scholarly journals MOZART EFFECT AND MUSIC PSYCHOLOGY: RECENT DEVELOPMENTS AND FUTURE RESEARCH

2017 ◽  
Vol 11 (1) ◽  
pp. 4-5
Author(s):  
Vaitsa Giannouli
Keyword(s):  
Adult Students ◽  
Cognitive Performance ◽  
Cognitive Abilities ◽  
Future Research ◽  
Music Listening ◽  
Mozart Effect ◽  
Music Psychology ◽  
Wide Range ◽  
Recent Developments ◽  
A Minor

The field of Music Psychology has grown in the past 20 years, to emerge from being just a minor topic to one of mainstream interest within the brain sciences (Hallam, Cross, & Thaut, 2011). Despite the plethora of research attempts to examine the so-called hotly disputed “Mozart effect” which was first reported by Rauscher, Shaw, and Ky (1993, 1995), we still know little about it. This group of researchers were the first to support experimentally that visuospatial processing was enhanced in participants following exposure to Mozart’s Sonata for Two Pianos in D major (K.448). Although the first research attempts referred to the Mozart effect as an easy way of improving cognitive performance immediately after passive music listening to Mozart’s sonata K. 448 (Chabris, 1999), after which healthy young adult students could perform with enhanced spatial- temporal abilities in tasks such as the Paper Folding Task (PFT), nowadays there is a number of studies indicating that this specific music excerpt does not necessarily have this magical influence on all cognitive abilities (e.g. on the overall Intelligence Quotient) in humans and on the behavior of animals (for a review see Giannouli, Tsolaki & Kargopoulos, 2010). In addition to that, questions arise whether listening to this ‘magic music excerpt’ does indeed have benefits that generalize across a wide range of cognitive performance, and if it can induce changes that are of importance for medical and therapeutic purposes in patients with neurological disorders (e.g. epilepsy) or psychiatric disorders (e.g. dementia, depression) (Verrusio et al., 2015).

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.

scholarly journals Musical creativity and the embodied mind

2018 ◽  
Vol 1 ◽  
pp. 205920431879231 ◽  
Author(s):  
Dylan van der Schyff ◽  
Andrea Schiavio ◽  
Ashley Walton ◽  
Valerio Velardo ◽  
Anthony Chemero
Keyword(s):  
Cognitive Process ◽  
Future Research ◽  
Embodied Interaction ◽  
Wide Range ◽  
Recent Developments ◽  
Individual Domain ◽  
Embodied Cognitive Science ◽  
Musical Creativity ◽  
Temporal Dimensions ◽  
The Individual

The phenomenon of creativity has received a growing amount of attention from scholars working across a range of disciplines. While this research has produced many important insights, it has also traditionally tended to explore creativity in terms of the reception of products or outcomes, conceiving of it as a cognitive process that is limited to the individual domain of the creative agent. More recently, however, researchers have begun to develop perspectives on creativity that highlight the patterns of adaptive embodied interaction that occur between multiple agents, as well as the broader socio-material milieu they are situated in. This has promoted new understandings of creativity, which is now often considered as a distributed phenomenon. Because music involves such a wide range of socio-cultural, bodily, technological, and temporal dimensions it is increasingly taken as a paradigmatic example for researchers who wish to explore creativity from this more relational perspective. In this article, we aim to contribute to this project by discussing musical creativity in light of recent developments in embodied cognitive science. More specifically, we will attempt to frame an approach to musical creativity based in an 4E (embodied, embedded, enactive, and extended) understanding of cognition. We suggest that this approach may help us better understand creativity in terms of how interacting individuals and social groups bring forth worlds of meaning through shared, embodied processes of dynamic interactivity. We also explore how dynamical systems theory (DST) may offer useful tools for research and theory that align closely with the 4E perspective. To conclude, we summarize our discussion and suggest possibilities for future research.

Physical Activity, Physical Fitness, and Cognition

2017 ◽  
Author(s):  
Jennifer L. Etnier
Keyword(s):  
Physical Activity ◽  
Older Adults ◽  
Cognitive Performance ◽  
Cognitive Training ◽  
Causal Link ◽  
Future Research ◽  
Cross Sectional ◽  
Training Interventions ◽  
Beneficial Effects ◽  
Wide Range

There is substantial interest in identifying the behavioral means by which to improve cognitive performance. Recent research and commercial ventures have focused on cognitive training interventions, but evidence suggests that the effects of these programs are small and task-specific. Researchers have also shown interest in exploring the potential benefits of physical activity for cognitive performance. Because the effects of physical activity have been found to be small to moderate and to be more global in nature, interest in physical activity has been growing over the past several decades. Evidence regarding the efficacy of physical activity is provided through cross-sectional studies, longitudinal prospective studies, and randomized controlled trials. When reviewed meta-analytically, small-to-moderate beneficial effects are reported for children, adults, older adults, and cognitively impaired older adults, and these effects are evident for a wide range of cognitive domains, including executive function, memory, and information processing. Researchers are currently focused on identifying the mechanisms of these effects. Most of this research has been conducted using animal models, but there is a growing body of literature with humans. From this evidence, there is support for the role of changes in cerebral structure, hippocampal perfusion, and growth factors in explaining the observed benefits. Thus far, however, the literature is quite sparse, and future research is needed to clarify our understanding of the mechanisms that provide the causal link between physical activity and cognitive performance. Research is also focused on understanding how to increase the benefits by potentially combining cognitive training with physical activity and by identifying the genetic moderators of the effects. These lines of work are designed to elucidate ways of increasing the magnitude of the benefits that can be obtained. At this point in time, the evidence with respect to the potential of physical activity for benefiting cognitive performance is quite promising, but it is critical that funding agencies commit their support to the continued exploration necessary to allow us to ultimately be able to prescribe physical activity to specific individuals with the express purpose of improving cognition.

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.

scholarly journals Music and Cognitive Abilities

2005 ◽  
Vol 14 (6) ◽  
pp. 317-320 ◽  
Author(s):  
E. Glenn Schellenberg
Keyword(s):  
Cognitive Performance ◽  
Cognitive Abilities ◽  
Family Income ◽  
Intellectual Functioning ◽  
Music Listening ◽  
Cognitive Tests ◽  
Short Term ◽  
Music Lessons ◽  
Confounding Variables ◽  
The Impact

Does music make you smarter? Music listening and music lessons have been claimed to confer intellectual advantages. Any association between music and intellectual functioning would be notable only if the benefits apply reliably to nonmusical abilities and if music is unique in producing the effects. The available evidence indicates that music listening leads to enhanced performance on a variety of cognitive tests, but that such effects are short-term and stem from the impact of music on arousal level and mood, which, in turn, affect cognitive performance; experiences other than music listening have similar effects. Music lessons in childhood tell a different story. They are associated with small but general and long-lasting intellectual benefits that cannot be attributed to obvious confounding variables such as family income and parents' education. The mechanisms underlying this association have yet to be determined.

scholarly journals Intelligent and Autonomous Management in Cloud-Native Future Networks—A Survey on Related Standards from an Architectural Perspective

2021 ◽  
Vol 13 (2) ◽  
pp. 42
Author(s):  
Qiang Duan
Keyword(s):  
Network Design ◽  
Communication Networks ◽  
Network Virtualization ◽  
Future Research ◽  
Future Networks ◽  
Wide Range ◽  
Recent Developments ◽  
Architectural Framework ◽  
Big Picture ◽  
Autonomous Management

Cloud-native network design, which leverages network virtualization and softwarization together with the service-oriented architectural principle, is transforming communication networks to a versatile platform for converged network-cloud/edge service provisioning. Intelligent and autonomous management is one of the most challenging issues in cloud-native future networks, and a wide range of machine learning (ML)-based technologies have been proposed for addressing different aspects of the management challenge. It becomes critical that the various management technologies are applied on the foundation of a consistent architectural framework with a holistic vision. This calls for standardization of new management architecture that supports seamless the integration of diverse ML-based technologies in cloud-native future networks. The goal of this paper is to provide a big picture of the recent developments of architectural frameworks for intelligent and autonomous management for future networks. The paper surveys the latest progress in the standardization of network management architectures including works by 3GPP, ETSI, and ITU-Tand analyzes how cloud-native network design may facilitate the architecture development for addressing management challenges. Open issues related to intelligent and autonomous management in cloud-native future networks are also discussed in this paper to identify some possible directions for future research and development.

scholarly journals Listening in Older Second Language Learners: The Teachers’ Perspective

2017 ◽  
Vol 8 (1) ◽  
pp. 148-163
Author(s):  
Agata Słowik
Keyword(s):  
Adult Students ◽  
Language Learners ◽  
Older Adult ◽  
Cognitive Abilities ◽  
Second Language Learners ◽  
Future Research ◽  
Learning And Teaching ◽  
Teaching Preferences ◽  
Older Adult Students ◽  
Older Adult Learners

There are various theories, strategies and techniques regarding teaching different language skills. At the same time, as practice shows listening remains the most challenging skill for the educators to teach effectively and for the learners to master. Moreover, both the learners and their teachers have their own, not infrequently rather disparate, subjective theories, as well as learning and teaching preferences. Older adult learners are a peculiar case as they are a very diverse group, aware of their needs and cognitive abilities. At the same time, their teachers are unfortunately often unaware of these needs and do not adapt the materials to suit their students. The aim of this paper is, thus, to present the opinions of the teachers of older adult students and to provide basis for future research. 

scholarly journals Affordances in Educational Technology: Perceptions of Teachers and Students in Oman

10.28945/4662 ◽  
2020 ◽  
Vol 19 ◽  
pp. 931-952
Author(s):  
Wafa Al-Maawali
Keyword(s):  
Educational Technology ◽  
Adult Students ◽  
Social Interactions ◽  
Cognitive Abilities ◽  
Online Teaching ◽  
Future Research ◽  
Statistical Measures ◽  
Teachers And Students ◽  
E Learning ◽  
Perceptions Of Teachers

Aim/Purpose: This study of affordances in educational technology focuses on how the self-perceptions of teachers influence the creation of educational opportunities and how these are received by learners. Background: It is important to explore the affordances offered by teachers, when using educational technology, from the perspective of their students. Within this topic, the interface of the educational technology affordances with the two agents—teachers and students—has often been neglected. Hence, the learning possibilities in educational interactions for the learners cannot be separated from the interactional possibilities created by teachers. The extent to which teachers can create opportunities to address their students’ needs, while effectively conveying the value of these opportunities to their students, is likely to impact on how well these affordances for learning and collaboration are utilised. Methodology: A survey that includes two questionnaires was used. The questionnaires were circulated to 102 teachers and their 354 adult students in six higher education institutions in Oman. The questionnaires were analysed by SPSS Amos v20 for statistical measures such as mean, standard deviation, and correlation. Contribution: The study contributes to the field of e-learning because it demonstrates that the affordances offered by teachers for e-learning have an impact on the possibilities for students to engage. Both affordances were found to be highly correlated statistically. Further, teachers were found to primarily use the lowest level of engagement for online tasks, requiring low levels of cognitive challenge and social involvement from the learner. Findings: The results indicate a low to medium level of self-directed learning that significantly correlates with perceptions of teaching possibilities for learning interactions. Recommendations for Practitioners: Teachers are encouraged to vary approaches to student engagement in online teaching materials such as enhancement, additional engagement opportunities, and extension so that students are encouraged to use different cognitive abilities and capabilities to engage in social interactions. Impact on Society: This study presents a strong recommendation with regards to extending the online affordances towards social interactions of learning beyond the boundary of the classroom. Future Research: Further studies on e-heutagogy and affordances of both teachers and students are needed. The effect of teachers created opportunities on students learning actions is an area that grants further investigation.

scholarly journals MARKET INTRODUCTION AND DIFFUSION OF NEW PRODUCTS: RECENT DEVELOPMENTS IN AGENT-BASED MODELING

2013 ◽  
Vol 10 (05) ◽  
pp. 1340015 ◽  
Author(s):  
LEA M. WAKOLBINGER ◽  
CHRISTIAN STUMMER ◽  
MARKUS GÜNTHER
Keyword(s):  
Innovation Management ◽  
New Products ◽  
Agent Based Modeling ◽  
Future Research ◽  
Agent Based ◽  
The Past ◽  
Wide Range ◽  
Recent Developments ◽  
Word Of Mouth Communication ◽  
And Diffusion

Market introduction and diffusion of new products is complex and multifaceted since it involves spatially dispersed customers with individual preferences who may be exposed to a wide range of influences including word-of-mouth communication within a social network. During the past decade agent-based modeling approaches for simulating this process have become increasingly popular, because they not only capture the customers' behavior more realistically, but also allow for new insights for innovation management. The aim of this work is to provide an overview of recent developments, to discuss challenges, and to highlight promising directions for future research.

Cognitional Impairment

Sexual Abuse ◽  
2016 ◽  
Vol 28 (8) ◽  
pp. 755-769 ◽  
Author(s):  
Allen Azizian ◽  
Shane Hutton ◽  
Doriann Hughes ◽  
Shoba Sreenivasan
Keyword(s):  
Cognitive Performance ◽  
Cognitive Abilities ◽  
Sex Offender ◽  
Treatment Programs ◽  
Offender Treatment ◽  
Sexually Violent Predator ◽  
Immediate Memory ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Forensic Psychiatric

Sexually Violent Predator statutes allow the involuntary treatment of individuals who are found to pose a threat to public safety. Most sex offender treatment programs rely on cognitive interventions to reduce the risk of recidivism. The purpose of this study was to examine (a) whether individuals with paraphilia diagnoses have cognitive deficits compared with the general population; (b) whether individuals diagnosed with pedophilia differed on cognitive performance when compared with individuals diagnosed with paraphilia not otherwise specified (NOS), nonconsent; and (c) whether individuals with paraphilia plus antisocial personality disorder (ASPD) differed in cognitive performance when compared with individuals with a paraphilia diagnosis only. The sample consisted of 170 males ( M age = 50.21; SD = 10.22) diagnosed with pedophilia or paraphilia NOS, nonconsent, who were detained or civilly committed to a forensic psychiatric hospital. Assessments included Repeatable Battery for the Assessment of Neuropsychological Status (RBANS), Wechsler Abbreviated Scale of Intelligence (WASI), and Wide Range Achievement Test 4 (WRAT4). Individuals diagnosed with pedophilia and paraphilia NOS, nonconsent, obtained lower scores than matched controls based on the RBANS Immediate Memory, Visuospatial/Constructional, Delayed Memory indices and Total Score. In comparison with individuals with paraphilia NOS, nonconsent, those with pedophilia diagnosis had lower scores on the RBANS Delayed Memory. Individuals diagnosed with a paraphilia disorder combined with ASPD demonstrated trends toward lower IQ scores than those with a paraphilia diagnosis only. Treatment programs can improve their chance of success by assessment of cognitive processes, and offer therapy in a style that is consistent with the cognitive abilities of their clients.

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