Embodiment, process, and product in ensemble expression

2021 ◽  
pp. 99-108
Author(s):  
Renee Timmers
Keyword(s):  
Cognitive Processes ◽  
Cognitive Representation ◽  
Joint Performance ◽  
Musical Idea ◽  
Ensemble Performance ◽  
Expressive Performance

To what extent do musicians need to have a common idea about the music in order to give a coherent, joint performance? An expressive performance is traditionally seen as generated from a cognitive representation of music, which predicts that a shared musical idea should be central. An embodied and enactive perspective on performance, in contrast, emphasizes the emergent and externalized character of performance, as “togetherness” is achieved in the sounds, movements, and material performed. Reconsidering cognitive processes from an embodied perspective challenges us to find new ways to measure and conceptualize ensemble performance. This includes how we measure musical coordination as something that is achieved not between pairs of individuals, but in relation to the joint sonic output. It also includes how we conceive of expression and aesthetics in performance contexts, as an emergent product that is the outcome of embodied processes and ways of interacting.

scholarly journals PSYCHOLOGICAL COMPONENTS OF DOMINANT ATTENTION AS THE LEADING PROFESSIONAL QUALITY OF THE ENSEMBLER

2021 ◽  
Vol 1 (195) ◽  
pp. 182-185
Author(s):  
Alina Klieshch ◽  
Keyword(s):  
Cognitive Processes ◽  
Psychological Factors ◽  
Practical Training ◽  
Special Role ◽  
Structural Elements ◽  
Professional Quality ◽  
Ensemble Performance ◽  
A Chain ◽  
Mental Resources

The article considers the psychological components that reveal the essence of the method of dominant attention in ensemble performance. The psychological factors concerning improvement of ensemble game are analyzed. Dominant in culture is identified with the main artistic ideas, values. In aesthetics – with the dominant ideal. In the literature – with ideas, context, concept, style characteristics. In design – with shape and space. In architecture – with the dominant element of the composition of space. Dominant – in music theory – V degree of the system relative to the main tone (tonic). The fifth degree of tonality is also called dominant. In European music, the dominant key has always been given a special role, the dominant meant a contrast to the main key. Among all related tonalities, the dominant was considered the dominant (hence the name), the most intense tone, which requires a solution. The professional qualities of an ensemble player are a system of appropriate psychophysiological and mental resources, namely attention, intuition, reflection, empathy, coordination, which is a chain of psychodial elements required for the formation of dominant attention as a generalizing link in the creative realization of a musician-ensemble player. Thus, the considered structural elements of dominant attention as the leading professional quality of the ensemble player, namely intuition, reflection, empathy, coordination are perceived by us as semantic unity. The components are analyzed in terms of content, and a chain of theoretical conclusions is presented, which embody the substantiation of the concept of «dominant attention» of a musician-ensemble player. Analysis of musical-cognitive processes and practical training of specialists contributes to the successful functioning of the dominant attention in the process of its creative realization. Further research may be related to the study of the intuitive component of the musician-ensemble.

Conductor and Ensemble Performance Expressivity and State Festival Ratings

2005 ◽  
Vol 53 (1) ◽  
pp. 66-77 ◽  
Author(s):  
Harry E. Price ◽  
E. Christina Chang
Keyword(s):  
Significant Interaction ◽  
State Level ◽  
Ensemble Performance ◽  
Expressive Performance ◽  
Apparent Relationship ◽  
Video And Audio ◽  
Expressive Conducting ◽  
Relationship Of ◽  
The Relationship

This study is the second in a series examining the relationship between conducting and ensemble performance. The purpose was to further examine the associations among conductor, ensemble performance expressivity, and festival ratings. Participants were asked to rate the expressivity of video-only conducting and parallel audio-only excerpts from a state-level concert festival. There were significant differences among scores for conducting across festival ratings; however, there were no significant differences for ensemble performances. There was a significant interaction between festival ratings and video and audio excerpts. The relationship between expressivity of conducting and expressivity of ensemble performances found in some previous research was not found in this study; indeed, there was not even a relationship found in expressivity of ensemble performance to festival ratings. The lack of an apparent relationship of expressive conducting to expressive performance found here replicates, in part, the results of Price and Chang (2001). September 10, 2004 February 2, 2005.

scholarly journals Rhythm in joint action: psychological and neurophysiological mechanisms for real-time interpersonal coordination

2014 ◽  
Vol 369 (1658) ◽  
pp. 20130394 ◽  
Author(s):  
Peter E. Keller ◽  
Giacomo Novembre ◽  
Michael J. Hove
Keyword(s):  
Real Time ◽  
Cognitive Processes ◽  
Joint Action ◽  
Social Cognitive ◽  
Human Interaction ◽  
Interpersonal Coordination ◽  
Social Psychological ◽  
Self And Other ◽  
Ensemble Performance ◽  
Neurophysiological Mechanisms

Human interaction often requires simultaneous precision and flexibility in the coordination of rhythmic behaviour between individuals engaged in joint activity, for example, playing a musical duet or dancing with a partner. This review article addresses the psychological processes and brain mechanisms that enable such rhythmic interpersonal coordination. First, an overview is given of research on the cognitive-motor processes that enable individuals to represent joint action goals and to anticipate, attend and adapt to other's actions in real time. Second, the neurophysiological mechanisms that underpin rhythmic interpersonal coordination are sought in studies of sensorimotor and cognitive processes that play a role in the representation and integration of self- and other-related actions within and between individuals' brains. Finally, relationships between social–psychological factors and rhythmic interpersonal coordination are considered from two perspectives, one concerning how social-cognitive tendencies (e.g. empathy) affect coordination, and the other concerning how coordination affects interpersonal affiliation, trust and prosocial behaviour. Our review highlights musical ensemble performance as an ecologically valid yet readily controlled domain for investigating rhythm in joint action.

Musicians' Cognitive Processing of Imagery-Based Instructions for Expressive Performance

2006 ◽  
Vol 54 (2) ◽  
pp. 125-137 ◽  
Author(s):  
Robert H. Woody
Keyword(s):  
Cognitive Processing ◽  
Cognitive Processes ◽  
Music Majors ◽  
Translation Process ◽  
Final Performance ◽  
Expressive Performance ◽  
Based Instruction ◽  
Private Instruction

This study addressed the cognitive processes of musicians using imagery to improve expressive performance. Specifically, it was an examination of the extent to which musicians translate imagery into explicit plans for the sound properties of music. Eighty four undergraduate and graduate music majors completed a research packet during individual practice sessions. Subjects worked with three melodies, each accompanied by an imagery example presented as a teacher's instructions for performing more expressively. The research packet guided subjects in considering the imagery-based instruction, practicing in light of it, and giving a final performance. The subjects wrote down their thoughts during the process. Results indicated that some musicians used a cognitive translation process, but others chose to develop and personalize the provided imagery. A curvilinear pattern in the data suggested an inverted-U relationship between the variables of private instruction received and cognitive translation usage. An interpretation of this result in light of previous research is offered.

Mentally perceiving how means achieve ends

2016 ◽  
Vol 29 (2) ◽  
pp. 203-225 ◽  
Author(s):  
Werner Güth ◽  
Matteo Ploner
Keyword(s):  
Cognitive Processes ◽  
Strategic Interaction ◽  
Cognitive Representation ◽  
Choice Data ◽  
Stochastic Choice ◽  
Chance Events ◽  
Complex Decision ◽  
Mental Modeling ◽  
Shed Light ◽  
Relevant Outcome

Mental modeling ranges from pure categorization, for example, of linguistic concepts, to cognitive representation of complex decision tasks involving stochastic uncertainty and strategic interaction. In the tradition of consequentialistic bounded rationality, we assume to choose among choice alternatives by anticipating their likely implications. Such deliberation basically requires causal relationships linking own choices (means) and determinants beyond own control, such as chance events and choices by others (scenarios), to the relevant outcome variables (ends). We suggest a general framework of mental representation whose aspects are illustrated for stochastic choice and strategic interaction tasks. We also discuss how this framework can be experimentally implemented, showing how experimental research can shed light on mental modeling and—more generally—cognitive processes, in addition to eliciting the usual choice data.

Elaborating the role of reflection and individual differences in the study of folk-economic beliefs

2018 ◽  
Vol 41 ◽  
Author(s):  
Kevin Arceneaux
Keyword(s):  
Decision Making ◽  
Individual Differences ◽  
Cognitive Processes ◽  
Evolutionary History ◽  
Behavioral Responses ◽  
History Of ◽  
Economic Beliefs

AbstractIntuitions guide decision-making, and looking to the evolutionary history of humans illuminates why some behavioral responses are more intuitive than others. Yet a place remains for cognitive processes to second-guess intuitive responses – that is, to be reflective – and individual differences abound in automatic, intuitive processing as well.

A cognitive approach to cumulative technological culture is useful and necessary but only if it also applies to other species

2020 ◽  
Vol 43 ◽  
Author(s):  
Thibaud Gruber
Keyword(s):  
Social Learning ◽  
Cognitive Processes ◽  
Learning Processes ◽  
Cognitive Approach ◽  
Technological Culture ◽  
Social Learning Processes

Abstract The debate on cumulative technological culture (CTC) is dominated by social-learning discussions, at the expense of other cognitive processes, leading to flawed circular arguments. I welcome the authors' approach to decouple CTC from social-learning processes without minimizing their impact. Yet, this model will only be informative to understand the evolution of CTC if tested in other cultural species.

Generalized Learning of Receptive and Expressive Action-Object Responses by Language-Delayed Preschoolers

1990 ◽  
Vol 55 (4) ◽  
pp. 665-678 ◽  
Author(s):  
Beth A. Mineo ◽  
Howard Goldstein
Keyword(s):  
Developmentally Delayed ◽  
Matrix Training ◽  
Lexical Knowledge ◽  
Baseline Design ◽  
Recombinative Generalization ◽  
Word Combination ◽  
Expressive Performance ◽  
Preschool Boys ◽  
Linguistic Aspect ◽  
Multiple Probe

This study examined the effectiveness of matrix-training procedures in teaching action + object utterances in both the receptive and expressive language modalities. The subjects were 4 developmentally delayed preschool boys who failed to produce spontaneous, functional two-word utterances. A multiple baseline design across responses with a multiple probe technique was employed. Subjects were taught 4–6 of 48 receptive and 48 expressive responses. Acquisition of a word combination rule was facilitated by the use of familiar lexical items, whereas subsequent acquisition of new lexical knowledge was enhanced by couching training in a previously trained word combination pattern. Although receptive knowledge was not sufficient for the demonstration of corresponding expressive performance for most of the children, only minimal expressive training was required to achieve this objective. For most matrix items, subjects responded receptively before they did so expressively. For 2 subjects, when complete receptive recombinative generalization had not been achieved, expressive training facilitated receptive responding. The results of this study elucidate benefits to training one linguistic aspect (lexical item, word combination pattern) at a time to maximize generalization in developmentally delayed preschoolers.

Reaction Time and Brain Waves in Omitted Stimulus Tasks

2010 ◽  
Vol 24 (1) ◽  
pp. 1-6 ◽  
Author(s):  
Oscar H. Hernández ◽  
Muriel Vogel-Sprott
Keyword(s):  
Reaction Time ◽  
Cognitive Processes ◽  
Young Male ◽  
Event Related Potential ◽  
Auditory Stimuli ◽  
Motor Action ◽  
Cognitive Component ◽  
Sensory Modalities ◽  
Two Measures ◽  
Somatosensory Stimuli

A missing stimulus task requires an immediate response to the omission of a regular recurrent stimulus. The task evokes a subclass of event-related potential known as omitted stimulus potential (OSP), which reflects some cognitive processes such as expectancy. The behavioral response to a missing stimulus is referred to as omitted stimulus reaction time (RT). This total RT measure is known to include cognitive and motor components. The cognitive component (premotor RT) is measured by the time from the missing stimulus until the onset of motor action. The motor RT component is measured by the time from the onset of muscle action until the completion of the response. Previous research showed that RT is faster to auditory than to visual stimuli, and that the premotor of RT to a missing auditory stimulus is correlated with the duration of an OSP. Although this observation suggests that similar cognitive processes might underlie these two measures, no research has tested this possibility. If similar cognitive processes are involved in the premotor RT and OSP duration, these two measures should be correlated in visual and somatosensory modalities, and the premotor RT to missing auditory stimuli should be fastest. This hypothesis was tested in 17 young male volunteers who performed a missing stimulus task, who were presented with trains of auditory, visual, and somatosensory stimuli and the OSP and RT measures were recorded. The results showed that premotor RT and OSP duration were consistently related, and that both measures were shorter with respect to auditory stimuli than to visual or somatosensory stimuli. This provides the first evidence that the premotor RT is related to an attribute of the OSP in all three sensory modalities.

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