Across-Channel Auditory Gap Detection

2020 ◽  
Vol 38 (1) ◽  
pp. 66-77
Author(s):  
Aurora J. Weaver ◽  
Matthew Hoch ◽  
Lindsey Soles Quinn ◽  
Judith T. Blumsack
Keyword(s):  
Temporal Resolution ◽  
Music Perception ◽  
Music Educators ◽  
Music Instruction ◽  
Music Programs ◽  
Musical Experience ◽  
Gap Detection ◽  
Musical Aptitude ◽  
Music Audiation ◽  
Objectively Measured

In studies of perceptual and neural processing differences between musicians and nonmusicians, participants are typically dichotomized on the basis of personal report of musical experience. The present study relates self-reported musical experience and objectively measured musical aptitude to a skill that is important in music perception: temporal resolution (or acuity). The Advanced Measures of Music Audiation (AMMA) test was used to objectively assess participant musical aptitude, and adaptive psychophysical measurements were obtained to assess temporal resolution on two tasks: within-channel gap detection and across-channel gap detection. Results suggest that musical aptitude measured with the AMMA and self-reporting of music experiences (duration of music instruction) are both related to temporal resolution ability in musicians. The relationship between musical aptitude and/or duration of music training is important to music educators advocating for the benefits of music programs as well as in behavioral and neurophysiological research.

Accountability Concerns

2013 ◽  
Author(s):  
Jay Dorfman
Keyword(s):  
Music Education ◽  
Music Educators ◽  
Music Instruction ◽  
National Standards ◽  
Music Listening ◽  
Educational Culture ◽  
The Arts ◽  
Music Educators National Conference ◽  
Music Standards ◽  
Teachers And Students

With the advent of technology-based music instruction, we are at an important juncture in terms of standards and accountability. To date, there are no sets of standards that directly address the ways in which TBMI teachers and students work, and therefore there is a lack of clarity as to how we are accountable to the larger educational culture. Several sets of standards exist that come close; they address either the musical or the technological portions of TBMI, but not both. Others address teachers’ roles or students’ roles, but not both. In this chapter, we will examine relevant sets of standards and explore how they imply accountability for TBMI teachers and students. In 1994, the Music Educators National Conference (now the National Association for Music Education) released a document outlining the National Standards for Music Education, in coordination with similar standards in theater, art, and dance. The nine music standards from 1994 were the following: Singing, alone and with others, a varied repertoire of music. Performing on instruments, alone and with others, a varied repertoire of music. Improvising melodies, variations, and accompaniments. Composing and arranging music within specified guidelines. Reading and notating music. Listening to, analyzing, and describing music. Evaluating music and music performances. Understanding relationships between music, the other arts, and disciplines outside the arts. Understanding music in relation to history and culture. The NAfME standards suggest curricula that are distributed among performance, musical creativity, and connections between music and context. These are noble goals for which teachers should strive. The NAfME standards are widely accepted, and many teachers refer to them as benchmarks to assess the completeness of curriculum. In no way do the NAfME standards suggest that musical learning should be achieved through technology, nor do they contain suggestions about how students should meet any of them. In this way, the shapers of the NAfME standards are to be commended because the standards are flexible enough that they can be addressed in ways teachers see fit. Therefore, the standards passively suggest that technology-based music instruction is as valid a means of music learning as are other forms.

scholarly journals Shaping Policy in Music Education: Music Teachers as Collaborative Change Agents

2020 ◽  
Vol 107 (1) ◽  
pp. 43-48
Author(s):  
Carlos R. Abril ◽  
Brent M. Gault
Keyword(s):  
Teacher Evaluation ◽  
Music Education ◽  
Student Learning ◽  
Music Teachers ◽  
Change Agents ◽  
Music Educators ◽  
Music Programs ◽  
Learning Standards

Music educators have experience working in education environments governed by shifting policies and mandates. How can music educators become agents empowered to shape, interpret, and design mechanisms for putting policy into practice? This article describes ways to understand policy and options for responding and contributing to its development and implementation. We examine how music educators have responded to two policy areas that have had a significant impact on music programs and teachers in recent years: (1) learning standards and (2) evaluation of student learning as a component of teacher evaluation. Examples in this article are meant to serve as a case in point for how music educators can become more responsive and actively engaged in policy matters.

Admission and Assessment of Music Degree Candidates

2019 ◽  
Vol 29 (2) ◽  
pp. 10-21
Author(s):  
Phillip Payne ◽  
Jeffrey Ward
Keyword(s):  
Music Education ◽  
Music Educators ◽  
Music Programs ◽  
Survey Study ◽  
Assessment Practices ◽  
Education Programs ◽  
Current State ◽  
Candidate Assessment ◽  
Assessment Measures ◽  
Music Education Programs

The purpose of this survey study was to examine current admissions processes and assessment practices for music programs of National Association of Schools of Music member institutions. Representatives from 95 institutions responded to a researcher-designed questionnaire. Music education programs were perceived as being comparable to performance programs on admissions standards. We describe the current state of candidate assessment practices from matriculation through degree conferral, consider a range of assessment measures including gateway or barrier instruments, and pose critical questions about the use of such assessments to determine whether music education candidates are appropriately qualified to become P–12 music educators.

N1-P2 Recordings to Gaps in Broadband Noise

2013 ◽  
Vol 24 (01) ◽  
pp. 037-045 ◽  
Author(s):  
Shannon B. Palmer ◽  
Frank E. Musiek
Keyword(s):  
Temporal Resolution ◽  
Repeated Measures ◽  
Evoked Potential ◽  
Detection Threshold ◽  
Normal Hearing ◽  
Broadband Noise ◽  
Gap Detection ◽  
Electrophysiological Response ◽  
Repeated Measures Design ◽  
Waveform Amplitude

Background: Normal temporal processing is important for the perception of speech in quiet and in difficult listening situations. Temporal resolution is commonly measured using a behavioral gap detection task, where the patient or subject must participate in the evaluation process. This is difficult to achieve with subjects who cannot reliably complete a behavioral test. However, recent research has investigated the use of evoked potential measures to evaluate gap detection. Purpose: The purpose of the current study was to record N1-P2 responses to gaps in broadband noise in normal hearing young adults. Comparisons were made of the N1 and P2 latencies, amplitudes, and morphology to different length gaps in noise in an effort to quantify the changing responses of the brain to these stimuli. It was the goal of this study to show that electrophysiological recordings can be used to evaluate temporal resolution and measure the influence of short and long gaps on the N1-P2 waveform. Research Design: This study used a repeated-measures design. All subjects completed a behavioral gap detection procedure to establish their behavioral gap detection threshold (BGDT). N1-P2 waveforms were recorded to the gap in a broadband noise. Gap durations were 20 msec, 2 msec above their BGDT, and 2 msec. These durations were chosen to represent a suprathreshold gap, a near-threshold gap, and a subthreshold gap. Study Sample: Fifteen normal-hearing young adult females were evaluated. Subjects were recruited from the local university community. Data Collection and Analysis: Latencies and amplitudes for N1 and P2 were compared across gap durations for all subjects using a repeated-measures analysis of variance. A qualitative description of responses was also included. Results: Most subjects did not display an N1-P2 response to a 2 msec gap, but all subjects had present clear evoked potential responses to 20 msec and 2+ msec gaps. Decreasing gap duration toward threshold resulted in decreasing waveform amplitude. However, N1 and P2 latencies remained stable as gap duration changed. Conclusions: N1-P2 waveforms can be elicited by gaps in noise in young normal-hearing adults. The responses are present as low as 2 msec above behavioral gap detection thresholds (BGDT). Gaps that are below BGDT do not generally evoke an electrophysiological response. These findings indicate that when a waveform is present, the gap duration is likely above their BGDT. Waveform amplitude is also a good index of gap detection, since amplitude decreases with decreasing gap duration. Future studies in this area will focus on various age groups and individuals with auditory disorders.

scholarly journals A pile of drums: Putting theory into practice in culturally diverse music education

2019 ◽  
Vol 38 (1) ◽  
pp. 79-92
Author(s):  
Jennifer Walden
Keyword(s):  
Music Education ◽  
Culturally Diverse ◽  
Music Teachers ◽  
Music Educators ◽  
Concert Band ◽  
Music Programs ◽  
Global Awareness ◽  
Global Perspectives ◽  
Experience Teaching ◽  
Challenging Situation

This article provides music educators with practical ways to (a) build school community through culturally diverse music and informal performances and (b) inculcate global perspectives into music programs (including concert band and choir) through culturally diverse music. In an autoethnographic style, the article tells a story that spans 2 years in a challenging situation: an international school in a country wrought with political and economic instability. It examines community building and inculcating global awareness from four perspectives. The first perspective reviews engagement in cultural diversity in music education through the lens of recently completed PhD research. It looks what scholars are writing about culturally diverse music education and how these ideas subsequently look in practice. Second, 30 years of personal experience teaching culturally diverse music are tied in, including ideas for student engagement in music classes. The third perspective includes practical ideas: how culturally diverse music can be integrated to broaden a program and rejuvenate interest in music. Finally, the fourth reveals responses from students experiencing learning through culturally diverse music. Examples, transcriptions, and recommended resources are included, leaving music teachers with useful, sustainable approaches for culturally diverse inclusivity.

Infant Music Development and Music Experiences: A Literature Review

2019 ◽  
Vol 38 (3) ◽  
pp. 9-17
Author(s):  
Kathleen Arrasmith
Keyword(s):  
Literature Review ◽  
Infant Development ◽  
Music Perception ◽  
Music Educators ◽  
Early Exposure ◽  
Music Making

Each infant is born with music potential, and early exposure to music and social music interactions may positively affect music development. Researchers have found that infants perceive music, attend to music, respond to music, and engage in social music interactions. Caregivers may enhance their music practices by deepening their infant music development understanding. This literature review includes information about infant development, music perception and preference, music responses, and music-making with caregivers. With the intention of providing insights and practical suggestions that may inform interactions between infants and caregivers (such as parents, guardians, and music educators), the purpose of this literature review was to synthesize research on the topic of infant music development and music experiences. Recommendations for caregivers and music educators are discussed.

Singing the Nation into Being: Teaching Identity and Culture at the Turn of the Twentieth Century

2009 ◽  
Vol 49 (3) ◽  
pp. 291-322 ◽  
Author(s):  
Lynn M. Sargeant
Keyword(s):  
Music Educators ◽  
Music Programs ◽  
Holistic Model ◽  
Art Programs ◽  
Math Scores ◽  
Local Newspapers ◽  
The Arts ◽  
School Music ◽  
Reading And Math ◽  
American Schools

Although music has long had a place in the school, its position has often been precarious, relegated to odd hours and odd locations, and starved of both funds and attention. While at times music and the arts have enjoyed considerable support, these subjects are often the last ones added and the first ones cut from the curriculum. Yet, the arts have passionate advocates as well, including parents and pedagogues who support a holistic model of education that emphasizes humanistic values and aesthetics as well as utilitarian training. Still, music educators have struggled to justify their subject, often relying on extrinsic arguments to support its inclusion in the curriculum. Music, one is told, helps students raise their reading and math scores, improves their self-discipline, and builds community. Such arguments are rarely persuasive to voters concerned with eliminating expensive “frills” or to officials trying to balance tight budgets and raise test scores. Local newspapers bear witness to this struggle, as music and art programs fight to stay alive in American schools. This story, so potent today, has a long history. It dates back to the nineteenth century and the very birth of school music programs. It crosses continents, having as much currency in Europe as it does in North America. Debates over music in the schools are nothing less than debates over the meaning and purpose of education. Music is not one of the “three ‘R's.” Yet, precisely because of music's peripheral

Measurements of binaural temporal resolution using an analog of gap detection

1997 ◽  
Vol 101 (5) ◽  
pp. 3084-3084
Author(s):  
Michael A. Akeroyd ◽  
Quentin Summerfield
Keyword(s):  
Temporal Resolution ◽  
Gap Detection

scholarly journals Synaptic Recruitment Enhances Gap Termination Responses in Auditory Cortex

2020 ◽  
Vol 30 (8) ◽  
pp. 4465-4480 ◽  
Author(s):  
Bshara Awwad ◽  
Maciej M Jankowski ◽  
Israel Nelken
Keyword(s):  
Auditory Cortex ◽  
Temporal Resolution ◽  
Perceptual Task ◽  
Gap Detection ◽  
Intracellular Recordings ◽  
Short Term ◽  
Mere Existence ◽  
Onset Response ◽  
Synaptic Mechanisms

Abstract The ability to detect short gaps in noise is an important tool for assessing the temporal resolution in the auditory cortex. However, the mere existence of responses to temporal gaps bounded by two short broadband markers is surprising, because of the expected short-term suppression that is prevalent in auditory cortex. Here, we used in-vivo intracellular recordings in anesthetized rats to dissect the synaptic mechanisms that underlie gap-related responses. When a gap is bounded by two short markers, a gap termination response was evoked by the onset of the second marker with minimal contribution from the offset of the first marker. Importantly, we show that the gap termination response was driven by a different (potentially partially overlapping) synaptic population than that underlying the onset response to the first marker. This recruitment of additional synaptic resources is a novel mechanism contributing to the important perceptual task of gap detection.

scholarly journals The Relationship between Random Gap Detection and Hearing in Noise Test Performances

2018 ◽  
Vol 29 (10) ◽  
pp. 948-954 ◽  
Author(s):  
Paige Heeke ◽  
Andrew J. Vermiglio ◽  
Emery Bulla ◽  
Keerthana Velappan ◽  
Xiangming Fang
Keyword(s):  
Speech Recognition ◽  
Temporal Resolution ◽  
Time Interval ◽  
Gap Detection ◽  
Speech Understanding ◽  
Noise Performance ◽  
Hearing In Noise ◽  
Noise Test ◽  
Speech Recognition In Noise ◽  
The Relationship

AbstractTemporal acoustic cues are particularly important for speech understanding, and past research has inferred a relationship between temporal resolution and speech recognition in noise ability. A temporal resolution disorder is thought to affect speech understanding abilities because persons would not be able to accurately encode these frequency transitions, creating speech discrimination errors even in the presence of normal pure-tone hearing.The primary purpose was to investigate the relationship between temporal resolution as measured by the Random Gap Detection Test (RGDT) and speech recognition in noise performance as measured by the Hearing in Noise Test (HINT) in adults with normal audiometric thresholds. The second purpose was to examine the relationship between temporal resolution and spatial release from masking.The HINT and RGDT protocols were administered under headphones according to the guidelines specified by the developers. The HINT uses an adaptive protocol to determine the signal-to-noise ratio where the participant recognizes 50% of the sentences. For HINT conditions, the target sentences were presented at 0° and the steady-state speech-shaped noise and a four-talker babble (4TB) was presented at 0°, +90°, or −90° for noise front, noise right, and noise left conditions, respectively. The RGDT is used to evaluate temporal resolution by determining the smallest time interval between two matching stimuli that can be detected by the participant. The RGDT threshold is the shortest time interval where the participant detects a gap. Tonal (0.5, 1, 2, and 4 kHz) and click stimuli random gap subtests were presented at 60 dB HL. Tonal subtests were presented in a random order to minimize presentation order effects.Twenty-one young, native English-speaking participants with normal pure-tone thresholds (≤25 dB HL for 500–4000 Hz) participated in this study. The average age of the participants was 20.2 years (SD = 0.66).Spearman rho correlation coefficients were conducted using SPSS 22 (IBM Corp., Armonk, NY) to determine the relationships between HINT and RGDT thresholds and derived measures (spatial advantage and composite scores). Nonparametric testing was used because of the ordinal nature of RGDT data.Moderate negative correlations (p < 0.05) were found between eight RGDT and HINT threshold measures and a moderate positive correlation (p < 0.05) was found between RGDT click thresholds and HINT 4TB spatial advantage. This suggests that as temporal resolution abilities worsened, speech recognition in noise performance improved. These correlations were not statistically significant after the p value reflected the Bonferroni correction for multiple comparisons.The results of the present study imply that the RGDT and HINT use different temporal processes. Performance on the RGDT cannot be predicted from HINT thresholds or vice versa.

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