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
- 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