Music Listening, Music Therapy, Phenomenology and Neuroscience

Appendix 3.03 Survey of The Neurosciences

and Music III Conference 2008

Disorders and Plasticity

Title, Category

Aim

Mus. Material, Cultural Ref.

Technology & Procedure

Main focus of interest

Conclusion

20S

. Corrigal & Trainor
(164

-168)

Musical training and perception of key and harmony Cat. 10: Training

21S

. Duke et al.

(169

-172)

Proc

edural memory

consolidation

Cat. 10: Training

Cat. 14: Memory

22S

. Herholtz et al.
(173

-177)

Imagery mismatch negativity in musicians

Cat. 8: Musicians

23S

. Huotilainen et al.
(178

-181)

Automatic memory fu

nctions

in children

Cat. 9: Child development

Cat. 14: Memory

To investigate whether musical t

raining accelerates

the development of key membership and harmony perception in younger children

To test the extent to which overnight procedural memory consolidation is affect

ed by

extended rest breaks during training

To investigate musical imagery in musicians and nonmusicians

To record brain responses in order to assess the automatic perception and memory

• 
  

related brain processes in 2

• 
  

year old chi

ldren

A familiar song, e.g. ”Twinkle Twinkle Little Star” presented in piano timbre

CR: Western

Task material:

1) 5

-element finger

-tapping

sequence 2) 13

-note

keyboard melody

CR: Western

Nine w

ell-known songs

composed of sinus

tones

CR: Western

1)

Modified Multi-

feature para

• 
  

digm (MFP): A simple repeated tone, including changes in pitch, loudness, duration, sound

-source

location, and temporal struc

• 
  

ture of sound. 2)

Roving

Melody Paradigm (RMP):

3-

sec

musical pieces rep

eated,

with low

-level and

high

-level

changes

. CR: Western

40 children: 19 nonmusicians, 21 beginning music lessons.

Task: After initial training, to judge 10 test trials: 6 in standard form, 2 with out

-of

key change and 2 with out

-of

harmony change on the last chord

1) 36 nonm

usicians 2) 48

non

-pianist musicians. Task:

12 30

-sec practice blocks.

1/3 took rest break after 3 blocks, 1/3 after 9 blocks, 1/3 no break

s

MEG: 15 musicians, 14 non

• 
  

musicians. Task: After 6 tones of melody, continue the melody in your mind, and judge

if a further presented

tone is a correct continuation

EEG: five scalp electrodes.

2-year old children partici-pating in musical play school

1) n = 14. 2) n=30

Comparison of the first test with a similar test 8

-12

months later, when the second group had

received

music lessons

Retest next day: Comparison of gains in performance due to early rest breaks, late rest breaks, or no rest breaks

Imagery mismatch negativity (iMMN) elicited by incorrect tones

Mismatch negativity (MMN) elicited by change

s

Formal music training influences key and harmony perception in 3

• to 6

-year-

olds, and even nonmusicians as young as 3 years have some knowledge of key membership and harmony

Extended intervals of rest early in training lead to largest gain in per

formance

after overnight sleep

Incorrect tones elicited an iMMN in musicians, but not in nonmusicians.

MMN is not limited to acoustic sensory input Clear indicators of change

• 
  

detection to all change types. However, several individual children did not show MMN to a specific change type.

Both modified MFP and RMP are suitable for studying brain processes in 2

-year old

children