scholarly journals 13. Enhancing Music Listening in Educational Context

2016 ◽  
Vol 11 (1) ◽  
pp. 109-114
Author(s):  
Dorina Iuşcă
Keyword(s):  
Cognitive Processing ◽  
Relevant Literature ◽  
Cultural Development ◽  
Repeated Exposure ◽  
Music Listening ◽  
Educational Context ◽  
Music Psychology ◽  
Musical Preference ◽  
Educational Implications ◽  
Experimental Researches

Abstract A growing body of research has shown the importance of music listening in psychological frameworks such as the construction of emotional and social identity. Nonetheless, the educational implications of this activity involve the way students use music listening for cultural development, cognitive processing and aesthetic reaction enhancement. The present study aims to review the relevant literature regarding how musical preference, a concept used mainly in music psychology, may be explored in educational contexts. Zajong’s (1968) theory of repeated exposure indicates that mere exposure to a stimulus is enough to create a favorable attitude towards it. This study investigates the experimental researches focused on the conditions where repeated exposure to academic music may generate the development of musical preference.

scholarly journals Audio-Tactile Rendering: A Review on Technology and Methods to Convey Musical Information through the Sense of Touch

Sensors ◽  
2021 ◽  
Vol 21 (19) ◽  
pp. 6575
Author(s):  
Byron Remache-Vinueza ◽  
Andrés Trujillo-León ◽  
Mireya Zapata ◽  
Fabián Sarmiento-Ortiz ◽  
Fernando Vidal-Verdú
Keyword(s):  
Haptic Feedback ◽  
Relevant Literature ◽  
Assistive Technologies ◽  
Sensory Substitution ◽  
Future Research ◽  
Music Listening ◽  
Music Psychology ◽  
Music Audio ◽  
Sense Of Touch

Tactile rendering has been implemented in digital musical instruments (DMIs) to offer the musician haptic feedback that enhances his/her music playing experience. Recently, this implementation has expanded to the development of sensory substitution systems known as haptic music players (HMPs) to give the opportunity of experiencing music through touch to the hearing impaired. These devices may also be conceived as vibrotactile music players to enrich music listening activities. In this review, technology and methods to render musical information by means of vibrotactile stimuli are systematically studied. The methodology used to find out relevant literature is first outlined, and a preliminary classification of musical haptics is proposed. A comparison between different technologies and methods for vibrotactile rendering is performed to later organize the information according to the type of HMP. Limitations and advantages are highlighted to find out opportunities for future research. Likewise, methods for music audio-tactile rendering (ATR) are analyzed and, finally, strategies to compose for the sense of touch are summarized. This review is intended for researchers in the fields of haptics, assistive technologies, music, psychology, and human–computer interaction as well as artists that may make use of it as a reference to develop upcoming research on HMPs and ATR.

MUSIC LISTENING IN INTERDISCIPLINARY VIEW

2019 ◽  
Vol 4 ◽  
pp. 528
Author(s):  
Mirdza Paipare
Keyword(s):  
Music Therapy ◽  
Music Perception ◽  
Music Listening ◽  
Music Pedagogy ◽  
Music Therapist ◽  
Music Psychology ◽  
Communication Development ◽  
Everyday Lives

Very few researches focus on music as an activity and most often it is linked to music perception, therefore – music psychology. Similarly the theories on this question are developed. Interrelations between music therapy and music psychology, as well as the role of listening and music listening in music pedagogy, psychology and music therapy are little researched. The goal of this article is to intentionally draw attention to the significance of this very common thing in our everyday lives – listening – in communication, development of cognitive and phenomenological skills and abilities (perception, recognition, describing, explaining). These skills and abilities are necessary in the work of pedagogue and psychologist, and especially music therapist.  

A comparative study of the perception of music emotion between adults with and without visual impairment

2017 ◽  
Vol 47 (2) ◽  
pp. 225-240 ◽  
Author(s):  
Hye Young Park ◽  
Hyun Ju Chong
Keyword(s):  
Visual Impairment ◽  
Visual Experience ◽  
Emotional Responses ◽  
Emotional Valence ◽  
Music Listening ◽  
Normal Vision ◽  
Emotion Identification ◽  
Musical Preference ◽  
Specific Emotion ◽  
Main Factor

In music listening, limitations on visual experience affect a listener’s abstract information processing and conceptualization of the music. The aim of this study is to examine the differences in emotional responses to music between adults with visual impairment (VI) and adults with normal vision (NV). By using specific, emotion-inducing music reflecting happiness, sadness, anger, and fear, this study considers factors such as music emotion identification, emotional valence, arousal, intensity, and musical preference. A total of 120 participants (60 VI and 60 NV) listened to sixteen 15-second music excerpts and reported which emotion and to what extent they perceived it, using a self-reported music emotion evaluation scale. The results indicated that both of the groups showed high congruence in music emotion identification. However, the VI group showed significantly higher arousal, intensity and preference for sadness, while showing the lowest score for the intensity of fear. The main factor affecting emotion identification was preference for the VI group, and valence for the NV group.

scholarly journals Warholian Repetition and the Viewer’s Affective Response to Artworks from His Death and Disaster Series

Leonardo ◽  
2018 ◽  
Vol 51 (2) ◽  
pp. 138-142
Author(s):  
Jason Kass ◽  
Beth Harland ◽  
Nick Donnelly
Keyword(s):  
Cognitive Processing ◽  
Affective Response ◽  
Repeated Exposure ◽  
Andy Warhol ◽  
Direct Impact ◽  
Affective Experience ◽  
Negative Images ◽  
Car Crashes ◽  
Experimental Findings ◽  
The Relationship

In his Death and Disaster series, Andy Warhol repeated gruesome images of suicides and car crashes. The artist’s use of repetition has been discussed extensively but not in terms of its direct impact on the viewer’s perceptual and cognitive processing. This article considers the viewer’s affective experience resulting from repeated exposure to negative images in artworks from the Death and Disaster series. The authors put forward an account of the potential affective experience of Warholian repetition based on existing experimental findings and by way of the artist’s own remarks on the relationship between repetition and affect.

scholarly journals The relationship between valence and chills in music: A corpus analysis

2020 ◽  
Author(s):  
Rémi de Fleurian ◽  
Marcus Thomas Pearce
Keyword(s):  
Computational Analysis ◽  
Corpus Analysis ◽  
Music Listening ◽  
Musical Preference ◽  
Audio Features ◽  
Personality Correlates ◽  
Control Set ◽  
The Difference ◽  
New Interpretation ◽  
The Relationship

Chills experienced in response to music listening have been linked to both happiness and sadness expressed by music. To investigate these conflicting effects of valence on chills, we conducted a computational analysis on a corpus of 988 tracks previously reported to elicit chills, by comparing them with a control set of tracks matched by artist, duration, and popularity. We analysed track-level audio features obtained with the Spotify Web API across the two sets of tracks, resulting in confirmatory findings that tracks which cause chills were sadder than matched tracks, and exploratory findings that they were also slower, less intense, and more instrumental than matched tracks on average. We also found that the audio characteristics of chills tracks were related to the direction and magnitude of the difference in valence between the two sets of tracks. We discuss these results in light of the current literature on valence and chills in music, provide a new interpretation in terms of personality correlates of musical preference, and review the advantages and limitations of our computational approach.

Musical DIAMONDS: The influence of situational classes and characteristics on music listening behavior

2020 ◽  
pp. 030573562096891
Author(s):  
Sami Behbehani ◽  
Jochen Steffens
Keyword(s):  
Latent Class Analysis ◽  
Latent Class ◽  
Psychological Characteristics ◽  
Future Research ◽  
Music Listening ◽  
Music Psychology ◽  
Online Study ◽  
Situational Characteristics ◽  
Listening Behavior ◽  
The Relationship

Music listening behavior has changed significantly due to technological advancements, leading to new listening contexts in which the situational circumstances play an increased influencing role. The aim of this study was thus to investigate the relationship between situational characteristics captured by the Situational Eight DIAMONDS and psychological characteristics of music (Arousal, Valence, and Depth) people listen to in different situations. Hence, an online study was conducted, in which 198 participants described and reported on features of 3 typical, self-selected listening situations. Results suggested that individuals adapted their music listening behavior dependent on the situational characteristics reflected by the eight DIAMONDS. Furthermore, utilizing a Latent Class Analysis, we established a taxonomy of music listening situations, including positive-social, ambivalent-individual, and negative-demanding situations. Finally, both DIAMONDS and the established classes reliably predicted reported music listening behavior and therefore are recommended to be considered in future research on social and music psychology.

Effects of Age at Cochlear Implantation on Learning and Cognition: A Critical Assessment

2019 ◽  
Vol 28 (3) ◽  
pp. 1318-1334 ◽  
Author(s):  
Marc Marschark ◽  
Louise Duchesne ◽  
David Pisoni
Keyword(s):  
Academic Achievement ◽  
Cognitive Processing ◽  
Cochlear Implantation ◽  
Relevant Literature ◽  
Continuous Variable ◽  
Critical Assessment ◽  
Visual Spatial ◽  
Learning And Cognition ◽  
The Impact

PurposeAge at cochlear implantation frequently is assumed to be a key predictor of pediatric implantation benefits, but outcomes related to learning and cognition appear inconsistent. This critical assessment examines relevant literature in an effort to evaluate the impact of age at implantation in those domains for individuals who received their devices as children.MethodWe examined 44 peer-reviewed articles from 2003 to 2018 considering age at implantation and conducted statistical analyses regarding its impact on several domains, including literacy, academic achievement, memory, and theory of mind.ResultsAcross 167 assessments in various experiments and conditions, only 21% of the analyses related to age at implantation yielded evidence in favor of earlier implantation, providing greater benefits to academic achievement, learning, or cognition compared to implantation later in childhood. Among studies that considered cognitive processing (e.g., executive function, memory, visual–spatial functioning), over twice as many analyses indicated significant benefits of earlier implantation when it was considered as a discrete rather than a continuous variable.ConclusionFindings raise methodological, practical, and theoretical questions concerning how “early” is defined in studies concerning early cochlear implantation, the impact of confounding factors, and the use of nonstandard outcome measures. The present results and convergent findings from other studies are discussed in terms of the larger range of variables that need to be considered in evaluating the benefits of cochlear implantation and question the utility of considering age at implantation as a “gold standard” with regard to evaluating long-term outcomes of the procedure as a medical treatment/intervention for hearing loss.Supplemental Materialhttps://doi.org/10.23641/asha.8323625

The Disappearing Trace and the Abstraction of Inscription in Digital Writing

2013 ◽  
pp. 100-113
Author(s):  
Anne Mangen
Keyword(s):  
Cognitive Processing ◽  
Digital Writing ◽  
Educational Implications

Due to increasing digitization, more and more of our writing is done by tapping on keyboards rather than by putting pen to paper. As handwriting is increasingly marginalized both inside and outside of schools, and children learn to write by typing “ready-mades” on different kinds of keyboards rather than by shaping each letter from scratch, we ought to acknowledge the physical and sensorimotor aspect of writing, in addition to the more typically studied cognitive and linguistic aspects. The shaping of letters and words in handwriting involve distinct kinesthetic processes that differ markedly from the kinesthesia involved in tapping keys on a keyboard. The ways in which we use our fingers and hands play an important role in perceptual and cognitive processing; hence, the shift from handwriting to typewriting might entail far-reaching cognitive as well as educational implications. This chapter reflects on some largely neglected aspects of the ongoing shift from handwriting to typewriting, focusing in particular on potential cognitive and phenomenological implications of the increasing abstraction of inscription entailed in typing on a keyboard, and the intangibility of the resulting text on screen compared to that produced by handwriting with pen on a material substrate such as paper.

scholarly journals Temporal Stability of Music Perception and Appraisal Scores of Adult Cochlear Implant Recipients

2010 ◽  
Vol 21 (01) ◽  
pp. 028-034 ◽  
Author(s):  
Kate Gfeller ◽  
Dingfeng Jiang ◽  
Jacob J. Oleson ◽  
Virginia Driscoll ◽  
John F. Knutson
Keyword(s):  
Speech Perception ◽  
Cochlear Implant ◽  
Cognitive Processing ◽  
Hearing Aids ◽  
Music Perception ◽  
Musical Training ◽  
Demographic Variables ◽  
Music Listening ◽  
Modest Improvement ◽  
One Year

Background: An extensive body of literature indicates that cochlear implants (CIs) are effective in supporting speech perception of persons with severe to profound hearing losses who do not benefit to any great extent from conventional hearing aids. Adult CI recipients tend to show significant improvement in speech perception within 3 mo following implantation as a result of mere experience. Furthermore, CI recipients continue to show modest improvement as long as 5 yr postimplantation. In contrast, data taken from single testing protocols of music perception and appraisal indicate that CIs are less than ideal in transmitting important structural features of music, such as pitch, melody, and timbre. However, there is presently little information documenting changes in music perception or appraisal over extended time as a result of mere experience. Purpose: This study examined two basic questions: (1) Do adult CI recipients show significant improvement in perceptual acuity or appraisal of specific music listening tasks when tested in two consecutive years? (2) If there are tasks for which CI recipients show significant improvement with time, are there particular demographic variables that predict those CI recipients most likely to show improvement with extended CI use? Research Design: A longitudinal cohort study. Implant recipients return annually for visits to the clinic. Study Sample: The study included 209 adult cochlear implant recipients with at least 9 mo implant experience before their first year measurement. Data Collection and Analysis: Outcomes were measured on the patient's annual visit in two consecutive years. Paired t-tests were used to test for significant improvement from one year to the next. Those variables demonstrating significant improvement were subjected to regression analyses performed to detect the demographic variables useful in predicting said improvement. Results: There were no significant differences in music perception outcomes as a function of type of device or processing strategy used. Only familiar melody recognition (FMR) and recognition of melody excerpts with lyrics (MERT-L) showed significant improvement from one year to the next. After controlling for the baseline value, hearing aid use, months of use, music listening habits after implantation, and formal musical training in elementary school were significant predictors of FMR improvement. Bilateral CI use, formal musical training in high school and beyond, and a measure of sequential cognitive processing were significant predictors of MERT-L improvement. Conclusion: These adult CI recipients as a result of mere experience demonstrated fairly consistent music perception and appraisal on measures gathered in two consecutive years. Gains made tend to be modest, and can be associated with characteristics such as use of hearing aids, listening experiences, or bilateral use (in the case of lyrics). These results have implications for counseling of CI recipients with regard to realistic expectations and strategies for enhancing music perception and enjoyment.

scholarly journals Multidimensional measurement of exposure to music in childhood: Beyond the musician/non-musician dichotomy

2017 ◽  
Vol 46 (4) ◽  
pp. 459-472 ◽  
Author(s):  
Hugo Cogo-Moreira ◽  
Alexandra Lamont
Keyword(s):  
Private School ◽  
Future Research ◽  
Music Listening ◽  
Public And Private ◽  
Music Psychology ◽  
Wide Range ◽  
Confirmatory Factor ◽  
Standardized Measure ◽  
Home Musical Environment ◽  
Music Activities

Much research in music psychology characterizes the music background of its participants in a dichotomous manner, labeling participants as “musicians” and “non-musicians” or professionals and non-professionals. However, this terminology is inconsistent from study to study, and even more sophisticated measures fail to accurately represent music experiences; moreover, there is no standardized measure suitable for use with younger participants. This article presents a new measure, the Exposure to Music in Childhood Inventory, for capturing the amount and type of exposure to music activities suitable for use with children. Children from public and private school, aged 5 to 13 years old ( N = 1006; M = 8.36 years old, SD = 1.5 years) completed the inventory, and through a combination of exploratory and confirmatory factor analysis a two-factor solution was obtained. The first factor includes personal music listening activities, home musical environment and the influence of television and the internet; the second reflects more social, active and public elements of music-making, playing an instrument and performing. This scale is suitable for use in a wide range of future research to more accurately assess the kinds of music activities children have access to in a dimensional way, which can have a bearing on their understanding of music.

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