Music Listening, Music Therapy, Phenomenology and Neuroscience

Appendix 3.01 Survey of The Neurosciences and Music I

• Conference 2002

Roun

dtable III: Import of Musical Training on Cognition, Behavior, and Skills

Title, Category

Aim

Mus. Material, Cultural Ref.

Technology & Procedure

Main focus of interest

Conclusion

52. Costa

-Giomi (477

-484)

Children’s harmonic perception

Cat

. 2: Harmony
Cat. 9: Child development
53. Gruhn et al. (485

-496)

Mental speed versus musical ability Cat

. 10: Training
54. Overy (497

-505)

Dyslexia and music

Cat. 6: Language

Cat

. 10: Training
*55. Trainor et al.
(506

-513)

Musical

training and cortical

plasticity Cat

. 3: Acoustic tones
Cat. 8: Musicians

The role of age in children’s sensitivity to implied harmony

To investigate whether interaction between general mental abilities and musical practice or training can be found

Hypotheses: Dyslexic children have difficulties with musical timing skills.

Clasroom music lessons can have positive effects

Effects of musical experience on sound representations in the auditory cortex

1) Simple melody super

• 
  

imposed on domina

nt and

tonic chords. 2) Familiar song abruptly changing key. ”Omnichord” sound

CR: Western

Gordon’s Primary Measures of Music Audiation test (PMMA) for measuring musical apti

tude

.

CR: Western

Training: Singing-

based

musi

c lessons, and a series of

music

al games

CR: Western

Violin tones, piano tones, pure tones

CR:

Western

In a series of studies, 5

-10

year-

old children received

instruction on tonic and dominant chords. Tasks a

fter

10-

20 weeks of instruction:

1) Detect chord changes. 2) Sing along with the accompaniment

Comparison of 3 groups

of 6

• 
  

year-

old children:

1) musically

active

2)

violin students

3) no musical background

.

PMMA tests and measurement of saccadic eye movements

A collection of musical aptitude tests, including motor skill ta

sks,

placing emphasis

on timing skills

Seven 4

-year old children

taking Suzuki music lessons, 6 pianists. 1 violin. Six age

• 
  

matched conrol children. EEG

: Event

-related potentials

(ERP

): Negative and positive

responses me

asured in EEG

after 100 and 200 m

sec

(N1,

N1b, N1c, P1, P2)

Differences between 5

-6 year

olds, 7

-8 year olds and 9

-10

year olds

Saccadic eye movements as a possible indicator of mental speed, supposed to co-

vary

with general mental ability

A general model of the potential relationship between musical training and improved language and literary skills

Adults and 4-

5 year old

children: Differences between musicians and non

-musicians

reflected in evoked responses

Harmonic instruction has limited effects on children’s perception of hamony. Drastic improvement in the perception of implied harmony at age 9 is due to development rather than instruction

No clear conclusions.

Data show a correlation

• 
  

which is no causal link

• 
  

between mental speed and musical experience. Dysl

exic children show

difficulties with musical timing skills. Classroom music lessons have an effect on phonologic and spelling skills, not on reading

Effects of music

al experi

ence

early in develop

ment.

The P2

• 
  

evoked response is larger in musicians, both ad

ult s and

children.

Differences in ERPs between pure tones and musical tones