Music Listening, Music Therapy, Phenomenology and Neuroscience

Appendix 3.01 Survey of The Neurosciences and Music I

• Conference 2002

Part III: Music and Development

Title, Category

Aim

Mus. Material, Cultural Ref.

Technology & Procedure

Main focus of interest

Conclusion

45. Saffran (397

-401)

Musical learning and language development

Cat

. 6: Phonetic sounds
Cat. 9: Child development
*46. Trehub (402

-413)

Toward a developmental psychology of music

Cat. 7: Culture Cat

. 9: Child development
47. Krumhansl (414

-428)

Experience in music cognition

Cat

. 1: Melody
Cat. 13: Expectation
*48. Drake & Ben el Heni (429

-437)

Synchronizing with music

Cat. 4: Timing Cat

. 7

: Cultur

e

The role of statistical learning for infants’ acquisition of language and music: tracking pat

-terns in the environment

Emphasizing the

importance

of studying percep

tual

abilities of children for a general understanding of cognition

Ecological meth

odology,

related to melodic pat

terns

representative of listeners’ musical experience

Hypothesis: Passive acculturation by implicit learning.

We pick up

regularities in the music we hear

Nonsense sequences of syllables, word bou

ndaries

not marked. Pseudo

-musi

cal

analog, each syllable translated into pure tone CR: Neutral Recordings:

Numerous kinds

of musical material in different types of research. Instru-mental excerpts from popular TV programs

CR:

Western, Western

popular

, Japanese

Piano timbre: 4

-tone melodic

patterns that clearly specify a tonality: scale degrees 5123 and 5176, frequent in Western music

CR: Western

Recordings

of typical popular

music,

6 French and

6 Tunisian songs

CR: French, Tunisian

Eight

-month

-old infants

were

tested using the Headturn Preference Procedure Comprehensive review of research in developmental psychology. 93 references

12 musically trained subjects

.

Sparse fMRI while listening to initial patterns followed by tones that were or not were frequent continuations.

Plus review of research.

24 Tunisian,

24 French

adults. In each group, half were musicians. Task: Tapping procedures accor

• 
  

ding to the Dynamic Attending Theory: spontaneous tapping and tapping in time w. music

Potential contributions of statistical learning: ability to track consistent patterns in the input to discover units and structures

Consonance / dissonance. Pitch, T

empo,

Absolute Pi

tch

(AP).

Participants judge how well continuation tones fit their expectations. Timing and task effects on brain activations

Number of hierarchical levels of synchronized tapping with music. Task: to tap slower and faster in synchrony

.

The Dynamic Attending Theory

proposes that each

individual has an internal rhythm or rate at which event processing is optimal

Infants can detect struct

ure

using statistical cues

,

rapidly and in the absence of reinforcement

A developmental approach can provi

de insights of

comparable importance on many issues of music cognition

. At times, naïveté

about cultural conventions leads infants to outperform adults

on specific speech and

music tasks. (p. 404)

Rig

ht inferior frontal activation

in the processing of

melodies

compared to monotone patterns

A person taps slower with the music from a familiar culture, synchronizing at higher hierarchical levels. Passive acculturation plays an important role in perceiving music of own culture.

Stronger influence

than musi

cal training

The

Headturn Preference Procedure

: A t

echnique used to collect behavioral data from infant subjects. It involves teaching the infant that when they turn their head

in a certain way, usually to face

a visual stimuli, an auditory stimulus will

take place. This way the infant controls what he/she listens too.

http://www.psychology.uiowa.edu/labs/maclab/references.asp