Appendix 3.02 Survey of The Neurosciences a
nd Music I
I
Conference 2005
From Perception to Performance
Part IV. Developmental Aspects and Impact of Music on Education
8 papers
Title, Category
Aim
Mus. Material, Cultural Ref.
Technology & Procedure
Main focus of interest
Conclusion
*20. Schellenberg & Hallam (202
-209)
Music listening
Cat. 19: Mood, emotion
- Overy et al. (210
-218)
Examining rhythm and melody
processing by fMRI
Cat. 1: Melody
Cat. 4: Rhythm 22. Schlaug et al.
(219
-230)
Effect of music training on the child’s brain
Cat. 10: Training
- Jentschke et al. (231
-242)
Music and language in children
Cat. 2: Harmony Cat. 6: Language
Testing the s
patial abilities of
a large sample of 10
-11 year
olds after listening to pop music, Mozart or a verbal discussion
Designing a fMRI protocol specifically for young children
aged 5 to7
To examine the brain and cognitive effects of instr
umental music training on
5-7 years old and 9-
11 y
ears
old
Children
To examine brain processes in children
related to violation
of harmonic expectancies and linguistic syntax
Recorded music:
a)
Pop
recordings by Blur, Mark
Morrison, PJ &
Duncan b) 10
min.
of Mozart String Quintet
K.593 c) A discussion
of the
experiment
. CR: Western /
W. popular Pairs of melodies on
C major
scale or rhyt
hms with
constant pitch. Five notes, marimba
-like sound
CR: Western
Pairs of short musical phrases (SNI,
probably material similar
to 21 above)
CR: Western
1)
Five
-chord sequences,
ending in tonic or supertonic. In some sequences, one chord is pl
ayed in another
instrumental timbre.
2) Correct and incorrect sentences. In some senten
ces, male/female voice is changed in one wor
d
CR: Western
After listening to a) b) or c) in 3 groups, performing two tests of spatial abilities: Square
comple
tion and p
aper
folding
fMRI during same
-or-different
task. Sparse sampling, button press cued by short noise burst fMRI during same
-or-different
task. Sparse sampling, button press
EEG: Event
-related potentials
(ERP) recorded during tasks: 1) Detect different instrumental timbre 2) Detect change in voice timbre
.
a) 11 y
ears
-old
musicians vs.
non
-musicians. b) 5 y
ears
-old
children
with or without
Specific Language Impairment
(SLI
)
Re
-testing the ”Mozart effect”
experiment. The article includes a review of a number of studies which aim at replicating
this experiment
To h
elp
children feel
comfortable and confident during the scanning session
Functional brain changes after one year and after four years of instrumental training
Early right anterior negativity (ERAN), Early left anterior negativity (ELAN
)
The group that listened to popular music performed better than the
two other
groups
. The arousal and
mood of a pleasant stimulus can enhance cognitive performance
Protocol effective, children comfortable.
Clear auditory activatio
ns.
Useful methodology
Preliminary results suggest cognitiv
e and brain effects
from ins
trumental
music
training. O
nly a longitudinal
study can prove causality a) ERAN is present in both groups, larger amplitude in musically trained 11 y
ears
-old
children.
b) ERAN is present in linguistically nonimpaired 5 years
-old
children, but not in
children with language impairment