Measuring musical timing abilities in children final 2013 feb 11 slide share

Cognitive and Computational
Musicology (CCM) Group

Measuring musical timing
abilities in children
Georgios Papadelis

Department of Music Studies
Aristotle University of Thessaloniki (AUTh), Greece

5th TIMELY School on Timing and Time Perception • Corfu • Feb 2013

Outline

fundamental concepts of milestones of musical
rhythm perception development in children

testing methodology rhythm skills &
& research findings language acquisition

1/14 Georgios Papadelis
5th TIMELY School • Corfu • Feb 2013

Rhythmic
surface
Rhythmic
Perception of Rhythm

levels
Auditory
events
Fundamental
concepts

Spontaneous Beat
tempo induction

Metric
hierarchies


Acoustic Input
Perception of Rhythm

Peripheral auditory processing

Sequential Periodic
grouping grouping

Temporal organization

Perception of accent structure

Perception of meter


Milestones of
musical development


Moog (1976)
10/29/2009

Music produces
Early responses to music

10/29/2009

Can discriminate bodily movements 11/17/2010

tempo & rhythm Early signs
changes of co-ordination
0 1 2 years
8/26/2009 - 1/10/2010 6/10/2010 - 12/31/2010

3/19/2009
10/22/2010

Reacts actively First
to music “outline songs”
2/1/2010

First vocalizations
to music


12/13/2010

Copies 6/21/2011

simple rhythms Underlying pulse
present in singing

3 6 9 12 years
Rhythmic skills

7/26/2009

Imitates 12/13/2010

speech rhythm Can follow 12/18/2014

the beat Rhythmic
12/13/2010 perception &
Gradual improvement performance
of coordination improves
with the music


3/2/2012

7/21/2009
Acquisition of 2/8/2016

Perception of tonality Acquisition of
gross features harmonic skills
3 6 9 12
Pitch skills

years
6/30/2010

Can discriminate 6/9/2014

pitch register Improvement in pitch
discrimination


Duration of gross motor coordination with music
(Sims,1985)
7/3/2011
6/15/2010
73.86%
Preschoolers

7/13/2009 61.97%
22.49%
3 4 5 6

years

Target behaviors: Dancing
Music games


Gross motor coordination with music
Preschoolers

http://www.youtube.com/watch?v=oBX1fDIiS0o


Successfully perform rhythms (Rainbow, 1981)

Vocal response 50% 70-90%
Preschoolers

Clapping / tapping 10-14% 40-60%
Marching difficult 18-20%
3 4 5

years

Target behaviors: Beat keeping
Copy simple rhythm patterns


Copying simple rhythms
Preschoolers

http://www.youtube.com/watch?v=yHaPYAKaUww


Moritz, Yampolsky, Papadelis, Thomson & Wolf. (2012)
Rhythmic attending

Links between early rhythm
skills, musical training, and
phonological awareness.
Reading & Writing. doi:10.1007/s11145-012-9389-0


Moritz et al. (2012)
Kindergarten age



Stimuli
Kindergarten age

RC2
RC2
RC4
…
RC15
RC16


Computed average inaccuracy
(pre vs. post training scores)
Fall Spring Fall Spring
Kindergarten age

TC RC TC RC TC RC TC RC


Experts’ rating of inaccuracy
Kindergarten age


Rhyhthm & melody discrimination tasks
Fall Spring Fall Spring
Kindergarten age

RD MD RD MD RD MD RD MD


Papadelis, Papathanasiou & Gatzoflias (2006)
Rhythmic attending

Developmental aspects of rhythm skills
in Greek children aged 5-8 years old.
Conference on Rhythm, Time and Temporal Organization.
Institute for Music in Human and Social Development.
Edinburgh, Scotland.


School-age children


Task: Copy isochronous patterns
School-age children


Task: Copy rhythm patterns
School-age children


Drake, Jones & Baruch (2000)
Rhythmic attending

The development of rhythmic
attending in auditory sequences:
attunement, referent
period, focal attending.


+/- 1 SE (ms) Drake et al. (2000)
Subjective tempo


Drake et al. (2000)
Subjective tempo limits


Drake et al. (2000)
Tempo discrimination


Drake et al. (2000)
Synchronization


Rhyhtm & language

Are phonological awareness and
rhythm ability related in 5-year-
olds?


Pre-training correlations at the beginning of
kindergarten (both groups, N=30)

Isolation of initial
Segmentation

Segmentation
discrimination

compounds /
of sentences

of syllables
Rhyhtm & language

production

phonemes
Rhyming

Rhyming

syllables
Deletion

Tempo copying ns ns -.37** ns ns ns

Rhythm copying ns ns ns -.27* ns ns

Rhythm discrim. ns ns ns ns ns ns


Rhyhtm & language

Does intensive music training
improve phonological awareness
in kidergarteners?


Within group pre vs. post training differences

Experimental Control
sig. (r ) sig. (r )
Rhyhtm & language

Rhyming discrimination .003** (-.54) ns
PAT, Robertson & Salter (1997)

Rhyming production .005** (-.52) ns

Segmentation of sentences .005** (-.52) .030* (-.40)

Segmentation of syllables .001** (-.59) .035* (-.38)

Isolation of initial phonemes .003** (-.54) .042* (.-37)

Deletion compounds /
.004** (-.52) .036* (.-38)
syllables


Within group pre vs. post training differences
Rhyhtm & language

Experimental Control
sig. (r ) sig. (r )

Tempo copying ns ns

Rhythm copying ns ns

Rhythm discrimination .035* (-.38) ns


Rhyhtm & language

Is rhythm ability at the
beginning of kindergarten
associated with phonological
awareness in second grade?


2nd GRADE

Phonemic decoding
Nonword repetition

Word identification
Blending words

Word attack
Woodcock

Woodcock
efficiency
TOWRE
CTOPP
CTOPP
Rhyhtm & language

KINDERGARTEN

Tempo copying ns ns ns ns ns

Rhythm copying -.77** ns -.76** -.64* -.62*

Rhythm discrim. .64* .63* ns ns ns


Thank you!


Measuring musical timing abilities in children final 2013 feb 11 slide share

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Measuring musical timing abilities in children final 2013 feb 11 slide share