Effect of Music Training on Monaural Perception of Pitch and Rhythm

1996 ◽  
Vol 82 (3) ◽  
pp. 843-851 ◽  
Author(s):  
P. A. Huf ◽  
S. P. Parker ◽  
M. P. Corbo ◽  
K. M. Stevens
Keyword(s):  
Hemispheric Asymmetry ◽  
Music Perception ◽  
Formal Training ◽  
Musical Ability ◽  
Within Subjects ◽  
Rhythm Analysis ◽  
University Population ◽  
Musical Achievement ◽  
Ear Dominance

A monaural study of music perception was conducted on 77 right-handed subjects from a university population. The musical ability of each subject was classified in two ways, according to years of training and by total score for three tests of musical achievement [melody (sequence and excerpt), harmony, and rhythm]. Analysis indicated that subjects with more years of training showed a right-ear dominance for recognition of excerpts but those with high scores had no such dominance. Both groups with either low scores or no formal training had a right-ear dominance for recognition of sequences. Correlations of scores from each ear within subjects and between tests indicated that perception of pitch tended to be more accurate in the same ear. For all classifications of subjects no ear dominance was found for harmony and rhythm tests. These results suggest that the measurement of hemispheric asymmetry of music perception is dependent upon the criteria chosen for classification of subjects, in this case, training and achievement.

Are Trust and Reciprocity Related within Individuals?

2013 ◽  
Vol 13 (1) ◽  
pp. 249-270 ◽  
Author(s):  
Tamas Kovacs ◽  
Marc Willinger
Keyword(s):  
Experimental Data ◽  
Strongly Correlated ◽  
Positive Relation ◽  
Strategy Method ◽  
Positive Correlation ◽  
Investment Game ◽  
Trust And Reciprocity ◽  
Within Subjects ◽  
New Evidence

AbstractWe provide new evidence about a positive correlation between the own amount sent and the own amount returned in the investment game. Our analysis relies on the experimental data collected under the strategy method. While the percentage returned is independent of the amount received for most of our subjects, it is strongly correlated to their amount sent as a trustor. Our analysis is based on a two-way classification of subjects: according to their trusting type and according to their reciprocal type. We show the existence of a strong positive relation between trusting types and reciprocal types within subjects.

Musical Illusions and Phantom Words

2019 ◽  
Author(s):  
Diana Deutsch
Keyword(s):  
Music Perception ◽  
Musical Ability ◽  
Art And Science ◽  
Brain Organization ◽  
Early Form ◽  
The Real ◽  
Musical Patterns ◽  
Psychology Of Music ◽  
The Mind ◽  
The Brain

In this groundbreaking synthesis of art and science, Diana Deutsch, one of the world’s leading experts on the psychology of music, shows how illusions of music and speech – many of which she discovered - have fundamentally altered thinking about the brain. These astonishing illusions show that people can differ strikingly in how they hear musical patterns - differences that reflect both variations in brain organization and influences of language on music perception. They lead Deutsch to examine questions such as: When an orchestra performs a symphony, what is the ‘real’ music? Is it in the mind of the composer, or the conductor, or different members of the audience? Deutsch also explores extremes of musical ability, and other rare responses to music and speech. Why is perfect pitch so rare? Why are some people unable to recognize simple tunes? Why do some people hallucinate music or speech? Why do we hear phantom words and phrases? Why are most people subject to stuck tunes, or ‘earworms’? Why do we hear a spoken phrase as sung just because it is presented repeatedly? In evaluating these questions, she also shows how music and speech are intertwined, and argues that they stem from an early form of communication that had elements of both. Many of the illusions described here are so striking and paradoxical that you need to hear them to believe them. So the book enables you to listen to the sounds that are described while reading about them.

Positive Self-Presentation Effects and the Detection of Defensiveness on the NEO PI-R

Assessment ◽  
1997 ◽  
Vol 4 (4) ◽  
pp. 395-408 ◽  
Author(s):  
Scott R. Ross ◽  
Steven E. Bailley ◽  
Scott R. Millis
Keyword(s):  
Discriminant Validity ◽  
Multivariate Functions ◽  
Self Presentation ◽  
Neo Personality Inventory ◽  
Base Rates ◽  
Convergent And Discriminant Validity ◽  
Five Factors ◽  
Within Subjects ◽  
Fake Good

Recent investigations suggest that the five factors are highly susceptible to faking. Three studies are presented that address the effects of positive self-presentational set on the revised edition of the NEO Personality Inventory (NEO PI-R). Study 1 involves a within-subjects design ( N = 100) for the purposes of determining the effects of positive self-presentation on NEO PI-R domain and facet scales. Study 2 reports the development of two multivariate functions for the classification of fake-good protocols and provides results supporting the generalizability of these equations. Finally, Study 3 addresses the issue of specificity in a low base-rates sample ( N = 254) and lends further evidence for the convergent and discriminant validity of these functions. These findings suggest that the NEO PI-R is clearly vulnerable to faking and support the contention that profiles derived under socially desirable conditions can be accurately identified.

scholarly journals METHODS OF CREATIVE DEVELOPMENT OF PRIMARY SCHOOL PUPILS DURING LESSONS OF MUSIC

2018 ◽  
pp. 119-124
Author(s):  
O. LOBACH
Keyword(s):  
Primary School ◽  
Music Perception ◽  
Personality Development ◽  
Creative Development ◽  
Creative Methods ◽  
Primary School Pupils ◽  
Creative Teacher ◽  
Goals And Objectives ◽  
Creative Tasks

The article substantiates the classification of methods of creative development of primary school pupils during lessons of music.The methods are classified on the basis of the analysis of theoretical and methodological literature on a scientific problem (L. Horiunova, V. Hryhorieva, O. Lobova, L. Masol, H. Padalka, V. Rahozina, etc.), the results of experimental master's studies performed under the author's supervision, as well as generalization of his own pedagogical experience as a teacher of music in secondary comprehensive schools. The groups of methods in the classification correspond to the types of activities mentioned in the Typical Educational Programs 2018 (Primary Education) composed by two teams of authors under the supervision of O. Savchenko and R. Shiyan in order to achieve the goals and objectives of the New Ukrainian School.Classification includes five groups of methods of creative personality development: 1) musical-creative (rhythmic, melodic, form-forming, performing and creative tasks); 2) perceptive-creative (methods of stimulating creative perception of music, emotionally-based and musical-communicative situations, methods of observing music); 3) interpretive-creative (methods of presenting the results of music perception, artistic and creative tasks, methods of thinking about music, associative methods); 4) communicative-creative (language improvisation, interactive, dialogic, and autocommunicative); 5)  scientific and creative methods (problem, heuristic, inventive, research). The article gives accurate examples for each group of methods (for example, inventive methods of focal objects, and various variants of morphological analysis). The author advocates the idea that a creative teacher is able to make any children’s activity during the lessons of music creative one.

scholarly journals The genetic aspect of musicality, perfect pitch and congenital Amusia

2021 ◽  
pp. 89-107
Author(s):  
Amlan Mandal ◽  
◽  
Susanta Roy Karmakar
Keyword(s):  
Environmental Variables ◽  
Music Perception ◽  
Gene Copy Number ◽  
Art Music ◽  
Gene Copy ◽  
Chromosome 4 ◽  
Musical Ability ◽  
Genome Expression ◽  
Evolution And Development ◽  
Whole Genome Expression

As one of the most important aspects of art, music is also a part of human biology and has had a significant influence on human evolution and development. In addition, it is an essential component of cultural heritage. Both hereditary and environmental variables are thought to play a role in developing and manifesting musical talent. Although environmental variables affecting musical ability have been extensively studied, genetic influences are less well understood. The genetic influence was strongly supported in studies of a random population, twins, and families of talented musicians. Linkage analysis, variation in gene copy number, and scanning for whole-genome expression were among the modern biomolecular methods used to discover genes or chromosomal areas linked to musical ability. Singing and music perception have been linked to many loci on chromosome 4, while absolute pitch and music perception have been linked to specific loci on chromosome 8q. Music perception, memory, and listening have all been linked to the AVPR1A gene on chromosome 12q, while SLC6A4 on chromosome 17q has been linked to music memory and choir involvement.

Classification of brain activities during language and music perception

2019 ◽  
Vol 13 (8) ◽  
pp. 1559-1567 ◽  
Author(s):  
Petra Besedová ◽  
Oldřich Vyšata ◽  
Radka Mazurová ◽  
Jakub Kopal ◽  
Jana Ondráková ◽  
...  
Keyword(s):  
Music Perception ◽  
Language And Music

“Everybody has something”: One teacher’s beliefs about musical ability and their connection to teaching practice and classroom culture

2018 ◽  
Vol 41 (2) ◽  
pp. 189-205 ◽  
Author(s):  
Heather Nelson Shouldice
Keyword(s):  
Identity Development ◽  
Music Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Music Educators ◽  
Classroom Culture ◽  
Musical Ability ◽  
Musical Achievement ◽  
Teacher's Beliefs ◽  
The Impact

The purpose of this case study was to explore one elementary music teacher’s beliefs about the nature of musical ability and the ways in which these beliefs relate to actions and lived experiences in the classroom. Data included extensive classroom observations documented through fieldnotes and video footage, semi-structured interviews, teacher journal entries, teaching artifacts, and researcher memos. Three themes emerged from the data: (a) enabling success for all; (b) power of the learning environment; and (c) encouraging lifelong engagement with music. The findings of this study suggest that music educators’ beliefs about students’ musical abilities relate to their actions in the music classroom, their interactions with students, and their beliefs about the purpose of music education. Music educators should reflect on their beliefs, the ways in which they relate to teaching practice, and the impact they may have on students’ musical achievement and musical identity development. Additionally, music teacher educators should consider the role they might play in helping pre-service as well as in-service music teachers examine and possibly reshape their beliefs about music teaching and learning.

scholarly journals Variability and reliability of effective connectivity within the core default mode network: A longitudinal spectral DCM study

2018 ◽  
Author(s):  
Hannes Almgren ◽  
Frederik Van de Steen ◽  
Simone Kühn ◽  
Adeel Razi ◽  
Karl Friston ◽  
...  
Keyword(s):  
Resting State ◽  
Hemispheric Asymmetry ◽  
Large Scale ◽  
Effective Connectivity ◽  
Brain Networks ◽  
Resting State Fmri ◽  
Global Signal ◽  
Cognitive Behavioural ◽  
Connectivity Patterns ◽  
Within Subjects

AbstractDynamic causal modelling (DCM) for resting state fMRI – namely spectral DCM – is a recently developed and widely adopted method for inferring effective connectivity in intrinsic brain networks. Most research applying spectral DCM has focused on group-averaged connectivity within large-scale intrinsic brain networks; however, the consistency of subject- and session-specific estimates of effective connectivity has not been evaluated. Establishing reliability (within subjects) is crucial for its clinical use; e.g., as a neurophysiological phenotype of disease progression. Effective connectivity during rest is likely to vary due to changes in cognitive, behavioural, and physical states. Determining the sources of fluctuations in effective connectivity may yield greater understanding of brain processes and inform clinical applications about potential confounds. In the present study, we investigated the consistency of effective connectivity within and between subjects, as well as potential sources of variability (e.g., hemispheric asymmetry). We further investigated how standard procedures for data processing and signal extraction affect this consistency. DCM analyses were applied to four longitudinal resting state fMRI datasets. Our sample consisted of 20 subjects with 653 resting state fMRI sessions in total. These data allowed to quantify the robustness of connectivity estimates for each subject, and to draw conclusions beyond specific data features. We found that subjects contributing to all datasets showed systematic and reliable patterns of hemispheric asymmetry. When asymmetry was taken into account, subjects showed very similar connectivity patterns. We also found that various processing procedures (e.g. global signal regression and ROI size) had little effect on inference and reliability of connectivity for the majority of subjects. Bayesian model reduction increased reliability (within-subjects) and stability (between-subjects) of connectivity patterns.

The Musical Training of Primary Teachers: Old Problems, New Insights and Possible Solutions

1993 ◽  
Vol 10 (1) ◽  
pp. 33-46 ◽  
Author(s):  
Edward Gifford
Keyword(s):  
Learning Styles ◽  
Music Education ◽  
Primary Schools ◽  
Musical Training ◽  
Primary Teachers ◽  
Music Teaching ◽  
Musical Ability ◽  
Causal Explanations ◽  
Musical Background ◽  
Musical Achievement

Recent national and international documents dealing with education and the arts have attributed poor teaching of music in primary schools to inadequacies in the training of primary teachers. The most frequently reported problems associated with the training of teachers in music education were students' lack of confidence and their low musical ability.Against this background, a study was undertaken to examine further the extent to which participation in a music education course during pre-service training advanced the musical skills, music teaching ability, musical sensitivity, and attitudes towards music of students who become general primary teachers. It was hypothesised that the quality of music education was influenced by the multi-dimensional interactions of a range of factors. These included: attitude towards music and to music education; musical achievement; the classroom learning environment; students' preferred learning styles and their previous musical background. This paper reports data on these factors and the influence of preservice training on attitudes to music and to music teaching.The investigation confirmed general primary pre-service teachers' low perception of their competence and confidence as music teachers, and established that any limited gains in music and music teaching skills were offset by their enjoying and valuing music and music education less. Causal explanations for the findings are discussed and a model of music education is proposed both as a further means of interpreting the data and a basis for the potential re-focussing of the music curriculum.

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