant needs to perform a new, but related, task. These results can inform the design of pitch layouts in new musical instruments.
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Emotional reactions to music: psychophysiological correlates and applications to affective disorders
Kalda, Tiina
2013-01-01
Music has been used to evoke emotions for centuries. The mechanisms underlying this effect have remained largely unclear. This thesis contributes to research on how music\\ud evokes emotions by investigating two mechanisms from the model of Juslin and Västfjäll (2008) - musical expectancy and emotional contagion. In the perception studies the focus is on how musical expectancy violations are detected by either musically trained or untrained individuals. In the music-making studies, we concentr...
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Music genetics research: Association with musicality of a polymorphism in the AVPR1A gene.
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.
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Elif TEKİN GÜRGEN
2016-01-01
The purpose of the study is to reveal the music listening situation of the students at the Faculty of Fine Arts of Dokuz Eylül University, the music genres that they listen to and the relationship between them. It is also investigated whether the music listening situation determines the music training of the students or also makes significant difference among students according to their genders. The music listening situation scale developed as five-point Likert type and the frequency of liste...
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de Bruin, Natalie; Doan, Jon B; Turnbull, George; Suchowersky, Oksana; Bonfield, Stephan; Hu, Bin; Brown, Lesley A
2010-07-13
This study explored the viability and efficacy of integrating cadence-matched, salient music into a walking intervention for patients with Parkinson's disease (PD). Twenty-two people with PD were randomised to a control (CTRL, n = 11) or experimental (MUSIC, n = 11) group. MUSIC subjects walked with an individualised music playlist three times a week for the intervention period. Playlists were designed to meet subject's musical preferences. In addition, the tempo of the music closely matched (±10-15 bpm) the subject's preferred cadence. CTRL subjects continued with their regular activities during the intervention. The effects of training accompanied by "walking songs" were evaluated using objective measures of gait score. The MUSIC group improved gait velocity, stride time, cadence, and motor symptom severity following the intervention. This is the first study to demonstrate that music listening can be safely implemented amongst PD patients during home exercise.
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Creativity and improvisation as therapeutic tools within music therapy.
Tomaino, Concetta M
2013-11-01
The neuroscience of creativity and music improvisation is a fascinating topic and one with strong implications for clinical music therapy. Music therapists are trained to use musical improvisation as a means to bring their clients into deeper therapeutic relationship as well as free up any inhibitions or limitations that may block recovery. Could recent fMRI studies of jazz musicians showing areas of brain activation during music improvisation provide a new framework to understand underlying mechanisms at work with neurologically impaired individuals? © 2013 New York Academy of Sciences.
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Musical Instrument Design Process for Mobile Technology
Barraclough, Timothy J.; Carnegie, Dale A.; Kapur, Ajay
2015-01-01
This paper presents the iterative design process based upon multiple rounds of user studies that guided the the design of a novel social music application, Pyxis Minor. The application was designed based on the concept of democratising electronic music creation and performance. This required the development to be based upon user studies to inform and drive the development process in order to create a novel musical interface that can be enjoyed by users of any prior musicianship training.
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DEFF Research Database (Denmark)
Pedersen, Inge Nygaard
2015-01-01
on the experience of an integrated supervisor training programme offered in Aalborg, Denmark in 2009/2010. In this programme general issues of professional supervision and the application of artistic media as a core element in the supervisory process were Integrated. It is the hope of the author that this article...... will inspire other music therapists to develop supervisor training programmes for professional music therapists and also to undertake further research into professional supervision....
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Construction and communication of meanings in popular music
Directory of Open Access Journals (Sweden)
Julián Céspedes Guevara
2010-11-01
Full Text Available Both musicology and the psychology of music have traditionally approached the construction and communication of musical meanings using a functionalist model of communication. The purpose of this research is to study these phenomena within the context of popular music, using a constructivist theoretical framework. Two songs from a funk-rock band and 2 songs from a jazz band were heard individually by 6 members of the bands and by 14 participants without formal musical training. The participants were asked to indicate the moments in which the music called their attention, and to elaborate on the meaning of each song. The findings were interpreted as evidence that musical meaning is not inherent to music, that popular music is not always perceived an expression of emotions, and that musical communication depends on the existence of shared symbolic referents by musicians and listeners. As a conclusion, a constructivist conceptual model of musical communication is proposed
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Visualizing the semantic structure in classical music works.
Chan, Wing-Yi; Qu, Huamin; Mak, Wai-Ho
2010-01-01
A major obstacle in the appreciation of classical music is that extensive training is required to understand musical structure and compositional techniques toward comprehending the thoughts behind the musical work. In this paper, we propose an innovative visualization solution to reveal the semantic structure in classical orchestral works such that users can gain insights into musical structure and appreciate the beauty of music. We formulate the semantic structure into macrolevel layer interactions, microlevel theme variations, and macro-micro relationships between themes and layers to abstract the complicated construction of a musical composition. The visualization has been applied with success in understanding some classical music works as supported by highly promising user study results with the general audience and very positive feedback from music students and experts, demonstrating its effectiveness in conveying the sophistication and beauty of classical music to novice users with informative and intuitive displays.
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Directory of Open Access Journals (Sweden)
Douglas MacCutcheon
2016-11-01
Full Text Available Two studies were conducted to establish a more complete picture of the skills that might be accessed through learning to DJ and the potential value of those skills for music education. The first employed open-ended methods to explore perspectives on the value of DJing for music education. The second employed experimental methods to compare the ability of DJs to synchronise movement to auditory metronomes. Twenty-one participants (seven professionally trained musicians, seven informally trained DJs, seven non-musicians took part in both studies. Qualitative data suggested that all participant groups felt DJs learn valuable musical skills such as rhythm perception, instrumental skills, knowledge of musical structure, performance skills, and a majority agreed that DJing had equal relevance with other musical forms e.g. classical music. Quantitative data showed that informally trained DJs produced more regular timing intervals under baseline and distracting conditions than the other experimental groups. The implications of the findings for the inclusion of DJing into formal music curricula are discussed.
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Musical training during early childhood enhances the neural encoding of speech in noise.
Strait, Dana L; Parbery-Clark, Alexandra; Hittner, Emily; Kraus, Nina
2012-12-01
For children, learning often occurs in the presence of background noise. As such, there is growing desire to improve a child's access to a target signal in noise. Given adult musicians' perceptual and neural speech-in-noise enhancements, we asked whether similar effects are present in musically-trained children. We assessed the perception and subcortical processing of speech in noise and related cognitive abilities in musician and nonmusician children that were matched for a variety of overarching factors. Outcomes reveal that musicians' advantages for processing speech in noise are present during pivotal developmental years. Supported by correlations between auditory working memory and attention and auditory brainstem response properties, we propose that musicians' perceptual and neural enhancements are driven in a top-down manner by strengthened cognitive abilities with training. Our results may be considered by professionals involved in the remediation of language-based learning deficits, which are often characterized by poor speech perception in noise. Copyright © 2012 Elsevier Inc. All rights reserved.
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Enhanced timing abilities in percussionists generalize to rhythms without a musical beat.
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.
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Enhanced Timing Abilities in Percussionists Generalize to Rhythms Without a Musical Beat
Directory of Open Access Journals (Sweden)
Daniel J Cameron
2014-12-01
Full Text Available 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 metres 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.
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The Band Effect – physically strenuous music making increases aesthetic appreciation of music
Directory of Open Access Journals (Sweden)
Thomas Hans Fritz
2016-10-01
Full Text Available The aesthetic appreciation of music is strongly influenced by cultural background and personal taste. One would expect that this would complicate the utilizability of musical feedback in paradigms, such that music would only be perceived as a reward if it complies to personal aesthetic appreciation. Here we report data where we assessed aesthetic appreciation of music after 1. a physically strenuous music improvisation and 2. after passive music listening (where participants aesthetically assessed similar music. Data are reported from two experiments where different patient groups performed Jymmin, a music feedback method where exercise equipment is modified in such a way that it can be played like musical instruments by modulating musical parameters in a composition software. This combines physical exertion with musical performance in a fashion that has previously been shown to have a number of positive psychological effects such as enhanced mood and reduced perceived exertion. In both experiments aesthetic appreciation of musical presentations during Jymmin and a control condition without musical agency were compared. Data show that both patient groups perceived the musical outcome of their own performance as more aesthetically pleasing than similar music they listened to passively. This suggests that the act of making music (when combined with physical exertion is associated with a positivity bias about the perceived aesthetical quality of the musical outcome. The outcome of personal musical agency thus tends to be perceived as rewarding even if it does not comply with personal aesthetic appreciation. This suggests that musical feedback interventions may not always have to be highly individualized because individual taste may not always be crucial. The results also suggest that the method applied here may be efficient at encouraging music listeners to actively explore new musical styles that they might otherwise be reluctant to listen to (e
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DEFF Research Database (Denmark)
Holck, Ulla
2010-01-01
university, Stephen Malloch listened to tapes of mothers and their babies ‘chatting’ with each other, recorded by Trevarthen in the 70’s. One of the first tapes was the vocal interaction of Laura and her mother. “As I listened, intrigued by the fluid give and take of the communication, and the lilting speech...... of the mother as she chatted with her baby, I began to tap my foot. I am, by training, a musician, so I was very used to automatically feeling the beat as I listened to musical sounds.… I replaced the tape, and again, I could sense a distinct rhythmicity and melodious give and take to the gentle prompting...... therapy as purely protomusic. But with Malloch & Trevarthen’s focus on musicality as the innate human abilities that make music production and appreciation possible, this discussion can easily move on. These and many other essential discussions await us – thanks to this comprehensive – and demanding...
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Pau, S; Jahn, G; Sakreida, K; Domin, M; Lotze, M
2013-01-01
Long-term intensive sensorimotor training alters functional representation of the motor and sensory system and might even result in structural changes. However, there is not much knowledge about how previous training impacts learning transfer and functional representation. We tested 14 amateur pianists and 15 musically naïve participants in a short-term finger sequence training procedure, differing considerably from piano playing and measured associated functional representation with functional magnetic resonance imaging. The conditions consisted of encoding a finger sequence indicated by hand symbols ("sequence encoding") and subsequently replaying the sequence from memory, both with and without auditory feedback ("sequence retrieval"). Piano players activated motor areas and the mirror neuron system more strongly than musically naïve participants during encoding. When retrieving the sequence, musically naïve participants showed higher activation in similar brain areas. Thus, retrieval activations of naïve participants were comparable to encoding activations of piano players, who during retrieval performed the sequences more accurately despite lower motor activations. Interestingly, both groups showed primary auditory activation even during sequence retrieval without auditory feedback, supporting previous reports about coactivation of the auditory cortex after learned association with motor performance. When playing with auditory feedback, only pianists lateralized to the left auditory cortex. During encoding activation in left primary somatosensory cortex in the height of the finger representations had a predictive value for increased motor performance later on (error rates). Contrarily, decreased performance was associated with increased visual cortex activation during encoding. Our study extends previous reports about training transfer of motor knowledge resulting in superior training effects in musicians. Performance increase went along with activity in
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Evaluating Hierarchical Structure in Music Annotations.
McFee, Brian; Nieto, Oriol; Farbood, Morwaread M; Bello, Juan Pablo
2017-01-01
Music exhibits structure at multiple scales, ranging from motifs to large-scale functional components. When inferring the structure of a piece, different listeners may attend to different temporal scales, which can result in disagreements when they describe the same piece. In the field of music informatics research (MIR), it is common to use corpora annotated with structural boundaries at different levels. By quantifying disagreements between multiple annotators, previous research has yielded several insights relevant to the study of music cognition. First, annotators tend to agree when structural boundaries are ambiguous. Second, this ambiguity seems to depend on musical features, time scale, and genre. Furthermore, it is possible to tune current annotation evaluation metrics to better align with these perceptual differences. However, previous work has not directly analyzed the effects of hierarchical structure because the existing methods for comparing structural annotations are designed for "flat" descriptions, and do not readily generalize to hierarchical annotations. In this paper, we extend and generalize previous work on the evaluation of hierarchical descriptions of musical structure. We derive an evaluation metric which can compare hierarchical annotations holistically across multiple levels. sing this metric, we investigate inter-annotator agreement on the multilevel annotations of two different music corpora, investigate the influence of acoustic properties on hierarchical annotations, and evaluate existing hierarchical segmentation algorithms against the distribution of inter-annotator agreement.
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Evaluating Hierarchical Structure in Music Annotations
Directory of Open Access Journals (Sweden)
Brian McFee
2017-08-01
Full Text Available Music exhibits structure at multiple scales, ranging from motifs to large-scale functional components. When inferring the structure of a piece, different listeners may attend to different temporal scales, which can result in disagreements when they describe the same piece. In the field of music informatics research (MIR, it is common to use corpora annotated with structural boundaries at different levels. By quantifying disagreements between multiple annotators, previous research has yielded several insights relevant to the study of music cognition. First, annotators tend to agree when structural boundaries are ambiguous. Second, this ambiguity seems to depend on musical features, time scale, and genre. Furthermore, it is possible to tune current annotation evaluation metrics to better align with these perceptual differences. However, previous work has not directly analyzed the effects of hierarchical structure because the existing methods for comparing structural annotations are designed for “flat” descriptions, and do not readily generalize to hierarchical annotations. In this paper, we extend and generalize previous work on the evaluation of hierarchical descriptions of musical structure. We derive an evaluation metric which can compare hierarchical annotations holistically across multiple levels. sing this metric, we investigate inter-annotator agreement on the multilevel annotations of two different music corpora, investigate the influence of acoustic properties on hierarchical annotations, and evaluate existing hierarchical segmentation algorithms against the distribution of inter-annotator agreement.
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Ziv, Naomi; Hoftman, Moran; Geyer, Mor
2012-01-01
Background music is often used in ads as a means of persuasion. Previous research has studied the effect of music in advertising using neutral or uncontroversial products. The aim of the studies reported here was to examine the effect of music on the perception of products promoting unethical behavior. Each of the series of three studies described…
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Grau-Sánchez, Jennifer; Amengual, Julià L.; Rojo, Nuria; Veciana de las Heras, Misericordia; Montero Homs, Jordi; Rubio Borrego, Francisco Ramón; Altenmüller, Eckart; Münte, Thomas F.; Rodríguez Fornells, Antoni
2013-01-01
Playing a musical instrument demands the engagement of different neural systems. Recent studies about the musician's brain and musical training highlight that this activity requires the close interaction between motor and somatosensory systems. Moreover, neuroplastic changes have been reported in motor-related areas after short and long-term musical training. Because of its capacity to promote neuroplastic changes, music has been used in the context of stroke neurorehabilitation. The majority...
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Music genetics research: Association with musicality of a polymorphism in the AVPR1A gene
Directory of Open Access Journals (Sweden)
Luiza Monteavaro Mariath
2017-05-01
Full Text Available 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.
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LSD modulates music-induced imagery via changes in parahippocampal connectivity.
Kaelen, Mendel; Roseman, Leor; Kahan, Joshua; Santos-Ribeiro, Andre; Orban, Csaba; Lorenz, Romy; Barrett, Frederick S; Bolstridge, Mark; Williams, Tim; Williams, Luke; Wall, Matthew B; Feilding, Amanda; Muthukumaraswamy, Suresh; Nutt, David J; Carhart-Harris, Robin
2016-07-01
Psychedelic drugs such as lysergic acid diethylamide (LSD) were used extensively in psychiatry in the past and their therapeutic potential is beginning to be re-examined today. Psychedelic psychotherapy typically involves a patient lying with their eyes-closed during peak drug effects, while listening to music and being supervised by trained psychotherapists. In this context, music is considered to be a key element in the therapeutic model; working in synergy with the drug to evoke therapeutically meaningful thoughts, emotions and imagery. The underlying mechanisms involved in this process have, however, never been formally investigated. Here we studied the interaction between LSD and music-listening on eyes-closed imagery by means of a placebo-controlled, functional magnetic resonance imaging (fMRI) study. Twelve healthy volunteers received intravenously administered LSD (75µg) and, on a separate occasion, placebo, before being scanned under eyes-closed resting conditions with and without music-listening. The parahippocampal cortex (PHC) has previously been linked with (1) music-evoked emotion, (2) the action of psychedelics, and (3) mental imagery. Imaging analyses therefore focused on changes in the connectivity profile of this particular structure. Results revealed increased PHC-visual cortex (VC) functional connectivity and PHC to VC information flow in the interaction between music and LSD. This latter result correlated positively with ratings of enhanced eyes-closed visual imagery, including imagery of an autobiographical nature. These findings suggest a plausible mechanism by which LSD works in combination with music listening to enhance certain subjective experiences that may be useful in a therapeutic context. Copyright © 2016 Elsevier B.V. and ECNP. All rights reserved.
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Perceived Properties of Parameterised Music for Interactive Applications
Directory of Open Access Journals (Sweden)
Jan Berg
2006-04-01
Full Text Available Traditional implementations of sound and music in interactive contexts have their limitations. One way to overcome these and to expand the possibilities of music is to handle the music in a parameterised form. To better understand the properties of the musical parameters resulting from parameterisation, two experiments were carried out. The first experiment investigated selected parameters' capability to change the music; the second experiment examined how the parameters can contribute to express emotions. From these experiments, it is concluded that users without musical training perform differently from musicians on some of the parameters. There is also a clear association between the parameters and the expressed basic emotions. The paper is concluded with observations on how parameterisation might be used in interactive applications.
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Sutoo, Den'etsu; Akiyama, Kayo
2004-08-06
The mechanism by which music modifies brain function is not clear. Clinical findings indicate that music reduces blood pressure in various patients. We investigated the effect of music on blood pressure in spontaneously hypertensive rats (SHR). Previous studies indicated that calcium increases brain dopamine (DA) synthesis through a calmodulin (CaM)-dependent system. Increased DA levels reduce blood pressure in SHR. In this study, we examined the effects of music on this pathway. Systolic blood pressure in SHR was reduced by exposure to Mozart's music (K.205), and the effect vanished when this pathway was inhibited. Exposure to music also significantly increased serum calcium levels and neostriatal DA levels. These results suggest that music leads to increased calcium/CaM-dependent DA synthesis in the brain, thus causing a reduction in blood pressure. Music might regulate and/or affect various brain functions through dopaminergic neurotransmission, and might therefore be effective for rectification of symptoms in various diseases that involve DA dysfunction.
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ORGANIZING THE MUSIC CLASSES IN STARTING SCHOOLS
Directory of Open Access Journals (Sweden)
N. G. Tagiltseva
2013-01-01
Full Text Available The paper considers the issue of children preparation for school in so called starting schools. In author’s opinion, the arts disciplines such as music, drawing and choreography can develop the aesthetic sense, moral qualities, more optimistic world outlook and respectful attitude; the child develops creative skills and beauty perception both in fine arts and wild life.The author looks at the problems of planning and organizing the music training of preschool children, the different requirements for and concepts of the preschool and primary school normative documents being analyzed. The paper substantiates the effectiveness of poly-artistic and activity approaches to the split-level teaching, in particular – the method of projecting the familiar actions onto some sort of artistic activities. Based on the succession of preschool and primary school training, the author specifies the goals of music classes in starting schools, and outlines the most relevant game activities of role plays, didactic plays and contests.The paper is addressed to preschool and primary school teachers, music teachers, as well as methodologists and researchers dealing with preschool teaching.
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The musical environment and auditory plasticity: Hearing the pitch of percussion
Directory of Open Access Journals (Sweden)
Neil M Mclachlan
2013-10-01
Full Text Available Although musical skills clearly improve with training, pitch processing has generally been believed to be biologically determined by the behavior of brain stem neural mechanisms. Two main classes of pitch models have emerged over the last 50 years. Harmonic template models have been used to explain cross-channel integration of frequency information, and waveform periodicity models have been used to explain pitch discrimination that is much finer than the resolution of the auditory nerve. It has been proposed that harmonic templates are learnt from repeated exposure to voice, and so it may also be possible to learn inharmonic templates from repeated exposure to inharmonic music instruments. This study investigated whether pitch-matching accuracy for inharmonic percussion instruments was better in people who have trained on these instruments and could reliably recognize their timbre. We found that adults who had trained with Indonesian gamelan instruments were better at recognizing and pitch-matching gamelan instruments than people with similar levels of music training, but no prior exposure to these instruments. These findings suggest that gamelan musicians were able to use inharmonic templates to support accurate pitch processing for these instruments. We suggest that recognition mechanisms based on spectrotemporal patterns of afferent auditory excitation in the early stages of pitch processing allow rapid priming of the lowest frequency partial of inharmonic timbres, explaining how music training can adapt pitch processing to different musical genres and instruments.
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Music Reading in Digital Environments; Apps for Tablets
Directory of Open Access Journals (Sweden)
Javier Félix MERCHÁN SÁNCHEZ-JARA
2016-05-01
Full Text Available Reading music allows, through different processes, learnt abilities and previous experiences, for the recreation or interpretation of the musical message which had been previously coded using one of the many notation systems available. In the same way, reading music enables the experienced musician to generate musical images internally, which silently represent the coded message. The most generic processes and characteristics amongst musical reading will be analysed, along with the most common forms and applications of these reading models and the most widely used codes and notation systems. In the second part, the development and use of new tecnologies for reading music in electronic devices are described and the penetration of these tools in the musical community analysed and classified, bearing in mind the most common types and functions and the characteristics and basic functionalities of the most representative applications. Some solutions, developed in order to deal with historical problems within the reading of music, such as the turning over of the page, are also considered.
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Pelayo, Jose Maria G., III; Galang, Edgar
2013-01-01
Music has been in its formal existence for so many years now and it has also been utilized to enhance, relax and help man's meditation. This study focused on how music can or may influence an individual. The researchers investigated and described the influence of Howard Gardner's theory on Multiple Intelligence (specifically, musical…
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Music Abilities and Experiences as Predictors of Error-Detection Skill.
Brand, Manny; Burnsed, Vernon
1981-01-01
This study examined the predictive validity of previous music abilities and experiences of skill in music error detection among undergraduate instrumental music education majors. Results indicated no statistically significant relationships which suggest that the ability to detect music errors may exist independently of other music abilities.…
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Cárdenas Poveda, Diana Carolina; Corporación Universitaria Minuto de Dios-Uniminuto Sede Principal; Ruiz Gallo, William; Corporación Universitaria Minuto de Dios; Rodríguez-Angarita, Óscar; Corporación Universitaria Minuto de Dios; Prado-Rivera, Mayerli A.; Corporación Universitaria Minuto de Dios
2017-01-01
The present study examines the effects of listening to music selected by participants or relaxing music chosen by researchers before modified TSST (Trier Social Stress Test) on: 1) TSST tasks, 2) TSST-induced stress responses, and 3) one attention task with both music and TSST before it. Seventy six college students were randomly assigned to one of six groups: listening to relaxing music chosen by researchers, previously selected music by students, or silence, any of them with or without TSST...
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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.
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Music therapy in dementia care and neuro-rehabilitation
DEFF Research Database (Denmark)
Ridder, Hanne Mette Ochsner
2017-01-01
medication. Music therapists,who play a role in staff training and supervision, and not only in direct music therapy practice, bring new important dimensions to how music therapy discipline is understood and how it is integrated in interdisciplinary work........ Then she turns her head away and wipes away a tear, clearly moved by his singing. In line with the increasing interest in applying music in medical care, the healing power of music has been recently highlighted in journals such as the Scientific American (Thompson & Schlaug 2015) and Musicae Scientiae...... (Croom 2015). In an article published in the journal Nature, the “surprising preservation of musical memory” in persons with Alzheimer’s Disease is explained (Jacobsen et al. 2015: 2439). The common goal for the dementia field is to advance and develop the culture of care. The music therapist may engage...
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Gender and the performance of music
Sergeant, Desmond C.; Himonides, Evangelos
2014-01-01
This study evaluates propositions that have appeared in the literature that music phenomena are gendered. Were they present in the musical “message,” gendered qualities might be imparted at any of three stages of the music–communication interchange: the process of composition, its realization into sound by the performer, or imposed by the listener in the process of perception. The research was designed to obtain empirical evidence to enable evaluation of claims of the presence of gendering at these three stages. Three research hypotheses were identified and relevant literature of music behaviors and perception reviewed. New instruments of measurement were constructed to test the three hypotheses: (i) two listening sequences each containing 35 extracts from published recordings of compositions of the classical music repertoire, (ii) four “music characteristics” scales, with polarities defined by verbal descriptors designed to assess the dynamic and emotional valence of the musical extracts featured in the listening sequences. 69 musically-trained listeners listened to the two sequences and were asked to identify the sex of the performing artist of each musical extract; a second group of 23 listeners evaluated the extracts applying the four music characteristics scales. Results did not support claims that music structures are inherently gendered, nor proposals that performers impart their own-sex-specific qualities to the music. It is concluded that gendered properties are imposed subjectively by the listener, and these are primarily related to the tempo of the music. PMID:24795663
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Moreno-Gómez, Felipe N.; Véliz, Guillermo; Rojas, Marcos; Martínez, Cristián; Olmedo, Rubén; Panussis, Felipe; Dagnino-Subiabre, Alexies; Delgado, Carolina; Delano, Paul H.
2017-01-01
The perception of music depends on the normal function of the peripheral and central auditory system. Aged subjects without hearing loss have altered music perception, including pitch and temporal features. Presbycusis or age-related hearing loss is a frequent condition in elderly people, produced by neurodegenerative processes that affect the cochlear receptor cells and brain circuits involved in auditory perception. Clinically, presbycusis patients have bilateral high-frequency hearing loss...
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Justified and Ancient: Pop Music in EFL Classrooms.
Domoney, Liz; Harris, Simon
1993-01-01
A teacher training workshop uses linked tasks through which teachers explore the integration of pop music into Mexican secondary school English classes. Rather than being discrete, marginal items, pop music activities are worth linking, elaborating, and treating as more central in a secondary school program. (Contains 10 references.) (Author)
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Expertise-related deactivation of the right temporoparietal junction during musical improvisation.
Berkowitz, Aaron L; Ansari, Daniel
2010-01-01
Musical training has been associated with structural changes in the brain as well as functional differences in brain activity when musicians are compared to nonmusicians on both perceptual and motor tasks. Previous neuroimaging comparisons of musicians and nonmusicians in the motor domain have used tasks involving prelearned motor sequences or synchronization with an auditorily presented sequence during the experiment. Here we use functional magnetic resonance imaging (fMRI) to examine expertise-related differences in brain activity between musicians and nonmusicians during improvisation--the generation of novel musical-motor sequences--using a paradigm that we previously used in musicians alone. Despite behaviorally matched performance, the two groups showed significant differences in functional brain activity during improvisation. Specifically, musicians deactivated the right temporoparietal junction (rTPJ) during melodic improvisation, while nonmusicians showed no change in activity in this region. The rTPJ is thought to be part of a ventral attentional network for bottom-up stimulus-driven processing, and it has been postulated that deactivation of this region occurs in order to inhibit attentional shifts toward task-irrelevant stimuli during top-down, goal-driven behavior. We propose that the musicians' deactivation of the rTPJ during melodic improvisation may represent a training-induced shift toward inhibition of stimulus-driven attention, allowing for a more goal-directed performance state that aids in creative thought.
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Genre Identification of Very Brief Musical Excerpts
Mace, Sandra T.; Wagoner, Cynthia L.; Teachout, David J.; Hodges, Donald A.
2012-01-01
The purpose of this study was to examine how well individuals were able to identify different music genres from very brief excerpts and whether musical training, gender and preference played a role in genre identification. Listeners were asked to identify genre from classical, jazz, country, metal, and rap/hip hop excerpts that were 125, 250, 500,…
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The Empirical Testing of a Musical Performance Assessment Paradigm
Russell, Brian E.
2010-01-01
The purpose of this study was to test a hypothesized model of aurally perceived performer-controlled musical factors that influence assessments of performance quality. Previous research studies on musical performance constructs, musical achievement, musical expression, and scale construction were examined to identify the factors that influence…
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Improving Student Reading Fluency Scores through Music
Huckabee, Jennifer Ellen
2013-01-01
Due to the controversial nature of previous research it is unclear whether music has positive or negative effect on cognition. Previous studies tested different styles and tempos of music, and have found that songs with faster beats distract learning. There have been numerous studies and each study refutes another study. Research has been done on…
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The Gift of Music. A Successful Method for Learning To Read, Play, and More Deeply Enjoy Music.
Geltman, Eve
This book introduces music reading skills in 21 lessons that focus on the violin but which may be applied to the study of any musical instrument. The lessons are designed for beginning music students and build upon previous lessons in the book. This volume focuses on the violin because of the large number of students presently learning to play it…
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Boggan, Catherine E; Grzanka, Patrick R; Bain, Candice L
2018-01-13
The queer music therapy model was designed by Bain, Grzanka, and Crowe in 2016 as a novel therapeutic approach to affirm and empower LGBTQ+ identity through music. No data have been generated on how this model might actually be implemented, or the strengths and limitations of the model according to music therapy professionals. The purpose of this study was to build on Bain and colleagues' work by collecting music therapists' perspectives on queer music therapy and using these data to critically evaluate the model. Semi-structured qualitative interviews were conducted with twelve music therapists who identify as LGBTQ+ or have experience working with LGBTQ+ clients. Participants were prompted to discuss their music therapy backgrounds, experiences with LGBTQ+ clients, and reactions to the queer music therapy model. Interviews were analyzed using a critical discourse analysis approach. The qualitative findings revealed major strengths of the queer music therapy model and ways in which it could be improved by attending to: (a) the structural limitations of the music therapy discipline, including the demographic composition of the field and lack of critical perspectives in music therapy training; and (b) intersectional considerations of ageism and ableism within diverse LGBTQ+ populations. Queer music therapy has positive implications for future work with LGBTQ+ individuals, but it must more substantively integrate intersectionality theory to serve a diverse range of LGBTQ+ clients. Further, it must critically attend to the structural limitations of the music therapy discipline itself. © The Author(s) 2018. Published by Oxford University Press on behalf of American Music Therapy Association. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com
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Groussard, Mathilde; La Joie, Renaud; Rauchs, Géraldine; Landeau, Brigitte; Chételat, Gaël; Viader, Fausto; Desgranges, Béatrice; Eustache, Francis; Platel, Hervé
2010-01-01
The development of musical skills by musicians results in specific structural and functional modifications in the brain. Surprisingly, no functional magnetic resonance imaging (fMRI) study has investigated the impact of musical training on brain function during long-term memory retrieval, a faculty particularly important in music. Thus, using fMRI, we examined for the first time this process during a musical familiarity task (i.e., semantic memory for music). Musical expertise induced supplementary activations in the hippocampus, medial frontal gyrus, and superior temporal areas on both sides, suggesting a constant interaction between episodic and semantic memory during this task in musicians. In addition, a voxel-based morphometry (VBM) investigation was performed within these areas and revealed that gray matter density of the hippocampus was higher in musicians than in nonmusicians. Our data indicate that musical expertise critically modifies long-term memory processes and induces structural and functional plasticity in the hippocampus. PMID:20957158
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Directory of Open Access Journals (Sweden)
Mathilde Groussard
Full Text Available The development of musical skills by musicians results in specific structural and functional modifications in the brain. Surprisingly, no functional magnetic resonance imaging (fMRI study has investigated the impact of musical training on brain function during long-term memory retrieval, a faculty particularly important in music. Thus, using fMRI, we examined for the first time this process during a musical familiarity task (i.e., semantic memory for music. Musical expertise induced supplementary activations in the hippocampus, medial frontal gyrus, and superior temporal areas on both sides, suggesting a constant interaction between episodic and semantic memory during this task in musicians. In addition, a voxel-based morphometry (VBM investigation was performed within these areas and revealed that gray matter density of the hippocampus was higher in musicians than in nonmusicians. Our data indicate that musical expertise critically modifies long-term memory processes and induces structural and functional plasticity in the hippocampus.
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Groussard, Mathilde; La Joie, Renaud; Rauchs, Géraldine; Landeau, Brigitte; Chételat, Gaël; Viader, Fausto; Desgranges, Béatrice; Eustache, Francis; Platel, Hervé
2010-10-05
The development of musical skills by musicians results in specific structural and functional modifications in the brain. Surprisingly, no functional magnetic resonance imaging (fMRI) study has investigated the impact of musical training on brain function during long-term memory retrieval, a faculty particularly important in music. Thus, using fMRI, we examined for the first time this process during a musical familiarity task (i.e., semantic memory for music). Musical expertise induced supplementary activations in the hippocampus, medial frontal gyrus, and superior temporal areas on both sides, suggesting a constant interaction between episodic and semantic memory during this task in musicians. In addition, a voxel-based morphometry (VBM) investigation was performed within these areas and revealed that gray matter density of the hippocampus was higher in musicians than in nonmusicians. Our data indicate that musical expertise critically modifies long-term memory processes and induces structural and functional plasticity in the hippocampus.
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The shared neural basis of music and language.
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.
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Online Distance Learning and Music Training: Benefits, Drawbacks and Challenges
Koutsoupidou, Theano
2014-01-01
This study examines online distance learning (ODL) as applied in music and music education programmes at different educational levels with a special focus on the digital tools employed in such programmes. It aims to provide an up-to-date snapshot of the current online courses focusing on the potential benefits and drawbacks of ODL from the…
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Evaluation ofmemory in children with and without musical training
Ana Raquel de Oliveira; Jéssica Bruna Santana Silva; Thabita da Silva Sousa; Eveline Silva Holanda Lima; Emerson Diógenes de Medeiros; Paloma Cavalcante Bezerra de Medeiros
2016-01-01
This study aimed to evaluate the memory of children running musical activities. The subjects were 32 children, ranging from 7-1 2 year; 1 6 had music lessons (Experimental Condition, M = 9.81 , SD = 0.84) and the other 1 6 had not (control condition, M = 9.63; SD = 1 ,82). We used Pictorial Test of Memory (TEPIC-M) and a social-demographic questionnaire. Descriptive analyzes and t-Student test for independent samples were applied. Experimental condition presented higher mean rate ...
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Music practice is associated with development of working memory during childhood and adolescence.
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 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.
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The razor's edge: Australian rock music impairs men's performance when pretending to be a surgeon.
Fancourt, Daisy; Burton, Thomas Mw; Williamon, Aaron
2016-12-12
Over the past few decades there has been interest in the role of music in the operating theatre. However, despite many reported benefits, a number of potentially harmful effects of music have been identified. This study aimed to explore the effects of rock and classical music on surgical speed, accuracy and perceived distraction when performing multiorgan resection in the board game Operation. Single-blind, three-arm, randomised controlled trial. Imperial Festival, London, May 2016. Members of the public (n = 352) aged ≥ 16 years with no previous formal surgical training or hearing impairments. Participants were randomised to listen through noise-cancelling headphones to either the sound of an operating theatre, rock music or classical music. Participants were then invited to remove three organs from the board game patient, Cavity Sam, using surgical tweezers. Time taken (seconds) to remove three organs from Cavity Sam; the number of mistakes made in performing the surgery; and perceived distraction, rated on a five-point Likert-type scale from 1 (not at all distracting) to 5 (very distracting). Rock music impairs the performance of men but not women when undertaking complex surgical procedures in the board game Operation, increasing the time taken to operate and showing a trend towards more surgical mistakes. In addition, classical music was associated with lower perceived distraction during the game, but this effect was attenuated when factoring in how much people liked the music, with suggestions that only people who particularly liked the music of Mozart found it beneficial. Rock music (specifically Australian rock music) appears to have detrimental effects on surgical performance. Men are advised not to listen to rock music when either operating or playing board games.
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Crosslinguistic Perception of Pitch in Language and Music
Bradley, Evan David
2012-01-01
This dissertation investigates the ways in which experience with lexical tone influences the perception of musical melody, and how musical training influences the perception of lexical tone. The central theoretical basis for the study is a model of perceptual learning, Reverse Hierarchy Theory (Ahissar et al., 2009), in which cognitive processes…
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Neural overlap in processing music and speech
Peretz, Isabelle; Vuvan, Dominique; Lagrois, Marie-Élaine; Armony, Jorge L.
2015-01-01
Neural overlap in processing music and speech, as measured by the co-activation of brain regions in neuroimaging studies, may suggest that parts of the neural circuitries established for language may have been recycled during evolution for musicality, or vice versa that musicality served as a springboard for language emergence. Such a perspective has important implications for several topics of general interest besides evolutionary origins. For instance, neural overlap is an important premise for the possibility of music training to influence language acquisition and literacy. However, neural overlap in processing music and speech does not entail sharing neural circuitries. Neural separability between music and speech may occur in overlapping brain regions. In this paper, we review the evidence and outline the issues faced in interpreting such neural data, and argue that converging evidence from several methodologies is needed before neural overlap is taken as evidence of sharing. PMID:25646513
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Directory of Open Access Journals (Sweden)
Hellver Jazzid Ortiz Castro
2006-12-01
Full Text Available En este artículo se presenta una parte de los resultados de la investigación que lleva por título " La Educación Musical y Artística en la formación del Profesorado: estudio comparativo entre la Universidad Pública de Navarra (España y la Universidad de Pamplona (Colombia". Como parte de esta investigación doctoral, el artículo surge del propósito de examinar las convergencias y divergencias de las asignaturas de educación musical y artística que se ofrecen en ambas universidades, en las especialidades de la educación musical infantil: en la UPNA (España, Especialidad de Maestro en Educación Infantil, y en la UP (Colombia, Licenciatura en Pedagogía Infantil. En sintonía con la etnografía y la antropología interpretativa (Geertz, 1989 y su aplicación a la educación musical (Campbell, 1998, se toman en cuenta sobre todo los resultados obtenidos en las entrevistas en grupo e individuales (entrevistas semi-estructuradas realizadas a los estudiantes y profesores. Se concluye que la música y la plástica no gozan de una valoración proporcional a la importancia que tienen, en la práctica real con los niños, en esta etapa educativa.In this article we present one part of the results obtained from an investigation called "Musical and Artistic Education in Teachers Training: a compared study between the Public University of Navarra ( Spain and the University of Pamplona ( Colombia ". The scope of this work is to examinee the concurrences and divergences regarding the Music and Arts Education subjects offered by both Universities, as part of the Specializations related to Children's Musical Education: a Specialization to become a Teacher in Children's Education, at UPNA ( Spain ; and a Degree in Children's Pedagogy at UP ( Colombia . Being very close to Ethnography and Interpretative Anthropology (Geertz, 1989 and to its application into Musical Education as well ( Campbell , 1998, we have taken into account the results of the
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Immersion Music: a Progress Report
Nakra, Teresa M.
2003-01-01
This paper describes the artistic projects undertaken at ImmersionMusic, Inc. (www.immersionmusic.org) during its three-yearexistence. We detail work in interactive performance systems,computer-based training systems, and concert production.
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Lee, Jongpil; Nam, Juhan
2017-08-01
Music auto-tagging is often handled in a similar manner to image classification by regarding the 2D audio spectrogram as image data. However, music auto-tagging is distinguished from image classification in that the tags are highly diverse and have different levels of abstractions. Considering this issue, we propose a convolutional neural networks (CNN)-based architecture that embraces multi-level and multi-scaled features. The architecture is trained in three steps. First, we conduct supervised feature learning to capture local audio features using a set of CNNs with different input sizes. Second, we extract audio features from each layer of the pre-trained convolutional networks separately and aggregate them altogether given a long audio clip. Finally, we put them into fully-connected networks and make final predictions of the tags. Our experiments show that using the combination of multi-level and multi-scale features is highly effective in music auto-tagging and the proposed method outperforms previous state-of-the-arts on the MagnaTagATune dataset and the Million Song Dataset. We further show that the proposed architecture is useful in transfer learning.
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The Case for Musical Instrument Training in Cerebral Palsy for Neurorehabilitation.
Alves-Pinto, Ana; Turova, Varvara; Blumenstein, Tobias; Lampe, Renée
2016-01-01
Recent imaging studies in cerebral palsy (CP) have described several brain structural changes, functional alterations, and neuroplastic processes that take place after brain injury during early development. These changes affect motor pathways as well as sensorimotor networks. Several of these changes correlate with behavioral measures of motor and sensory disability. It is now widely acknowledged that management of sensory deficits is relevant for rehabilitation in CP. Playing a musical instrument demands the coordination of hand movements with integrated auditory, visual, and tactile feedback, in a process that recruits multiple brain regions. These multiple demands during instrument playing, together with the entertaining character of music, have led to the development and investigation of music-supported therapies, especially for rehabilitation with motor disorders resulting from brain damage. We review scientific evidence that supports the use of musical instrument playing for rehabilitation in CP. We propose that active musical instrument playing may be an efficient means for triggering neuroplastic processes necessary for the development of sensorimotor skills in patients with early brain damage. We encourage experimental research on neuroplasticity and on its impact on the physical and personal development of individuals with CP.
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The Case for Musical Instrument Training in Cerebral Palsy for Neurorehabilitation
Directory of Open Access Journals (Sweden)
Ana Alves-Pinto
2016-01-01
Full Text Available Recent imaging studies in cerebral palsy (CP have described several brain structural changes, functional alterations, and neuroplastic processes that take place after brain injury during early development. These changes affect motor pathways as well as sensorimotor networks. Several of these changes correlate with behavioral measures of motor and sensory disability. It is now widely acknowledged that management of sensory deficits is relevant for rehabilitation in CP. Playing a musical instrument demands the coordination of hand movements with integrated auditory, visual, and tactile feedback, in a process that recruits multiple brain regions. These multiple demands during instrument playing, together with the entertaining character of music, have led to the development and investigation of music-supported therapies, especially for rehabilitation with motor disorders resulting from brain damage. We review scientific evidence that supports the use of musical instrument playing for rehabilitation in CP. We propose that active musical instrument playing may be an efficient means for triggering neuroplastic processes necessary for the development of sensorimotor skills in patients with early brain damage. We encourage experimental research on neuroplasticity and on its impact on the physical and personal development of individuals with CP.
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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.
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Jain, Gaurav; Mazhar, Mir Nadeem; Uga, Aghaegbulam; Punwani, Manisha; Broquet, Karen E.
2012-01-01
Objectives: International medical graduates (IMGs) account for a significant proportion of residents in psychiatric training in the United States. Many IMGs may have previously completed psychiatry residency training in other countries. Their experiences may improve our system. Authors compared and contrasted psychiatry residency training in the…
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The value of traditional African religious music into liturgy: Lobethal ...
African Journals Online (AJOL)
2015-06-04
Jun 4, 2015 ... Singing is linked to religious experience and expression. In both the Lutheran .... data were gathered in Sepedi, the home language of the interviewees ... training either in music education or music composition. It is noticeable ...
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After-school music educational activities as a part of professional training of future teacher
Directory of Open Access Journals (Sweden)
Iryna Lypa
2017-03-01
Full Text Available The article deals with the problem of preparing students for extracurricular musical andeducational activities in secondary school and highlighted ways of combining music andperformance and outreach for individual classes of musical subjects analyzed featuresbetween teachers and students in the development plan and the educational content of themusic and creative project.Key words: musical and educational activities, educational and creative musical project,tutoring, teacher-student collaboration.
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Music increases alcohol consumption rate in young females
Stafford, Lorenzo D.; Dodd, Hannah
2013-01-01
Previous field research has shown that individuals consumed more alcohol and at a faster rate in environments paired with loud music. Theoretically, this effect has been linked to approach/avoidance accounts of how music influences arousal and mood, but no work has tested this experimentally. In the present study, female participants (n = 45) consumed an alcoholic (4% alcohol-by-volume) beverage in one of three contexts: slow tempo music, fast tempo music, or a no-music control. Results revea...
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DEFF Research Database (Denmark)
Hansen, Niels Christian; Vuust, Peter; Pearce, Marcus
2016-01-01
Musical expertise entails meticulous stylistic specialisation and enculturation. Even so, research on musical training effects has focused on generalised comparisons between musicians and non-musicians, and cross-cultural work addressing specialised expertise has traded cultural specificity and s......-musicians and classical musicians used a stylistically irrelevant cognitive model of general tonal music providing support for the theory of cognitive firewalls between stylistic models in predictive processing of music.......Musical expertise entails meticulous stylistic specialisation and enculturation. Even so, research on musical training effects has focused on generalised comparisons between musicians and non-musicians, and cross-cultural work addressing specialised expertise has traded cultural specificity...... and sensitivity for other methodological limitations. This study aimed to experimentally dissociate the effects of specialised stylistic training and general musical expertise on the perception of melodies. Non-musicians and professional musicians specialising in classical music or jazz listened to sampled...
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Tervaniemi, Mari; Sannemann, Christian; Noyranen, Maiju; Salonen, Johanna; Pihko, Elina
2011-08-01
The brain basis behind musical competence in its various forms is not yet known. To determine the pattern of hemispheric lateralization during sound-change discrimination, we recorded the magnetic counterpart of the electrical mismatch negativity (MMNm) responses in professional musicians, musical participants (with high scores in the musicality tests but without professional training in music) and non-musicians. While watching a silenced video, they were presented with short sounds with frequency and duration deviants and C major chords with C minor chords as deviants. MMNm to chord deviants was stronger in both musicians and musical participants than in non-musicians, particularly in their left hemisphere. No group differences were obtained in the MMNm strength in the right hemisphere in any of the conditions or in the left hemisphere in the case of frequency or duration deviants. Thus, in addition to professional training in music, musical aptitude (combined with lower-level musical training) is also reflected in brain functioning related to sound discrimination. The present magnetoencephalographic evidence therefore indicates that the sound discrimination abilities may be differentially distributed in the brain in musically competent and naïve participants, especially in a musical context established by chord stimuli: the higher forms of musical competence engage both auditory cortices in an integrative manner. © 2011 The Authors. European Journal of Neuroscience © 2011 Federation of European Neuroscience Societies and Blackwell Publishing Ltd.
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Neural overlap in processing music and speech.
Peretz, Isabelle; Vuvan, Dominique; Lagrois, Marie-Élaine; Armony, Jorge L
2015-03-19
Neural overlap in processing music and speech, as measured by the co-activation of brain regions in neuroimaging studies, may suggest that parts of the neural circuitries established for language may have been recycled during evolution for musicality, or vice versa that musicality served as a springboard for language emergence. Such a perspective has important implications for several topics of general interest besides evolutionary origins. For instance, neural overlap is an important premise for the possibility of music training to influence language acquisition and literacy. However, neural overlap in processing music and speech does not entail sharing neural circuitries. Neural separability between music and speech may occur in overlapping brain regions. In this paper, we review the evidence and outline the issues faced in interpreting such neural data, and argue that converging evidence from several methodologies is needed before neural overlap is taken as evidence of sharing. © 2015 The Author(s) Published by the Royal Society. All rights reserved.
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Long-term pitch memory for music recordings is related to auditory working memory precision.
Van Hedger, Stephen C; Heald, Shannon Lm; Nusbaum, Howard C
2018-04-01
Most individuals have reliable long-term memories for the pitch of familiar music recordings. This pitch memory (1) appears to be normally distributed in the population, (2) does not depend on explicit musical training and (3) only seems to be weakly related to differences in listening frequency estimates. The present experiment was designed to assess whether individual differences in auditory working memory could explain variance in long-term pitch memory for music recordings. In Experiment 1, participants first completed a musical note adjustment task that has been previously used to assess working memory of musical pitch. Afterward, participants were asked to judge the pitch of well-known music recordings, which either had or had not been shifted in pitch. We found that performance on the pitch working memory task was significantly related to performance in the pitch memory task using well-known recordings, even when controlling for overall musical experience and familiarity with each recording. In Experiment 2, we replicated these findings in a separate group of participants while additionally controlling for fluid intelligence and non-pitch-based components of auditory working memory. In Experiment 3, we demonstrated that participants could not accurately judge the pitch of unfamiliar recordings, suggesting that our method of pitch shifting did not result in unwanted acoustic cues that could have aided participants in Experiments 1 and 2. These results, taken together, suggest that the ability to maintain pitch information in working memory might lead to more accurate long-term pitch memory.
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Melodic sound enhances visual awareness of congruent musical notes, but only if you can read music.
Lee, Minyoung; Blake, Randolph; Kim, Sujin; Kim, Chai-Youn
2015-07-07
Predictive influences of auditory information on resolution of visual competition were investigated using music, whose visual symbolic notation is familiar only to those with musical training. Results from two experiments using different experimental paradigms revealed that melodic congruence between what is seen and what is heard impacts perceptual dynamics during binocular rivalry. This bisensory interaction was observed only when the musical score was perceptually dominant, not when it was suppressed from awareness, and it was observed only in people who could read music. Results from two ancillary experiments showed that this effect of congruence cannot be explained by differential patterns of eye movements or by differential response sluggishness associated with congruent score/melody combinations. Taken together, these results demonstrate robust audiovisual interaction based on high-level, symbolic representations and its predictive influence on perceptual dynamics during binocular rivalry.
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Directory of Open Access Journals (Sweden)
Lyudmila Gavrilova
2017-04-01
Full Text Available The article deals with theoretical aspects of forming future music teachers’ professional competence by computer technology tools. The concept of professional competence has become a major criterion of preparing students for professional activities. The issue of the article is relevant as the competence approach has become a basis of implementing computer technologies into future music teachers’ training. The authors give a detailed analysis of implementing computer technologies into musical education. The special attention is paid to using a computer in musical education and making electronic pedagogical resources. The aim of the article is to outline the directions of national art research in the process of implementing computer tools that is one of the most efficient ways of updating process of future music teachers’ training. The article reveals theoretical aspects of forming future music teachers’ professional competence by computer technology tools. The authors point out that implementing musical and computer technologies into music art practice is realized in some directions: using a computer as a new musical instrument in composers, sound engineers, and arrangers’ activities; using a computer for studying the quality of music sound, analysing sounds and music compositions, spectral analysis of acoustic characteristics of singers’ voice; studying ancient music manuscripts due to digital technology; developing hardware and software for music education. A distinct direction of research is the pedagogical aspect of using a computer in music education (music and the use of special software for recording and editing music, the use of multimedia to enhance visibility in education, development of e-learning resources, etc.. The authors conclude that implementing computer technologies into future music teachers’ training makes this process more efficient. In the authors’ opinion the widespread introduction of distance learning
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Directory of Open Access Journals (Sweden)
Marc eBangert
2014-08-01
Full Text Available Variability of Practice (VOP refers to the acquisition of a particular target movement by practicing a range of varying targets rather than by focusing on fixed repetitions of the target only. VOP has been demonstrated to have beneficial effects on transfer to a novel task and on skill consolidation. This study extends the line of research to musical practice. In a task resembling a barrier-knockdown paradigm, 36 music students trained to perform a wide left-hand interval leap on the piano. Performance at the target distance was tested before and after a 30-minute standardized training session. The high-variability group (VAR practiced 4 different intervals including the target. Another group (FIX practiced the target interval only. A third group (SPA performed spaced practice on the target only, interweaving with periods of not playing. Transfer was tested by introducing an interval novel to either group. After a 24-hour period with no further exposure to the instrument, performance was retested. All groups performed at comparable error levels before training, after training, and after the retention interval. At transfer, however, the FIX group, unlike the other groups, committed significantly more errors than in the target task. After the retention period, the effect was washed out for the FIX group but then was present for VAR. Thus, the results provide only partial support for the VOP hypothesis for the given setting. Additional exploratory observations suggest tentative benefits of VOP regarding execution speed, loudness, and performance confidence.We derive specific hypotheses and specific recommendations regarding sample selection and intervention duration for future investigations. Furthermore, the proposed leap task measurement is shown to be (a robust enough to serve as a standard framework for studies in the music domain, yet (b versatile enough to allow for a wide range of designs not previously investigated for music on a
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Bangert, Marc; Wiedemann, Anna; Jabusch, Hans-Christian
2014-01-01
Variability of Practice (VOP) refers to the acquisition of a particular target movement by practicing a range of varying targets rather than by focusing on fixed repetitions of the target only. VOP has been demonstrated to have beneficial effects on transfer to a novel task and on skill consolidation. This study extends the line of research to musical practice. In a task resembling a barrier-knockdown paradigm, 36 music students trained to perform a wide left-hand interval leap on the piano. Performance at the target distance was tested before and after a 30-min standardized training session. The high-variability group (VAR) practiced four different intervals including the target. Another group (FIX) practiced the target interval only. A third group (SPA) performed spaced practice on the target only, interweaving with periods of not playing. Transfer was tested by introducing an interval novel to either group. After a 24-h period with no further exposure to the instrument, performance was retested. All groups performed at comparable error levels before training, after training, and after the retention (RET) interval. At transfer, however, the FIX group, unlike the other groups, committed significantly more errors than in the target task. After the RET period, the effect was washed out for the FIX group but then was present for VAR. Thus, the results provide only partial support for the VOP hypothesis for the given setting. Additional exploratory observations suggest tentative benefits of VOP regarding execution speed, loudness, and performance confidence. We derive specific hypotheses and specific recommendations regarding sample selection and intervention duration for future investigations. Furthermore, the proposed leap task measurement is shown to be (a) robust enough to serve as a standard framework for studies in the music domain, yet (b) versatile enough to allow for a wide range of designs not previously investigated for music on a standardized basis.
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Background music: effects on attention performance.
Shih, Yi-Nuo; Huang, Rong-Hwa; Chiang, Hsin-Yu
2012-01-01
Previous studies indicate that noise may affect worker attention. However, some background music in the work environment can increase worker satisfaction and productivity. This study compared how music with, and without, lyrics affects human attention. One hundred and two participants, aged 20-24 years, were recruited into this study. Fifty-six males and 46 females participated in this study. Background music with, and without lyrics, was tested for effects on listener concentration in attention testing using a randomized controlled trial (RCT) study. The comparison results revealed that background music with lyrics had significant negative effects on concentration and attention. The findings suggest that, if background music is played in the work environment, music without lyrics is preferable because songs with lyrics are likely to reduce worker attention and performance.
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Music and Speech Perception in Children Using Sung Speech.
Nie, Yingjiu; Galvin, John J; Morikawa, Michael; André, Victoria; Wheeler, Harley; Fu, Qian-Jie
2018-01-01
This study examined music and speech perception in normal-hearing children with some or no musical training. Thirty children (mean age = 11.3 years), 15 with and 15 without formal music training participated in the study. Music perception was measured using a melodic contour identification (MCI) task; stimuli were a piano sample or sung speech with a fixed timbre (same word for each note) or a mixed timbre (different words for each note). Speech perception was measured in quiet and in steady noise using a matrix-styled sentence recognition task; stimuli were naturally intonated speech or sung speech with a fixed pitch (same note for each word) or a mixed pitch (different notes for each word). Significant musician advantages were observed for MCI and speech in noise but not for speech in quiet. MCI performance was significantly poorer with the mixed timbre stimuli. Speech performance in noise was significantly poorer with the fixed or mixed pitch stimuli than with spoken speech. Across all subjects, age at testing and MCI performance were significantly correlated with speech performance in noise. MCI and speech performance in quiet was significantly poorer for children than for adults from a related study using the same stimuli and tasks; speech performance in noise was significantly poorer for young than for older children. Long-term music training appeared to benefit melodic pitch perception and speech understanding in noise in these pediatric listeners.
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The Role of the EMTC for development and recognition of the music therapy profession
DEFF Research Database (Denmark)
Ridder, Hanne Mette Ochsner; Lerner, Adrienne; Suvini, Ferdinando
2015-01-01
, and therefore the training of students, continuing education and research. This leads to a further demand for recognition of music therapy as a profession and for regulation, registration and governmental recognition. Looking back over the past 60 years, we are able to define some common paths of development......The rapid development of music therapy in Europe is reflected in the increasing number of trained professionals, music therapy positions and research publications. A development of the discipline implies increased requirements regarding the skills and competences of music therapy clinicians...... in relation to the music therapy profession throughout the European countries. With this as a starting point, as well as our own engagement in the European Music Therapy Confederation (EMTC) for more than a decade, we will explore the innate complexity of the profession and formulate our views for the future...
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Cascading reminiscence bumps in popular music.
Krumhansl, Carol Lynne; Zupnick, Justin Adam
2013-10-01
Autobiographical memories are disproportionately recalled for events in late adolescence and early adulthood, a phenomenon called the reminiscence bump. Previous studies on music have found autobiographical memories and life-long preferences for music from this period. In the present study, we probed young adults' personal memories associated with top hits over 5-and-a-half decades, as well as the context of their memories and their recognition of, preference for, quality judgments of, and emotional reactions to that music. All these measures showed the typical increase for music released during the two decades of their lives. Unexpectedly, we found that the same measures peaked for the music of participants' parents' generation. This finding points to the impact of music in childhood and suggests that these results reflect the prevalence of music in the home environment. An earlier peak occurred for 1960s music, which may be explained by its quality or by its transmission through two generations. We refer to this pattern of musical cultural transmission over generations as cascading reminiscence bumps.
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Dramaturgical and Music-Theoretical Approaches to Improvisation Pedagogy
Huovinen, Erkki; Tenkanen, Atte; Kuusinen, Vesa-Pekka
2011-01-01
The aim of this article is to assess the relative merits of two approaches to teaching musical improvisation: a music-theoretical approach, focusing on chords and scales, and a "dramaturgical" one, emphasizing questions of balance, variation and tension. Adult students of music pedagogy, with limited previous experience in improvisation,…
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Hinkle, Jonathan R.
2011-01-01
During the past 60 years, jazz music has slowly become recognized as a genre worthy of study in high school music programs throughout the United States. Only a few researchers have analyzed large samples of jazz-related instruction in instrumental music programs, and of these studies no data were collected to investigate the inclusion of jazz in…
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Music in the cath lab: who should select it?
Goertz, Wolfram; Dominick, Klaus; Heussen, Nicole; vom Dahl, Juergen
2011-05-01
The ALMUT study wants to evaluate the anxiolytic effects of different music styles and no music in 200 patients undergoing cardiac catheterization and to assess if there is a difference if patients select one of these therapies or are randomized to one of them. The anxiolytic and analgesic effects of music have been described in previous trials. Some authors have suggested to evaluate whether patient-selected music is more effective than the music selected by the physician in reducing anxiety and stress levels. After randomization 100 patients (group A) were allowed to choose between classical music, relaxing modern music, smooth jazz, and no music. One hundred patients (group B) were randomized directly to one of these therapies (n = 25 each). Complete data were available for 197 patients (65 ± 10 years; 134 male). Using the State-Trait Anxiety Inventory (STAI) all patients in group B who listened to music showed a significantly higher decrease of their anxiety level (STAI-State difference pre-post of 16.8 ± 10.2) compared to group A (13.3 ± 11.1; p = 0.0176). Patients without music (6.2 ± 6.7) had a significantly weaker reduction of anxiety compared to all music-listeners (14.9 ± 10.7, p music in the cath lab support previous reports. Surprisingly, the hypothesis that the patient's choice of preferred music might yield higher benefits than a randomized assignment could be dismissed.
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Music practice is associated with development of working memory during childhood and adolescence
Directory of Open Access Journals (Sweden)
Sissela eBergman Nutley
2014-01-01
Full Text Available 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, two 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 afterschool activites. In conclusion, these results indicates that music practice positively affects WM development and support the importance of practice for the development of WM during childhood and adolescence.
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Hedayati, Nina; Schibli, Kylie; D'Angiulli, Amedeo
2016-12-01
Children (aged 9-12) training in an El Sistema-inspired program (OrKidstra) and a matched comparison group participated in an auditory Go/No-Go task while event-related potentials (ERPs) were recorded. Entire-sweep waveform patterns correlated with known ERP peaks associated with executive and other cognitive functions and indicated that the spread of neural activity in the initial 250 ms of executive attention processing (pre-P300) showed higher level of topographical overlap in OrKidstra children. In these children, late potentials (post-P300) concurrent with response control were more widely distributed and temporally coordinated. Intensive ensemble music training, we suggest, may be associated with neuroplastic changes facilitating integration of neural information.
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Musical examination to bridge audio data and sheet music
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