scholarly journals Using a developmental-ecological approach to understand the relation between language and music

2021 ◽  
Author(s):  
Erica H Wojcik ◽  
Daniel J. Lassman ◽  
Dominique T Vuvan
Keyword(s):  
Adult Brain ◽  
Ecological Approach ◽  
Learning And Development ◽  
Music Learning ◽  
Early Language ◽  
Early Music ◽  
Daily Lives ◽  
Music And Language ◽  
Developmental Theories ◽  
Language And Music

Neurocognitive and genetic approaches have made progress in understanding language-music interaction in the adult brain. Although there is broad agreement that learning processes affect how we represent, comprehend, and produce language and music, there is little understanding of the content and dynamics of the early language-music environment in the first years of life. A developmental-ecological approach sees learning and development as fundamentally embedded in a child’s environment, and thus requires researchers to move outside of the lab to understand what children are seeing, hearing, and doing in their daily lives. In this paper, after first reviewing the limitations of traditional developmental approaches to understanding language-music interaction, we describe how a developmental-ecological approach can inform not only developmental theories of language-music learning, but also contemporary neurocognitive and genetic approaches. We then make suggestions for how researchers can best use the developmental-ecological approach to understand the similarities, differences, and co-occurrences in early music and language input.

The Role of Musical Development in Early Language Acquisition

2018 ◽  
pp. 565-591
Author(s):  
Anthony Brandt ◽  
L. Robert Slevc ◽  
Molly Gebrian
Keyword(s):  
Language Acquisition ◽  
Cultural Transmission ◽  
Developmental Disorders ◽  
Native Language ◽  
Current Understanding ◽  
Early Language ◽  
Music And Language ◽  
Language And Music ◽  
Infant Brain

Language and music are readily distinguished by adults, but there is growing evidence that infants first experience speech as a special type of music. By listening to the phonemic inventory and prosodic patterns of their caregivers’ speech, infants learn how their native language is composed, later bootstrapping referential meaning onto this musical framework. Our current understanding of infants’ sensitivities to the musical features of speech, the co-development of musical and linguistic abilities, and shared developmental disorders, supports the view that music and language are deeply entangled in the infant brain and modularity emerges over the course of development. This early entanglement of music and language is crucial to the cultural transmission of language and children’s ability to learn any of the world’s tongues.

SPEECH INTONATION PERCEPTION DEFICITS IN MUSICAL TONE DEAFNESS (CONGENITAL AMUSIA)

2008 ◽  
Vol 25 (4) ◽  
pp. 357-368 ◽  
Author(s):  
ANIRUDDH D. PATEL ◽  
MEREDITH WONG ◽  
JESSICA FOXTON ◽  
ALIETTE LOCHY ◽  
ISABELLE PERETZ
Keyword(s):  
Rate Of Change ◽  
Neural Mechanisms ◽  
French Canadian ◽  
Congenital Amusia ◽  
Music And Language ◽  
Pitch Direction ◽  
Melody Perception ◽  
Language And Music ◽  
Musical Tone ◽  
Important Evidence

TO WHAT EXTENT DO MUSIC and language share neural mechanisms for processing pitch patterns? Musical tone-deafness (amusia) provides important evidence on this question. Amusics have problems with musical melody perception, yet early work suggested that they had no problems with the perception of speech intonation (Ayotte, Peretz, & Hyde, 2002). However, here we show that about 30% of amusics from independent studies (British and French-Canadian) have difficulty discriminating a statement from a question on the basis of a final pitch fall or rise. This suggests that pitch direction perception deficits in amusia (known from previous psychophysical work) can extend to speech. For British amusics, the direction deficit is related to the rate of change of the final pitch glide in statements/ questions, with increased discrimination difficulty when rates are relatively slow. These findings suggest that amusia provides a useful window on the neural relations between melodic processing in language and music.

Dialogs ar vizuālo mākslu: mākslinieks un mākslas darbs

2021 ◽  
pp. 183-191
Author(s):  
Inta Klāsone ◽  
Solvita Spirģe-Sēne
Keyword(s):  
21St Century ◽  
Social Life ◽  
Visual Art ◽  
Personal Values ◽  
Historical Context ◽  
Cultural Environment ◽  
Learning And Development ◽  
Daily Lives ◽  
Wide Range ◽  
Public Consciousness

Nowadays, various forms of visual art have brought closer people’s daily lives to the processes that occur in the society. At the same time, the visually fulfilled environment has created favourable conditions for misunderstanding the contexts and meanings of artworks. This article draws attention to the fact that dialogue with visual art can be an important tool for developing personal values and promoting the spiritual understanding of a cultural environment. The topicality of the issue is supported by the educational trends of the 21st century – to educate comprehensive people who are capable of doing a wide range of tasks, constantly continuing their learning and development. Art plays an initiator’s role in social life and it encompasses all spiritual realms of humanity, which cannot be accomplished by other forms of public consciousness. A work of art can be viewed as a multi-layered expression of thoughts in an artistic form of images and symbols. The artist's work means producing a coded text or message. This article includes insights of scholars and artists developing an understanding of the artist’s work and artworks in a cultural and historical context to enrich the individual's competence base, and examples of the work and beliefs of particular artists of the 21st century.

The Effect of Familiarity on Neural Representations of Music and Language

2021 ◽  
pp. 1-17
Author(s):  
Avital Sternin ◽  
Lucy M. McGarry ◽  
Adrian M. Owen ◽  
Jessica A. Grahn
Keyword(s):  
Language Processing ◽  
Instrumental Music ◽  
Training Period ◽  
Neural Representations ◽  
Music And Language ◽  
Brain Responses ◽  
Language And Music ◽  
Before And After ◽  
Musical Memory ◽  
The Brain

Abstract We investigated how familiarity alters music and language processing in the brain. We used fMRI to measure brain responses before and after participants were familiarized with novel music and language stimuli. To manipulate the presence of language and music in the stimuli, there were four conditions: (1) whole music (music and words together), (2) instrumental music (no words), (3) a capella music (sung words, no instruments), and (4) spoken words. To manipulate participants' familiarity with the stimuli, we used novel stimuli and a familiarization paradigm designed to mimic “natural” exposure, while controlling for autobiographical memory confounds. Participants completed two fMRI scans that were separated by a stimulus training period. Behaviorally, participants learned the stimuli over the training period. However, there were no significant neural differences between the familiar and unfamiliar stimuli in either univariate or multivariate analyses. There were differences in neural activity in frontal and temporal regions based on the presence of language in the stimuli, and these differences replicated across the two scanning sessions. These results indicate that the way we engage with music is important for creating a memory of that music, and these aspects, over and above familiarity on its own, may be responsible for the robust nature of musical memory in the presence of neurodegenerative disorders such as Alzheimer's disease.

A Conceptual Framework for Technology-Assisted Music Learning

2020 ◽  
pp. 1-18
Author(s):  
William I. Bauer
Keyword(s):  
General Education ◽  
Conceptual Framework ◽  
Content Knowledge ◽  
Music Teachers ◽  
Research Literature ◽  
Music Learning ◽  
Daily Lives ◽  
Education Society ◽  
Use Of Technology ◽  
Music Classrooms

This chapter serves as an introduction to the book and the Technological Pedagogical and Content Knowledge (TPACK) conceptual framework around which the book is designed. The discussion situates the use of technology for music learning within a context of technology’s role in general education, society, and our daily lives. Drawing on the research literature, the point is made that technology hasn’t become a truly integrated aspect of many music classrooms. Taking the position that a major reason for this is that most music teachers don’t have the complete knowledge and skill set (TPACK) necessary to effectively incorporate technology into classes and rehearsals, the TPACK model is introduced as an approach that may be advantageous. The model is explained, with applications to music provided.

Commentary: Music Learning and Teaching in Infancy and Early Childhood

2012 ◽  
pp. 226-228
Author(s):  
Margaret S. Barrett
Keyword(s):  
Oral Tradition ◽  
Oral Traditions ◽  
Music Learning ◽  
Early Music ◽  
Learning And Teaching ◽  
Music Making ◽  
Musical Cultures ◽  
Characteristic Features ◽  
The Moment ◽  
Infancy And Early Childhood

This article, which presents an overview by exploring the characteristic features of a range of musical beginnings and the possibilities for learning that are evidenced, demonstrates that much of young children's early music-making is improvised in the moment as a means to communicate with others and self. Such communications, from responses and exchanges in “motherese” or “parentese” to young children's independent invented song-making, may be regarded as the first “oral tradition.” Oral traditions draw on the power of repetition and the human urge to generate and create. Their musical outputs feature elaboration and ideational fluency as well as the acknowledgment of the musical cultures from which the tradition arises.

scholarly journals A SERVQUAL ASSESSMENT OF INTERNET SERVICE QUALITY IN BHUTAN

2021 ◽  
Vol 5 (10) ◽  
Author(s):  
Phurba Sonam Waiba ◽  
Aita Raj Limboo ◽  
Jigme Sherub
Keyword(s):  
Service Quality ◽  
Online Survey ◽  
Service Providers ◽  
The Internet ◽  
Learning And Development ◽  
Internet Service ◽  
Daily Lives ◽  
Five Dimensions ◽  
Significant Difference ◽  
The Difference

Internet and telecommunication is nowadays one of the core necessities and is in fact required in every aspect of our daily lives. Bhutan introduced the internet and television in 1999. Internet and telecommunication has taken its roots in Bhutan and in every nook and cranny of the country. Given its importance, it is important to time to time assess its quality in the country for learning and development purposes. The study is based on quantitative analysis, using the SERVQUAL instrument. The data was collected through randomly distributed questionnaires through convenience sampling method via google form survey. Sample size of 384 was determined using an online survey monkey tool. The data for this study was analyzed using excel through paired two sample t-test to compare means and to see the significant difference between expectation and perception of the services of each dimension item of all the five dimensions at hypothesized mean difference of zero, alpha value of 0.05. The average gap score is at -0.6 which means that the expectations have not been met and quality of internet service is unsatisfactory. Interesting to note that TANGIBILITY, EMPATHY and RELIABILITY aspects require immediate attention. Generally, the difference between the two means is statistically significant, and therefore there is a statistical significant difference between perceived and expected internet service quality. The study therefore, recommends the (internet service providers) ISPs to consider improvements and rethinking developments on the dimensions discussed in the paper.

scholarly journals MUSIC AND LANGUAGE IN INTERDISCIPLINARY CONNECTION

2017 ◽  
Vol 3 ◽  
pp. 388
Author(s):  
Mirdza Paipare
Keyword(s):  
Language Development ◽  
Music Therapy ◽  
Spoken Language ◽  
Scientific Basis ◽  
Speech And Language ◽  
Actual Problem ◽  
Music And Language ◽  
Language And Music ◽  
Speech And Language Development

Nowadays speech and language development is actual problem. This research was conducted to find out how music could help in solving this problem and to find out how connected music and language processes are in our brain. Language and music share a lot of similarities in terms of neurology, Music Therapy, communication and psychology and their interactions are successfully used in these sciences. Aim of this research was to gather data and scientific basis for music’s ability to improve speech and language. Main findings indicate that this topic has been studied for decades and still hasn’t lost its significance. Music can influence language processes, lessen disorders because it is neurologically and psychologically close to our spoken language. 

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