The document discusses several questions an alien may ask about the purpose of music if it visited Earth. It explores both short-term and long-term effects of music on abilities like spatial skills, mathematics, and verbal skills. While some studies found modest connections between music training and skills in these areas, the evidence is mixed and inconclusive about long-term causal effects of music on non-musical abilities.
This document discusses theories of musical meaning from various musicologists. It outlines Guido Adler's distinction between historical and systematic musicology. It discusses Eduard Hanslick's view that music does not directly impact extra-musical feelings. It also summarizes Mayer's triadic model of musical meaning, which examines the stimulus, what it refers to, and who understands it. Mayer believes meaning arises from awareness of implications of a musical stimulus. The document also discusses absolutist and referentialist views of musical meaning.
This lecture provides an overview of musicology and how it relates to the analysis of popular music. It discusses the history of musicology focusing originally on art music, and how it has expanded to include popular music. The goals of the module are introduced as analyzing popular music forms, developing critical skills, and improving writing and presentation abilities. An overview of the course schedule is given along with details on assessments, which include a group presentation and written essay. Various analytical tools and layers involved in analyzing songs, arrangements, and recorded tracks are defined and examples are discussed.
Experiences in music - northwestern presentationiknowithink
This course on experiences in music will explore diverse musical genres and styles from around the world. Students will develop skills in analyzing, performing, and creating music, as well as broadening their historical and cultural understanding of music. The goal is to equip students with the necessary knowledge and skills to become lifelong, passionate consumers and thinkers about music.
The document discusses various concepts from behavioral economics as they relate to online retail, including:
1) Context effects - People's preferences can be influenced by the available options and their presentation, such as favoring a middle option over extremes.
2) Anchoring - People's judgments can be biased by initial numeric values, such as estimating a river's length based on an presented value.
3) Choice overload - Having too many options can paradoxically reduce satisfaction and likelihood of purchase compared to a moderate number of options.
1) The document discusses several theories on how people make probability judgments and estimates, including theories based on nested sets, natural frequencies, and dual-process models.
2) Key debates center around whether probability judgments are best explained by domain-general cognitive processes, automatic heuristics, or requiring explicit solving of Bayesian problems.
3) The effects of factors like intelligence and motivation are discussed as supporting the role of domain-general processes, while cues like category instances may facilitate judgments by highlighting set structure.
Convertible debt, also known as a convertible note or bridge loan, is a form of debt that can optionally convert into equity shares in the company. It provides startups with financing while postponing valuation negotiations until a later funding round. The debt accrues interest but is forgiven if a qualified financing event occurs and the note converts to shares based on an agreed-upon valuation cap. Without a cap, incentives may become misaligned between note investors who want a lower valuation and founders who want a higher one. Advantages include ease, speed, and postponing valuation negotiations, while disadvantages include difficulty setting a cap and potential misaligned incentives.
Information, Evolution, and Utility (Samuelson & Swinkels, 2006) Paul Cohen
1. The model recognizes that actors do not have perfect information about the probabilities of outcomes and cannot perfectly process signals from the environment.
2. Actors must attach utilities to actions rather than outcomes to learn about an uncertain world through decision-making.
3. Utilities are assigned based on an information processing rule to estimate the probability of success, allowing irrelevant factors that are correlated with quality of information. This helps actors make better choices in different circumstances.
This document discusses theories of musical meaning from various musicologists. It outlines Guido Adler's distinction between historical and systematic musicology. It discusses Eduard Hanslick's view that music does not directly impact extra-musical feelings. It also summarizes Mayer's triadic model of musical meaning, which examines the stimulus, what it refers to, and who understands it. Mayer believes meaning arises from awareness of implications of a musical stimulus. The document also discusses absolutist and referentialist views of musical meaning.
This lecture provides an overview of musicology and how it relates to the analysis of popular music. It discusses the history of musicology focusing originally on art music, and how it has expanded to include popular music. The goals of the module are introduced as analyzing popular music forms, developing critical skills, and improving writing and presentation abilities. An overview of the course schedule is given along with details on assessments, which include a group presentation and written essay. Various analytical tools and layers involved in analyzing songs, arrangements, and recorded tracks are defined and examples are discussed.
Experiences in music - northwestern presentationiknowithink
This course on experiences in music will explore diverse musical genres and styles from around the world. Students will develop skills in analyzing, performing, and creating music, as well as broadening their historical and cultural understanding of music. The goal is to equip students with the necessary knowledge and skills to become lifelong, passionate consumers and thinkers about music.
The document discusses various concepts from behavioral economics as they relate to online retail, including:
1) Context effects - People's preferences can be influenced by the available options and their presentation, such as favoring a middle option over extremes.
2) Anchoring - People's judgments can be biased by initial numeric values, such as estimating a river's length based on an presented value.
3) Choice overload - Having too many options can paradoxically reduce satisfaction and likelihood of purchase compared to a moderate number of options.
1) The document discusses several theories on how people make probability judgments and estimates, including theories based on nested sets, natural frequencies, and dual-process models.
2) Key debates center around whether probability judgments are best explained by domain-general cognitive processes, automatic heuristics, or requiring explicit solving of Bayesian problems.
3) The effects of factors like intelligence and motivation are discussed as supporting the role of domain-general processes, while cues like category instances may facilitate judgments by highlighting set structure.
Convertible debt, also known as a convertible note or bridge loan, is a form of debt that can optionally convert into equity shares in the company. It provides startups with financing while postponing valuation negotiations until a later funding round. The debt accrues interest but is forgiven if a qualified financing event occurs and the note converts to shares based on an agreed-upon valuation cap. Without a cap, incentives may become misaligned between note investors who want a lower valuation and founders who want a higher one. Advantages include ease, speed, and postponing valuation negotiations, while disadvantages include difficulty setting a cap and potential misaligned incentives.
Information, Evolution, and Utility (Samuelson & Swinkels, 2006) Paul Cohen
1. The model recognizes that actors do not have perfect information about the probabilities of outcomes and cannot perfectly process signals from the environment.
2. Actors must attach utilities to actions rather than outcomes to learn about an uncertain world through decision-making.
3. Utilities are assigned based on an information processing rule to estimate the probability of success, allowing irrelevant factors that are correlated with quality of information. This helps actors make better choices in different circumstances.
Lecture given in York in February 2012 which features many of the studies from the Music, Mind and Brain group based at Goldsmiths University of London.
1) The document discusses research on how different types of music (classical vs. lyrical) may influence short-term memory retention. It reviews studies showing that classical music may enhance memory while lyrical music with words could distract from memory tasks.
2) The rationale for the study is to determine if classical and lyrical music have different effects on short-term memory. Several hypotheses are presented, such as classical music enhancing memory while lyrical music reduces it.
3) The literature review summarizes past research, with some studies finding benefits of classical music on spatial skills and memory, while lyrical music was shown to potentially distract from memory tasks.
This study investigated the effects of listening to Mozart on reading comprehension and math accuracy. Undergraduate students were randomly assigned to either listen to Mozart while completing a math worksheet or complete tasks in silence. They then completed a reading comprehension test. Results showed no significant differences between the Mozart and silent conditions on math accuracy or reading comprehension scores. This suggests that listening to Mozart did not enhance cognitive performance on these tasks, failing to support the hypotheses. The study provides weak support for the Mozart effect and background music as a cognitive enhancement tool.
This document discusses the influence of music on the brain and behavior. It presents research showing that listening to music can induce states of relaxation, improve cognitive performance on certain tasks, and speed recovery from fatigue. Background music is found to help students work quicker and with better quality. Experiments described found that test scores were highest when performed with background rock music or classical music by Mozart. The document proposes that music acts as a stimulus that intensifies the dominant brain region associated with the current activity.
'Tuned Inside-Out': Mediating engagement experiences with music on-the-go"Stefan
PhD Confirmation Seminar: Jun Quan Choo (Stefan)
Date: Friday the 9th of March
Time: 10.00 am- 11.30 am
Venue: GP-V713
Lengthy commute stresses commuters with adverse impacts on their wellbeing. During these experiences, commuters engage with music via portable music technologies, like headphones plugged into iPods. Engaging with music affords listeners distraction from the stresses of commute, for pleasure and other reasons. Empirical evidence suggests classical music is effective in mitigating stresses, and people use music as a wellbeing resource. These studies were based on a listener’s mental representation of music. Instead, a listener’s engagement with music is more than a mental representation in real life; music moves people. There are no available significant studies of how people embody interactions with music via portable music devices in accordance to his needs. To address the gap, this research investigates
what shapes a commuter’s engagement with music as they commute via trains in a major Australian metropolitan city and the involvement of technologies in mediating the commuter’s
interactions with music in context. An experiment involving video-recorded observations will capture individual participating commuter’s movements and physiological reactions in engagement with music devices ranging from headphones to haptic devices and Virtual Reality headsets. Retrospective interviews probe the participant’s association of movements in his music experience. Thematic analyses of participants’ bodily use of senses and movements, how these relate to their music experiences and wellbeing will be distilled into design recommendations. It is expected that these recommendations can inform technology providers, music producers, musicians and railway operators possibilities to adapt or design portable music technologies appropriate for commuters’ use in context.
Neural Substrates of Music Learning and EmotionsPsyche Loui
Neural Substrates of Music Learning and Emotions | Slides from my talk at The Origins of Music and Human Society, a Conference by Institute of Advanced Study in Toulouse and Royaumont Foundation at Royaumont Abbey, France | December 16, 2017
GS6887A: Applying Musical Expectation- Perception and Interpretation (Individ...Stefan
This document discusses musical expectation from a knowledge management perspective. It describes how listeners implicitly gain tacit musical knowledge through experiences that integrate explicit data and theories. Musical expectations involve perceiving patterns in pitch, meter, tempo, density and being surprised by deviations from these patterns. The document also discusses how musical prosody, or expressive nuances in performance, can enhance or violate expectations and elicit emotional responses like chills or tears. It provides examples of how Stravinsky's Rite of Spring defied expectations by using unusual harmonies and structures.
This document discusses conceptual metaphors in music through the lens of the Study and Research Group on Musical Metaphors (GERMM). It provides examples of conceptual metaphors that understand musical ideas in terms of other domains, such as architecture, language, and the body. The group aims to study the links between metaphorical language, conceptual metaphors, and our physical and sensory experiences of music through techniques like questionnaires, interviews, motion capture, and neuroimaging. Their research could provide insights into how metaphor, expectation, and embodiment relate to musical meaning and response.
Lively nontechnical discussion of how the gift of music can have positive effects on health and disease. Music as a part of the health care culture is discussed from the prehistoric era to present day
Music has been used medicinally for thousands of years across many ancient cultures. The Chinese character for medicine is derived from the character for music. Neurological music therapy is the therapeutic application of music to treat cognitive, sensory, and motor dysfunctions caused by nervous system diseases and injuries. It utilizes techniques grounded in neuroscience research to target non-musical goals. Studies show music can reduce pain, boost learning and memory, benefit brain injury recovery, and improve symptoms of conditions like Alzheimer's, autism, schizophrenia, and depression by influencing brain chemistry and structure.
Running head: MOZART 1
MOZART 9
The Mozart Effect
Student’s Name
Institutional Affiliation
Abstract
The Mozart Effect is a phenomenon that occurs when individuals listen to the two piano sonata. The stated results are individuals that are able to remember information easier. There are two studies that were conducted in associated with the Mozart Effect. The first study was dedicated to spatial skill performance and its neural pathway relation to music. The other study was dedicated to challenging the first study due to the argument that any type of music that is appreciated can cause the same memory effect. The second study was based on an experiment with unborn mice that heard Mozart’s piano sonata K448. The other part of the study was related to the effects of Mozart’s piano sonata K448 on patients who were suffering from epilepsy. The overall conclusion is that Mozart’s piano sonata K448 has positive effects on both animals and humans.
Keywords: Mozart Effect, spatial skill performance, memory, music, neurons, neural pathways, brain, rats, and epilepsy
The Mozart Effect
Research and conducting experiments is the most effective way possible to gain an answer. The type of research is based on the situation, the hypothesis, and the resources the individual or group has on hand. The purpose of this research paper is to examine the Mozart Effect from two different journals and answer questions based on the research materials. The first article for examination is Music and spatial task performance.Music and Spatial Task Performance
The Mozart Effect is essentially a study to determine if music helps individuals to accomplish tasks better. Memory is definitely a factor in this study. Rauscher, Shaw, Levine, and Ky (1993), hypothesized that a model of the brain and its pathways for neurons would prove that music and the ability to orient oneself with their environment can be seen using the same neural paths and they cover a large portion of the same areas in the brain.
A much simpler picture would be two cars driving down the same highway to get to similar locations. The actual terminology used is spatial task performance. A quick explanation of spatial ability is necessary to understand the important of the study. Spatial skill deals with comprehension and memory related to spaces among objects (JHU). This ability can be classified as an intelligence that is set apart from others such as verbal or reasoning. It can be considered a fluid type of trait that evolves over time as people have different life experiences (JHU).
The significance of spatial ability is two-fold: in application and also in occupation. In terms of application it is related to a person's ability to perform at least two tasks at the same time. For example: people who can eat and drive at the same time have developed this ability through spatial skill. Just like experience work has its spatial skill requirements. Occupations such as ma.
Running Head STUDIES1Studies on Mozart Phenomenon8.docxjoellemurphey
Running Head: STUDIES 1
Studies on Mozart Phenomenon 8
Studies on Mozart Phenomenon
Argosy University
Michelle Jose
April 13, 2015
Studies on Mozart Phenomenon
Research and directing examinations is the best route conceivable to pick up an answer. The sort of exploration is taking into account the circumstance, the speculation, and the assets the individual or gathering has available. The reason for this examination paper is to look at the Mozart Effect from two separate diaries and answer inquiries in view of the exploration materials. The principal article for examination is Music and spatial assignment execution.
The Mozart Effect is basically a study to figure out whether music helps people to achieve goals more effectively. Memory is most likely a variable in this study. Rauscher, Shaw, Levine, and Ky (1993), guessed that a model of the cerebrum and its pathways for neurons would demonstrate that music and the capacity to situate oneself with their surroundings can be seen utilizing the same neural ways and they cover an extensive segment of the same territories in the mind. A much less difficult picture would be two people walking down the same street to get to the same destination. The genuine wording utilized is spatial errand execution. A snappy clarification of spatial capacity is important to comprehend the vital of the study. Spatial ability manages perception and memory identified with spaces among articles (JHU). This capacity can be named a knowledge that is situated separated from others, for example, verbal or thinking. It can be viewed as a liquid kind of characteristic that develops over the long haul as individuals have diverse backgrounds (JHU).
The hugeness of spatial capacity is two-fold: in application furthermore in occupation. Regarding application it is identified with an individual's capacity to perform no less than two assignments in the meantime. For instance: individuals who can talk and chew gum in the meantime have built up this capacity through spatial expertise. Much the same as experience work has its spatial aptitude necessities. Occupations for example common sciences and meteorology are incorporated in the spatial ability characterization (JUH). Notice that these sorts of occupations frequently oblige research. Two imperative parts of exploration are the independent variable and the dependent variable. In this study the autonomous or independent variables are: Mozart's sonata, college age kids, and three year olds (Rauscher, Shaw, & Ky, 1993). The dependent variable in the study was memory (Rauscher, Shaw, & Ky, 1993). The specialists concentrated on Mozart's sonata which was a controlled variable on the grounds that it was the main sort of music they utilized. This was important on the grounds that the study itself was music particular i.e. Mozart's sonata. There were two other controlled variables school understudies and three year olds. Controlling age extents was imperativ ...
Running head THE MOZART EFFECT1Running head THE MOZART E.docxagnesdcarey33086
Running head: THE MOZART EFFECT 1
Running head: THE MOZART EFFECT 3
The Mozart Effect
Abstract
The Mozart Effect is a phenomenon that occurs when individuals listen to the two piano sonata. The stated results are individuals that are able to remember information easier. There are two studies that were conducted in associated with the Mozart Effect. The first study was dedicated to spatial skill performance and its neural pathway relation to music. The other study was dedicated to challenging the first study due to the argument that any type of music that is appreciated can cause the same memory effect. The second study was based on an experiment with unborn mice that heard Mozart’s piano sonata K448. The other part of the study was related to the effects of Mozart’s piano sonata K448 on patients who were suffering from epilepsy. The overall conclusion is that Mozart’s piano sonata K448 has positive effects on both animals and humans.
Keywords: Mozart Effect, spatial skill performance, memory, music, neurons, neural pathways, brain, rats, and epilepsy
The Mozart Effect
Research and conducting experiments is the most effective way possible to gain an answer. The type of research is based on the situation, the hypothesis, and the resources the individual or group has on hand. The purpose of this research paper is to examine the Mozart Effect from two different journals and answer questions based on the research materials. The first article for examination is Music and spatial task performance.Music and Spatial Task Performance
The Mozart Effect is essentially a study to determine if music helps individuals to accomplish tasks better. Memory is definitely a factor in this study. Rauscher, Shaw, Levine, and Ky (1993), hypothesized that a model of the brain and its pathways for neurons would prove that music and the ability to orient oneself with their environment can be seen using the same neural paths and they cover a large portion of the same areas in the brain.
A much simpler picture would be two cars driving down the same highway to get to similar locations. The actual terminology used is spatial task performance. A quick explanation of spatial ability is necessary to understand the important of the study. Spatial skill deals with comprehension and memory related to spaces among objects (JHU). This ability can be classified as an intelligence that is set apart from others such as verbal or reasoning. It can be considered a fluid type of trait that evolves over time as people have different life experiences (JHU).
The significance of spatial ability is two-fold: in application and also in occupation. In terms of application it is related to a person's ability to perform at least two tasks at the same time. For example: people who can eat and drive at the same time have developed this ability through spatial skill. Just like experience work has its spatial skill requirements. Occupations such as ma.
1) The document discusses research showing that listening to classical music, such as Mozart's sonatas, can improve cognitive functioning and IQ scores. Studies found students who listened to Mozart before taking an IQ test scored 9 points higher than those in silence.
2) The human brain works harder to decode and process complex musical patterns in classical music, strengthening neural pathways and making the brain stronger. Mozart's music in particular is very complex, requiring more brain activity.
3) Listening to classical music can benefit health by lowering heart rate, blood pressure, and stress during exercise or study. Music helps people relax and focus better.
Age Differences In Listening To Music While StudyingCheryl Brown
This document summarizes previous research on the effects of listening to music while studying. It finds that younger students listen to music less both in their everyday lives and while studying compared to older students. Younger students are also less likely to perceive negative effects of music like interference with concentration. The research suggests students become more aware of music's effects on their studying as they get older. More experimental research is still needed to verify these findings on age differences in perceptions of music's impact during studying tasks.
Andreas c. lehmann, john a. sloboda, robert h. woody psychology for musicians...Valentina Daldegan
This chapter provides an introduction to the field of psychology for musicians. It discusses how psychology can help musicians better understand their own skills and development. The chapter outlines some key concepts in psychology relevant to music, such as cognition, perception, memory, emotion, and motivation. It also introduces the idea that music skills are complex and involve both innate abilities and learning through practice and experience.
Indian classical music can positively impact human mind and behavior according to a study. The study measured the facial expressions and self-reported moods of participants before and after listening to Indian classical music tracks. The results showed that 96% of participants experienced calmer, more positive moods like feeling good, relaxed or nostalgic after listening. The study aims to explore how analyzing facial expressions in response to music could help diagnose mental illnesses and conditions like Alzheimer's or assess suicide risk.
Understanding Music Past and PresentN. Alan Clark, PhD .docxwillcoxjanay
Understanding Music
Past and Present
N. Alan Clark, PhD Thomas Heflin, DMA Jeffrey Kluball, EdD Elizabeth Kramer, PhD
Understanding Music
Past and Present
N. Alan Clark, PhD Thomas Heflin, DMA Jeffrey Kluball, EdD Elizabeth Kramer, PhD
Dahlonega, GA
Understanding Music: Past and Present is licensed under a Creative Commons Attribu-
tion-ShareAlike 4.0 International License.
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Music FundaMentals 1
N. Alan Clark, Thomas Heflin, Elizabeth Kramer
Music oF the Middle ages 34
Elizabeth Kramer
Music oF the Renaissance 52
Jeff Kluball
Music oF the BaRoque PeRiod 73
Jeff Kluball and Elizabeth Kramer
Music oF the classical PeRiod 116
Jeff Kluball and Elizabeth Kramer
nineteenth-centuRy Music and RoManticisM 160
Jeff Kluball and Elizabeth Kramer
the twentieth centuRy and Beyond 225
N. Alan Clark and Thomas Heflin
PoPulaR Music in the united states 255
N. Alan Clark and Thomas Heflin
aPPendix 289
glossaRy 298
Table of C onTenTs
Page | 1
1.1 objeCTives
1. Recognize a wide variety of sounds, comparing and contrasting them
using musical elements of pitch, volume, articulation, and timbre.
2. Aurally identify important performing forces (use of the voice and
instruments) of Western music.
3. Define basic elements of melody, harmony, rhythm, and texture and
build a vocabulary for discussing them.
4. Identify basic principles and types of musical form.
5. Listen to music and describe its musical elements and form.
6. Compare and contrast categories of art music, folk music, and pop music ...
Effects Of Listening To Music While Studying
The Art of Music Essay
Essay Outline on Music
Positive Effects of Music Essay
Descriptive Essay On Music
Piano Music Essay
Personal Narrative
The Healing Power of Music Essay
Descriptive Essay About Music
Music Appreciation Essay
My Favorite Music Essay
Personal Narrative: I Believe In Music
Defining Music Essay
Descriptive Essay About Music
My Love For Music Started
The Power of Music Essay
Music Therapy
My Love Of Music
Written Music Essay
Music in My Life Essay
SATTA MATKA DPBOSS KALYAN MATKA RESULTS KALYAN CHART KALYAN MATKA MATKA RESULT KALYAN MATKA TIPS SATTA MATKA MATKA COM MATKA PANA JODI TODAY BATTA SATKA MATKA PATTI JODI NUMBER MATKA RESULTS MATKA CHART MATKA JODI SATTA COM INDIA SATTA MATKA MATKA TIPS MATKA WAPKA ALL MATKA RESULT LIVE ONLINE MATKA RESULT KALYAN MATKA RESULT DPBOSS MATKA 143 MAIN MATKA KALYAN MATKA RESULTS KALYAN CHART
Lecture given in York in February 2012 which features many of the studies from the Music, Mind and Brain group based at Goldsmiths University of London.
1) The document discusses research on how different types of music (classical vs. lyrical) may influence short-term memory retention. It reviews studies showing that classical music may enhance memory while lyrical music with words could distract from memory tasks.
2) The rationale for the study is to determine if classical and lyrical music have different effects on short-term memory. Several hypotheses are presented, such as classical music enhancing memory while lyrical music reduces it.
3) The literature review summarizes past research, with some studies finding benefits of classical music on spatial skills and memory, while lyrical music was shown to potentially distract from memory tasks.
This study investigated the effects of listening to Mozart on reading comprehension and math accuracy. Undergraduate students were randomly assigned to either listen to Mozart while completing a math worksheet or complete tasks in silence. They then completed a reading comprehension test. Results showed no significant differences between the Mozart and silent conditions on math accuracy or reading comprehension scores. This suggests that listening to Mozart did not enhance cognitive performance on these tasks, failing to support the hypotheses. The study provides weak support for the Mozart effect and background music as a cognitive enhancement tool.
This document discusses the influence of music on the brain and behavior. It presents research showing that listening to music can induce states of relaxation, improve cognitive performance on certain tasks, and speed recovery from fatigue. Background music is found to help students work quicker and with better quality. Experiments described found that test scores were highest when performed with background rock music or classical music by Mozart. The document proposes that music acts as a stimulus that intensifies the dominant brain region associated with the current activity.
'Tuned Inside-Out': Mediating engagement experiences with music on-the-go"Stefan
PhD Confirmation Seminar: Jun Quan Choo (Stefan)
Date: Friday the 9th of March
Time: 10.00 am- 11.30 am
Venue: GP-V713
Lengthy commute stresses commuters with adverse impacts on their wellbeing. During these experiences, commuters engage with music via portable music technologies, like headphones plugged into iPods. Engaging with music affords listeners distraction from the stresses of commute, for pleasure and other reasons. Empirical evidence suggests classical music is effective in mitigating stresses, and people use music as a wellbeing resource. These studies were based on a listener’s mental representation of music. Instead, a listener’s engagement with music is more than a mental representation in real life; music moves people. There are no available significant studies of how people embody interactions with music via portable music devices in accordance to his needs. To address the gap, this research investigates
what shapes a commuter’s engagement with music as they commute via trains in a major Australian metropolitan city and the involvement of technologies in mediating the commuter’s
interactions with music in context. An experiment involving video-recorded observations will capture individual participating commuter’s movements and physiological reactions in engagement with music devices ranging from headphones to haptic devices and Virtual Reality headsets. Retrospective interviews probe the participant’s association of movements in his music experience. Thematic analyses of participants’ bodily use of senses and movements, how these relate to their music experiences and wellbeing will be distilled into design recommendations. It is expected that these recommendations can inform technology providers, music producers, musicians and railway operators possibilities to adapt or design portable music technologies appropriate for commuters’ use in context.
Neural Substrates of Music Learning and EmotionsPsyche Loui
Neural Substrates of Music Learning and Emotions | Slides from my talk at The Origins of Music and Human Society, a Conference by Institute of Advanced Study in Toulouse and Royaumont Foundation at Royaumont Abbey, France | December 16, 2017
GS6887A: Applying Musical Expectation- Perception and Interpretation (Individ...Stefan
This document discusses musical expectation from a knowledge management perspective. It describes how listeners implicitly gain tacit musical knowledge through experiences that integrate explicit data and theories. Musical expectations involve perceiving patterns in pitch, meter, tempo, density and being surprised by deviations from these patterns. The document also discusses how musical prosody, or expressive nuances in performance, can enhance or violate expectations and elicit emotional responses like chills or tears. It provides examples of how Stravinsky's Rite of Spring defied expectations by using unusual harmonies and structures.
This document discusses conceptual metaphors in music through the lens of the Study and Research Group on Musical Metaphors (GERMM). It provides examples of conceptual metaphors that understand musical ideas in terms of other domains, such as architecture, language, and the body. The group aims to study the links between metaphorical language, conceptual metaphors, and our physical and sensory experiences of music through techniques like questionnaires, interviews, motion capture, and neuroimaging. Their research could provide insights into how metaphor, expectation, and embodiment relate to musical meaning and response.
Lively nontechnical discussion of how the gift of music can have positive effects on health and disease. Music as a part of the health care culture is discussed from the prehistoric era to present day
Music has been used medicinally for thousands of years across many ancient cultures. The Chinese character for medicine is derived from the character for music. Neurological music therapy is the therapeutic application of music to treat cognitive, sensory, and motor dysfunctions caused by nervous system diseases and injuries. It utilizes techniques grounded in neuroscience research to target non-musical goals. Studies show music can reduce pain, boost learning and memory, benefit brain injury recovery, and improve symptoms of conditions like Alzheimer's, autism, schizophrenia, and depression by influencing brain chemistry and structure.
Running head: MOZART 1
MOZART 9
The Mozart Effect
Student’s Name
Institutional Affiliation
Abstract
The Mozart Effect is a phenomenon that occurs when individuals listen to the two piano sonata. The stated results are individuals that are able to remember information easier. There are two studies that were conducted in associated with the Mozart Effect. The first study was dedicated to spatial skill performance and its neural pathway relation to music. The other study was dedicated to challenging the first study due to the argument that any type of music that is appreciated can cause the same memory effect. The second study was based on an experiment with unborn mice that heard Mozart’s piano sonata K448. The other part of the study was related to the effects of Mozart’s piano sonata K448 on patients who were suffering from epilepsy. The overall conclusion is that Mozart’s piano sonata K448 has positive effects on both animals and humans.
Keywords: Mozart Effect, spatial skill performance, memory, music, neurons, neural pathways, brain, rats, and epilepsy
The Mozart Effect
Research and conducting experiments is the most effective way possible to gain an answer. The type of research is based on the situation, the hypothesis, and the resources the individual or group has on hand. The purpose of this research paper is to examine the Mozart Effect from two different journals and answer questions based on the research materials. The first article for examination is Music and spatial task performance.Music and Spatial Task Performance
The Mozart Effect is essentially a study to determine if music helps individuals to accomplish tasks better. Memory is definitely a factor in this study. Rauscher, Shaw, Levine, and Ky (1993), hypothesized that a model of the brain and its pathways for neurons would prove that music and the ability to orient oneself with their environment can be seen using the same neural paths and they cover a large portion of the same areas in the brain.
A much simpler picture would be two cars driving down the same highway to get to similar locations. The actual terminology used is spatial task performance. A quick explanation of spatial ability is necessary to understand the important of the study. Spatial skill deals with comprehension and memory related to spaces among objects (JHU). This ability can be classified as an intelligence that is set apart from others such as verbal or reasoning. It can be considered a fluid type of trait that evolves over time as people have different life experiences (JHU).
The significance of spatial ability is two-fold: in application and also in occupation. In terms of application it is related to a person's ability to perform at least two tasks at the same time. For example: people who can eat and drive at the same time have developed this ability through spatial skill. Just like experience work has its spatial skill requirements. Occupations such as ma.
Running Head STUDIES1Studies on Mozart Phenomenon8.docxjoellemurphey
Running Head: STUDIES 1
Studies on Mozart Phenomenon 8
Studies on Mozart Phenomenon
Argosy University
Michelle Jose
April 13, 2015
Studies on Mozart Phenomenon
Research and directing examinations is the best route conceivable to pick up an answer. The sort of exploration is taking into account the circumstance, the speculation, and the assets the individual or gathering has available. The reason for this examination paper is to look at the Mozart Effect from two separate diaries and answer inquiries in view of the exploration materials. The principal article for examination is Music and spatial assignment execution.
The Mozart Effect is basically a study to figure out whether music helps people to achieve goals more effectively. Memory is most likely a variable in this study. Rauscher, Shaw, Levine, and Ky (1993), guessed that a model of the cerebrum and its pathways for neurons would demonstrate that music and the capacity to situate oneself with their surroundings can be seen utilizing the same neural ways and they cover an extensive segment of the same territories in the mind. A much less difficult picture would be two people walking down the same street to get to the same destination. The genuine wording utilized is spatial errand execution. A snappy clarification of spatial capacity is important to comprehend the vital of the study. Spatial ability manages perception and memory identified with spaces among articles (JHU). This capacity can be named a knowledge that is situated separated from others, for example, verbal or thinking. It can be viewed as a liquid kind of characteristic that develops over the long haul as individuals have diverse backgrounds (JHU).
The hugeness of spatial capacity is two-fold: in application furthermore in occupation. Regarding application it is identified with an individual's capacity to perform no less than two assignments in the meantime. For instance: individuals who can talk and chew gum in the meantime have built up this capacity through spatial expertise. Much the same as experience work has its spatial aptitude necessities. Occupations for example common sciences and meteorology are incorporated in the spatial ability characterization (JUH). Notice that these sorts of occupations frequently oblige research. Two imperative parts of exploration are the independent variable and the dependent variable. In this study the autonomous or independent variables are: Mozart's sonata, college age kids, and three year olds (Rauscher, Shaw, & Ky, 1993). The dependent variable in the study was memory (Rauscher, Shaw, & Ky, 1993). The specialists concentrated on Mozart's sonata which was a controlled variable on the grounds that it was the main sort of music they utilized. This was important on the grounds that the study itself was music particular i.e. Mozart's sonata. There were two other controlled variables school understudies and three year olds. Controlling age extents was imperativ ...
Running head THE MOZART EFFECT1Running head THE MOZART E.docxagnesdcarey33086
Running head: THE MOZART EFFECT 1
Running head: THE MOZART EFFECT 3
The Mozart Effect
Abstract
The Mozart Effect is a phenomenon that occurs when individuals listen to the two piano sonata. The stated results are individuals that are able to remember information easier. There are two studies that were conducted in associated with the Mozart Effect. The first study was dedicated to spatial skill performance and its neural pathway relation to music. The other study was dedicated to challenging the first study due to the argument that any type of music that is appreciated can cause the same memory effect. The second study was based on an experiment with unborn mice that heard Mozart’s piano sonata K448. The other part of the study was related to the effects of Mozart’s piano sonata K448 on patients who were suffering from epilepsy. The overall conclusion is that Mozart’s piano sonata K448 has positive effects on both animals and humans.
Keywords: Mozart Effect, spatial skill performance, memory, music, neurons, neural pathways, brain, rats, and epilepsy
The Mozart Effect
Research and conducting experiments is the most effective way possible to gain an answer. The type of research is based on the situation, the hypothesis, and the resources the individual or group has on hand. The purpose of this research paper is to examine the Mozart Effect from two different journals and answer questions based on the research materials. The first article for examination is Music and spatial task performance.Music and Spatial Task Performance
The Mozart Effect is essentially a study to determine if music helps individuals to accomplish tasks better. Memory is definitely a factor in this study. Rauscher, Shaw, Levine, and Ky (1993), hypothesized that a model of the brain and its pathways for neurons would prove that music and the ability to orient oneself with their environment can be seen using the same neural paths and they cover a large portion of the same areas in the brain.
A much simpler picture would be two cars driving down the same highway to get to similar locations. The actual terminology used is spatial task performance. A quick explanation of spatial ability is necessary to understand the important of the study. Spatial skill deals with comprehension and memory related to spaces among objects (JHU). This ability can be classified as an intelligence that is set apart from others such as verbal or reasoning. It can be considered a fluid type of trait that evolves over time as people have different life experiences (JHU).
The significance of spatial ability is two-fold: in application and also in occupation. In terms of application it is related to a person's ability to perform at least two tasks at the same time. For example: people who can eat and drive at the same time have developed this ability through spatial skill. Just like experience work has its spatial skill requirements. Occupations such as ma.
1) The document discusses research showing that listening to classical music, such as Mozart's sonatas, can improve cognitive functioning and IQ scores. Studies found students who listened to Mozart before taking an IQ test scored 9 points higher than those in silence.
2) The human brain works harder to decode and process complex musical patterns in classical music, strengthening neural pathways and making the brain stronger. Mozart's music in particular is very complex, requiring more brain activity.
3) Listening to classical music can benefit health by lowering heart rate, blood pressure, and stress during exercise or study. Music helps people relax and focus better.
Age Differences In Listening To Music While StudyingCheryl Brown
This document summarizes previous research on the effects of listening to music while studying. It finds that younger students listen to music less both in their everyday lives and while studying compared to older students. Younger students are also less likely to perceive negative effects of music like interference with concentration. The research suggests students become more aware of music's effects on their studying as they get older. More experimental research is still needed to verify these findings on age differences in perceptions of music's impact during studying tasks.
Andreas c. lehmann, john a. sloboda, robert h. woody psychology for musicians...Valentina Daldegan
This chapter provides an introduction to the field of psychology for musicians. It discusses how psychology can help musicians better understand their own skills and development. The chapter outlines some key concepts in psychology relevant to music, such as cognition, perception, memory, emotion, and motivation. It also introduces the idea that music skills are complex and involve both innate abilities and learning through practice and experience.
Indian classical music can positively impact human mind and behavior according to a study. The study measured the facial expressions and self-reported moods of participants before and after listening to Indian classical music tracks. The results showed that 96% of participants experienced calmer, more positive moods like feeling good, relaxed or nostalgic after listening. The study aims to explore how analyzing facial expressions in response to music could help diagnose mental illnesses and conditions like Alzheimer's or assess suicide risk.
Understanding Music Past and PresentN. Alan Clark, PhD .docxwillcoxjanay
Understanding Music
Past and Present
N. Alan Clark, PhD Thomas Heflin, DMA Jeffrey Kluball, EdD Elizabeth Kramer, PhD
Understanding Music
Past and Present
N. Alan Clark, PhD Thomas Heflin, DMA Jeffrey Kluball, EdD Elizabeth Kramer, PhD
Dahlonega, GA
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Music FundaMentals 1
N. Alan Clark, Thomas Heflin, Elizabeth Kramer
Music oF the Middle ages 34
Elizabeth Kramer
Music oF the Renaissance 52
Jeff Kluball
Music oF the BaRoque PeRiod 73
Jeff Kluball and Elizabeth Kramer
Music oF the classical PeRiod 116
Jeff Kluball and Elizabeth Kramer
nineteenth-centuRy Music and RoManticisM 160
Jeff Kluball and Elizabeth Kramer
the twentieth centuRy and Beyond 225
N. Alan Clark and Thomas Heflin
PoPulaR Music in the united states 255
N. Alan Clark and Thomas Heflin
aPPendix 289
glossaRy 298
Table of C onTenTs
Page | 1
1.1 objeCTives
1. Recognize a wide variety of sounds, comparing and contrasting them
using musical elements of pitch, volume, articulation, and timbre.
2. Aurally identify important performing forces (use of the voice and
instruments) of Western music.
3. Define basic elements of melody, harmony, rhythm, and texture and
build a vocabulary for discussing them.
4. Identify basic principles and types of musical form.
5. Listen to music and describe its musical elements and form.
6. Compare and contrast categories of art music, folk music, and pop music ...
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Does Music Make Us Smarter?
1. MUSIC & OTHER ABILITIES
By Paul M. Cohen | Thompson Chapter 10
2. WHY DO WE MAKE MUSIC?
Questions from another planet
If an alien came to
Yale, he/she/it would
ask, “What is the
purpose of music?”
3. WHY DO WE MAKE MUSIC?
Questions from another planet
If an alien came to
Yale, he/she/it would
ask, “What is the
purpose of music?”
4. WHY DO WE MAKE MUSIC?
Questions from another planet
1. Does not communicate specific
ideas
2. It does not attract prey, deter
predators, or heal wounds
3. Bears little resemblance to other
sounds in our lives (with the notable
exception of “Concret PH”)
13. HISTORICAL PRECEDENT
Middle ages
• Music taught as a science
• Oxford quadrivium: music, arithmetic,
geometry, and astronomy
• Music studied as physical sound
14. HISTORICAL PRECEDENT
“If I were not a
physicist, I would
probably be a
musician. I often
think in music.”
20. SHORT-TERM EFFECTS
1. Classical music more wine sales (Areni &
Kim, 1993)
2. Classical music prevents teens from
congregating outside of stores
21. SHORT-TERM EFFECTS
1. Classical music more wine sales (Areni & Kim,
1993)
2. Classical music prevents teens from
congregating outside of stores
3. Add music more persuasive (Schwarz, Bless, & Bohner,
1991; Thompson & Russo, 2004)
22. SHORT-TERM EFFECTS
1. Classical music more wine sales (Areni & Kim,
1993)
2. Classical music prevents teens from
congregating outside of stores
3. Add music more persuasive (Schwarz, Bless, & Bohner,
1991; Thompson & Russo, 2004)
4. Slow tempo music walk slowly (Milliman, 1982)
26. SHORT-TERM EFFECTS
Mozart Effect?
Rauscher, Shaw, and Ky (1993) in Nature
Finding: College students who listened to 10
minutes of a Mozart sonata had
increased spatial abilities for 15-20
minutes than those who sat in silence or listened
to relaxing music
27. SHORT-TERM EFFECTS
Mozart Effect?
Rauscher, Shaw, and Ky (1993) in Nature
Problems:
1. Not consistently replicated (Steele, Bass, & Crook, 1999; Steele, Dalla
Bella, et al., 1999)
28. SHORT-TERM EFFECTS
Mozart Effect?
Rauscher, Shaw, and Ky (1993) in Nature
Problems:
1. Not consistently replicated (Steele, Bass, & Crook, 1999; Steele, Dalla
Bella, et al., 1999)
2. When replicated, benefits accounted for just by
arousal and mood influences (Husain,Thompson, &
Schellenberg, 2002; Thompson, Schellenberg, & Husain, 2001)
29. SHORT-TERM EFFECTS
Mozart Effect?
Rauscher, Shaw, and Ky (1993) in Nature
Take Away: Listening to music doesn’t prime us it
just manipulates our mood and arousal (Nantais &
Schellenberg, 1999)
30. SHORT-TERM EFFECTS
Mozart Effect?
Rauscher, Shaw, and Ky (1993) in Nature
Take Away: Listening to music doesn’t prime us it
just manipulates our mood and arousal (Nantais &
Schellenberg, 1999)
Problem: Yerkes-Dodson law says we shouldn’t have
too much arousal before difficult tasks
31. SHORT-TERM EFFECTS
Mozart Effect?
Rauscher, Shaw, and Ky (1993) in Nature
Take Away: Listening to music doesn’t prime us it
just manipulates our mood and arousal
32.
33. SHORT-TERM EFFECTS
Mozart Effect?
Concret PH
Rauscher, Shaw, and Ky (1993) in Nature
Take Away: Listening to music doesn’t prime us it
just manipulates our mood and arousal
39. LONG-TERM EFFECTS
Mathematics
Meta-analysis showed causally… (Vaughn 2000)
1. Students who play music higher
mathematical achievement
2. Background music during math problems
small enhancement
3. Individuals exposed to music curriculum
higher mathematical achievement*
40. LONG-TERM EFFECTS
Mathematics
Meta-analysis showed causally… (Vaughn 2000)
1. Students who play music higher
*three of the six achievement no effect of
mathematical studies showed
2. Background music during math problems
music on mathematical achievement
small enhancement
3. Individuals exposed to music curriculum
higher mathematical achievement*
42. LONG-TERM EFFECTS
Mathematics
Take Away: modest connection between
music and mathematics
Why? Shared cognitive operations common to
both fields
43. LONG-TERM EFFECTS
Mathematics
Take Away: modest connection between
music and mathematics
Why? Shared cognitive operations common to
both fields (attention to numbers,
repeating patterns, and ratios)
47. LONG-TERM EFFECTS
Spatial-Temporal Ability
Reasoning: Music & spatial-temporal abil. invol…
1. Complex patterns perceived and remembered
as “structural units”
48. LONG-TERM EFFECTS
Spatial-Temporal Ability
Reasoning: Music & spatial-temporal abil. invol…
1. Complex patterns perceived and remembered
as “structural units” (think: Cooper & Meyer)
49. LONG-TERM EFFECTS
Spatial-Temporal Ability
Reasoning: Music & spatial-temporal abil. invol…
1. Complex patterns perceived and remembered
as “structural units” (think: Cooper & Meyer)
2. Ability to detect, appreciate, and respond to
patterns similar to math, chess, physics, etc.
50. LONG-TERM EFFECTS
Spatial-Temporal Ability
Reasoning: Music & spatial-temporal abil. invol…
1. Complex patterns perceived and remembered
as “structural units” (think: Cooper & Meyer)
2. Ability to detect, appreciate, and respond to
patterns similar to math, chess, physics, etc.
3. Ability to hold mental images and use models
in applications
51. LONG-TERM EFFECTS
Spatial-Temporal Ability
Reasoning: Music & spatial-temporal abil. invol…
1. Complex patterns perceived and remembered
as “structural units” (think: Cooper & Meyer)
2. Ability to detect, appreciate, and respond to
patterns similar to math, chess, physics, etc.
3. Ability to hold mental images and use models
in applications (think: melody & variations
on melody)
52. LONG-TERM EFFECTS
Spatial-Temporal Ability
Reasoning: Music & spatial-temporal abil. invol…
1. Complex patterns perceived and remembered
as “structural units” (think: Cooper & Meyer)
Neurological support (Leng, Shaw, &
2. Ability to detect, appreciate, and respond to
Wright, 1990)
patterns similar to math, chess, physics, etc.
3. Ability to hold mental images and use models
in applications (think: melody & variations
on melody)
53. LONG-TERM EFFECTS
Spatial-Temporal Ability
Result: Meta-analysis of 15 studies w/ 701 children
(3-12 yrs old) musical instruction had higher
scores in spatial-temporal tasks (Hetland, 2000)
54. LONG-TERM EFFECTS
Spatial-Temporal Ability
Result: Meta-analysis of 15 studies w/ 701 children
(3-12 yrs old) musical instruction had higher
scores in spatial-temporal tasks (Hetland, 2000)
Problems: Modest effect & not consistent (Gromko &
Poorman, 1998; Costa-Giomi, 1999)
55. LONG-TERM EFFECTS
Spatial-Temporal Ability
Result: Meta-analysis of 15 studies w/ 701 children
(3-12 yrs old) musical instruction had higher
scores in spatial-temporal tasks (Hetland, 2000)
Problems: Modest effect & not consistent (Gromko &
Poorman, 1998; Costa-Giomi, 1999)
Take Away: No real conclusion
58. LONG-TERM EFFECTS
Verbal Skills
Reasoning: Music & verbal skills involve…
1. Memory for visual information
59. LONG-TERM EFFECTS
Verbal Skills
Reasoning: Music & verbal skills involve…
1. Memory for visual information
2. Conversion of visual symbols into motor
commands (visio-motor processing)
60. LONG-TERM EFFECTS
Verbal Skills
Reasoning: Music & verbal skills involve…
1. Memory for visual information
2. Conversion of visual symbols into motor
commands (visio-motor processing)
3. Conversion of visual symbols into cognitive
representations
61. LONG-TERM EFFECTS
Verbal Skills
Reasoning: Music & verbal skills involve…
1. Memory for visual information
2. Conversion of visual symbols into motor
commands (visio-motor processing)
3. Conversion of visual symbols into cognitive
representations
4. Auditory system
62. LONG-TERM EFFECTS
Verbal Skills
Results
1. Music skills correlated with reading skills in 4
& 5 year olds (Lamb & Gregory, 1993)
63. LONG-TERM EFFECTS
Verbal Skills
Results
1. Music skills correlated with reading skills in 4
& 5 year olds (Lamb & Gregory, 1993)
2. Verbal memory enhanced in 5-16 year olds with
music training (Ho, Cheung, & Chan, 2003)
64. LONG-TERM EFFECTS
Verbal Skills
Results
1. Music skills correlated with reading skills in 4
& 5 year olds (Lamb & Gregory, 1993)
2. Verbal memory enhanced in 5-16 year olds with
music training (Ho, Cheung, & Chan, 2003)
3. Song lyrics memorized better in musically-
trained people (Kilgour, Jakobson, & Cuddy, 2000)
65. LONG-TERM EFFECTS
Verbal Skills
Musically-trained people
Results
1. Music remember song lyrics skills
skills correlated with reading in 4
& 5 year olds (Lamb & Gregory, 1993) sense
better…this makes
2. Verbal memory enhanced in 5-16 year olds with
music training (Ho, Cheung, & Chan, 2003)
3. Song lyrics memorized better in musically-
trained people (Kilgour, Jakobson, & Cuddy, 2000)
68. LONG-TERM EFFECTS
Verbal Skills
Problems
1. Musicians have greater phonological awareness
(Anvari, Trainor, Woodside, & Levy, 2002)
2. Musicians have a better ability to determine the
temporal order of acoustic input (Jakob son, Cuddy, &
Kilgour, 2003)
69. LONG-TERM EFFECTS
Verbal Skills
Problems
1. Musicians have greater phonological awareness
(Anvari, Trainor, Woodside, & Levy, 2002)
2. Musicians have a better ability to determine the
temporal order of acoustic input (Jakob son, Cuddy, &
Kilgour, 2003)
3. Not causal studies
70. LONG-TERM EFFECTS
Verbal Skills
Problems
1. Musicians have greater phonological awareness
(Anvari, Trainor, Woodside, & Levy, 2002)
2. Musicians have a better ability to determine the
temporal order of acoustic input (Jakob son, Cuddy, &
Kilgour, 2003)
3. Not causal studies
Take Away: Could be related, but not demonstrated
74. LONG-TERM EFFECTS
Emotional Sensitivity & Speech Prosody
Reasoning
1. Speech prosody = melody (intonation) &
rhythm (stress and timing)
2. Emotional meaning shares similar structure as
music (timbre, amplitude, pitch, stress, etc.)
75. LONG-TERM EFFECTS
Emotional Sensitivity & Speech Prosody
Reasoning
1. Speech prosody = melody (intonation) &
rhythm (stress and timing)
2. Emotional meaning shares similar structure as
music (timbre, amplitude, pitch, stress, etc.)
3. Music conveys emotional meaning
76. LONG-TERM EFFECTS
Emotional Sensitivity & Speech Prosody
Results
1. Music and speech prosody share similar neural paths in
right hemisphere (Zatorre, Evans & Meyer, 1994; Joseph, 1988; Shapiro &
Danly, 1985)
77. LONG-TERM EFFECTS
Emotional Sensitivity & Speech Prosody
Results
1. Music and speech prosody share similar neural paths in
right hemisphere (Zatorre, Evans & Meyer, 1994; Joseph, 1988; Shapiro &
Danly, 1985)
2. Musical students better than law students at detecting
depressed individuals (Nilsonne & Sundberg, 1985)
78. LONG-TERM EFFECTS
Emotional Sensitivity & Speech Prosody
Results
1. Music and speech prosody share similar neural paths in
right hemisphere (Zatorre, Evans & Meyer, 1994; Joseph, 1988; Shapiro &
Danly, 1985)
2. Musical students better than law students at detecting
depressed individuals (Nilsonne & Sundberg, 1985)
3. Music students increased EI [causal] (Thompson., 2004)
79. LONG-TERM EFFECTS
Emotional Sensitivity & Speech Prosody
Results
1. Music and speech prosody share similar neural paths in
right hemisphere (Zatorre, Evans & Meyer, 1994; Joseph, 1988; Shapiro &
Danly, 1985)
2. Musical students better than law students at detecting
depressed individuals (Nilsonne & Sundberg, 1985)
3. Music students increased EI [causal] (Thompson., 2004)
4. Piano lessons enhance sensitivity to emotion in vocal
prosody (Thompson, 2004)
80. LONG-TERM EFFECTS
Emotional Sensitivity & Speech Prosody
Take Away: Music students may have superior
abilities in emotional sensitivity and EI, but
no evidence that they actually use it.
85. FINAL VERDICT?
A Mixed Bag
Musical training allows
musicians to develop
other subskills that help
them in other areas of life.
(Plus, it can’t hurt.)
Editor's Notes
Wound on top of old, dried trees. It’s a very strange concept when you think about it. And that’s just stringed instruments. So a common justification is that….
It makes us smarter
Or does it? That’s the question that we’ll be exploring today.
Pythagoras, who, by the way,
Looks a LOT like Paul Bloom
Anyway, Pythagoras first realized that mathematics was related to music
For example…
In the middle ages…
EINSTEIN! So what does this mean?
Here are some claims about music.It improves…
Okay, so the first area we’re going to talk about are…The first thing you should know is that there is…
Okay, so the first area we’re going to talk about are…The first thing you should know is that there is…
Or is it?
Or is it?
Or is it?
Or is it?
Or is it?
Or is it?
Or is it?
In all seriousness, there have been a lot of studies, both correlational and causal
There are some studies showing modest increases in IQ, others showing none; it’s hard to tell