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

Title, Category

Aim

Mus. M

aterial, Cultural Ref.

Technology & Procedure

Main focus of interest

Conclusion

24. Thaut et al.

(243

-254)

Temporal entrainment of cognitive functions

Cat. 14: Memory

*25. Sloboda et al.

(255

-261)

Tone deafness in general population

Cat. 11: Deficit Caat. 20: Musical expression

26P. Costa

-Giomi

(262

-264)

Music instruction and fine motor abilities

Cat. 10: Training

27P. Penhune et al.

(265

-268)

Effect of early musical training

Cat. 10: Training

To investigate the effect of music as a mnemonic device on learning and memory and the underlying plasticity of oscilla

tory neural networks

1)

To investigate

whether

adults defining themselves as tone

-deaf or unmusical are

neurologically normal or not. 2) A

dding new subtests to

the MBEA

To investigate whether two years of piano instruction

improves fine motor abilities

Is there a sensitive period in childhood for motor training, similar to that observed for language learning?

15 words presented in spoken form or in a song

CR: Western

Recorded music:

Recordings

of 5 perfor

mances by a

violinist

of each target

melody in the

Montreal

Battery for the Evaluation of Amusia (

MBEA

): happy, very

happy, sad, very sad, neutral.

CR: Western

Two years of weekly individual piano lessons to experimental group, n=51, none to control group, n=39

.

CR: Western

Visual stimuli for performing tapping task:

10-

element

sequences of long and short white squares presented sequentially in the center of computer screen

CR: Neutral

After learning trials:

EEG during immediate recall trial and second rec

all trial

after 20 min.

delay

.

a) 20 nonmusicians

b) 40 patients with multiple sclerosis

1) Interview inquiry: What do you think tone deafness is?

2) Nine

amusic persons, 23

controls. Task: same / different judgment of conveyed emotion

Bruinsky

–Oseretsky test of

motor p

roficiency, pre and

post. Subtests: Response speed, Visual-

motor control,

Upper

-limb spee

d and

dexterity

Performing task:

Tap in

synchrony with visual stimulus. Five days of practice before test. Measurements: Response accuracy, variance, synchronization

Whether external timing embedded in learning stimuli, via music, can modulate oscillatory synchrony in learning

-related neural

networks

Whether persons known to have anomalies in the processing of musical pitch and rhythm are sensitive to expressive variation in performance

Effects of two years of piano instruction

To compare performances of

musicians who began training before age seven and musicians who began training after age seven

Data suggests that music, via melodic

-rhythmic structures,

enhances memory performance by mapping temporal order on learning information

Amusic p

articipants

perform equally well as the controls. They retain the ability to process variations in articulation, tempo,

and

timbre.

Fine motor skills of the piano group improved significantly more than controls, especially in response speed

Considera

ble overlap in

performance between groups. Early trained musicians show an advantage in response synchronization