This document provides instructions for a music psychology assignment requiring students to analyze three research studies on a topic area within music psychology. Students must choose a specific topic like "music and distress" or "music therapy and dementia". They are instructed to introduce their topic, discuss the methods and findings of three studies on the topic, and critically analyze the studies. The assignment should be structured with sections on introduction, rationale, methods, findings, and conclusion. A list of articles that cannot be used for the assignment is also provided.

1. music psychology 2400 words
music writing question and need an explanation and answer to help me learn.
Your critical analysis should focus on one topic area within music psychology, and you
should choose three studies related to this topic. Your focus might be as broad as the lecture
topics, such as ‘Music and Emotions’ or ‘Music and Ageing’. However, we recommend being
more specific in your focus on a sub-topic, for example, ‘music and distress’ or ‘music
therapy and dementia’.
Requirements: 2400
music psychology Assignment Instructions In this assignment, you have the opportunity to
critically analyse research and theory in a particular area of Music Psychology that is
interesting to you. You are required to review three research studies, describing the
research method used and the findings. You should then critically appraise the approach
taken by the authors by considering why they used a particular method and comparing the
findings with your lived experiences with music. Using the first person is acceptable in this
assignment when discussing your analysis of the articles and your own lived experience.
Your critical analysis should focus on one topic area within music psychology, and you
should choose three studies related to this topic. Your focus might be as broad as the lecture
topics, such as ‘Music and Emotions’ or ‘Music and Ageing’. However, we recommend being
more specific in your focus on a sub-topic, for example, ‘music and distress’ or ‘music
therapy and dementia’. Please draw on literature from the recommended readings on the
Readings Online page. Still, you cannot use any readings we analyse in class or on Perusall
or that have been analysed in the sample assignments. So please check the list of articles
that cannot be used before you include them in your assignment. The assignment should
be structured as follows: Introduction - Outline your interest in the chosen topic and
explain what you had expected to find out in this specific field of research. Describe who
you have identified as the research experts in that field by including approximately 3- 5
references to their articles/chapters and explain what they contributed in that field
(approx. 450 words) Rationale – Describe how the literature is used in each study to make
an argument for the importance of the research. Provide a commentary on how similar or
different the selection of literature is and any apparent biases (approx. 500 words) Methods
– Compare the research methods used by the investigators in three studies and reflect on
the similarities and differences in their research questions, research design, approach to
data collection and analysis (approx. 500 words) Findings – Consider the similarities and

2. differences in the findings of the three studies and whether they contradict or affirm one
another. Reflect on the ways researchers interpret the findings and which findings are
highlighted or minimised in the discussion (approx. 500 words) Conclusion – Reflect on the
strengths and limitations of the three chosen studies and make suggestions for future
research (approx. 450 words) References - Include your page of references, listing all of the
literature you have cited in the assignment. You can use any referencing style as long as you
are consistent. The preferred referencing style in Music Psychology is APA.
Word count 2400 words for Bachelor and Honours students Assessment Criteria
Insightful explanation of the contributions of 2-3 researchers with expertise in the topic
area (up to 5 references) The convincing rationale for personal interest in the topic that is
used as a resource to critique the selected studies Critical reflections on the research design
that includes insights about the strengths and limitations of the rationale, method, findings
and pre-assumptions of researchers Informed recommendations for future research
direction based on your review of three articles as well as personal insights Successful
inclusion of all parts of the assessment within word limits and explained clearlyNot
Permitted Articles Do not use any of the articles that have been analysed in the sample
assignments or those that have been covered in class and on Perusall. The following is a
complete list of articles that cannot be used in your assignment. Brain Jeffries, K. J., Fritz, J.
B. & Braun, A. R. (2003). Words in melody: an H215O PET study of brain activation during
singing and speaking. NeuroReport, 14(5), 749. McKinney, C. H., Tims, F. C., Kumar, A. M., &
Kumar, M. (1997). The Effect of Selected Classical Music and Spontaneous Imagery on
Plasma β-Endorphin. Journal of Behavioral Medicine, 20(1), 85–99. Infants Corbeil, M.,
Trehub, S. E., & Peretz, I. (2013). Speech vs. singing: Infants choose happier sounds.
Frontiers in Psychology, 4, 372. Merrett, D., Peretz, I., & Wilson, S. J. (2014).
Neurobiological, cognitive and emotional mechanisms in melodic intonation therapy.
Frontiers in Human Neuroscience, 8, 401. doi:10.3389/fnhum.2014.00401
Emotion Salimpoor, V. N., Benovoy, M., Longo, G., Cooperstock, J. R., & Zatorre, R. J. (2009).
The rewarding aspects of music listening are related to degree of emotional arousal. PloS
one, 4(10), e7487. doi: 10.1371/journal.pone.0007487Juslin, P. N., Liljeström, S., Västfjäll,
D., Barradas, G., & Silva, A. (2008). An experience sampling study of emotional reactions to
music: listener, music, and situation. Emotion, 8(5), 668. Adolescents Sharman, L. & Dingle,
G. A. (2015). Extreme metal music and anger processing. Frontiers in Human Neuroscience,
9, doi: 10.3389/fnhum.2015.00272 School Osborne, M. S., McPherson, G. E., Faulkner, R.,
Davidson, J. W., & Barrett, M. S. (2016). Exploring the academic and psychosocial impact of
El Sistema-inspired music programs within two low socio-economic schools. Music
Education Research, 18(2), 156-175. (FROM SAMPLE ASSIGNMENT) Hallam, S. (2019). Can
a rhythmic intervention support reading development in poor readers? Psychology of
Music, 47(5), 722-735. doi:10.1177/0305735618771491 Long, M. (2014). ‘I can read
further and there’s more meaning while I read’: An exploratory study investigating the
impact of a rhythm-based music intervention on children’s reading. Research Studies in
Music Education, 36(1), 107-124. doi:10.1177/1321103X14528453 Rickard, N., Appelman,
P., James, R., Murphy, F., Gill, A., & Bambrick, C. (2012). Orchestrating life skills: the effect of
increased school-based music classes on children’s social competence and self-esteem.

3. International Journal of Music Education, 31(3), 292-309. doi:10.1177/0255761411434824
Consumption Beer, A., & Greitemeyer, T. (2019). The effects of background music on
tipping behavior in a restaurant: A field study. Psychology of Music, 47(3), 444-450. doi:
10.1177/0305735618755887 North, A. C., Sheridan, L. P., & Areni, C. S. (2016). Music
congruity effects on product memory, perception, and choice. Journal of Retailing, 92, 1, 83-
95. Performance
Kokotsaki, D., & Davidson, J. W. (2003). Investigating musical performance anxiety among
music college singing students: A quantitative analysis. Music Education Research, 5(1), 45-
59. https://doi.org/10.1080/14613800307103Links to an external site. Osborne, M. S., &
Franklin, J. (2002). Cognitive processes in music performance anxiety. Australian Journal of
Psychology, 54(2), 86-93. https://doi.org/10.1080/00049530210001706543Links to an
external site. Wesner, R. B., Noyes Jr, R., & Davis, T. L. (1990). The occurence of performance
anxiety among musicians. J Affect Disord, 18(3), 177-185. https://doi.org/10.1016/0165-
0327(90)90034-6Links to an external site. (FROM SAMPLE ASSIGNMENT) Cox, W., &
Kenardy, J. (1993). Performance anxiety, social phobia, and setting effects in instrumental
music students. Journal of Anxiety Disorders, 7(1), 49-60. Tarrant, R. A. & Leathem, J.M.
(2007). A CBT-based therapy for music performance anxiety. In Einstein, D. A. Innovations
and advances in cognitive behaviour therapy (pp. 3-9). Australian Academic Press.
Casanova, O., Zarza, F. J., & Orejudo, S. (2018). Differences in performance anxiety levels
among advanced conservatory students in Spain, according to type of instrument and
academic year of enrolment. Music Education Research, 20(3), 377–389. doi:
10.1080/14613808.2018.1433145 Older People van der Steen, J. T., Smaling, H. J., van der
Wouden, J. C., Bruinsma, M. S., Scholten, R. J., & Vink, A. C. (2018). Music‐based therapeutic
interventions for people with dementia. Cochrane Database of Systematic Reviews, (7). doi:
10.1002/14651858.CD003477.pub4 Memory El Haj M, Fasotti L, & Allain P. (2012). The
involuntary nature of music-evoked autobiographical memories in Alzheimer’s disease.
Consciousness and Cognition. 21(1), 238-246.