Music Listening, Music Therapy, Phenomenology and Neuroscience

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

21. 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

23. 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