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Appendix 3.05 Musical material – The Neurosciences and Music
Acoustic instruments in NM I NM II and NM III
11 papers apply the sounds of acoustic instruments, three in NM I, one in NM II, and seven in NM III. Some
noteworthy investigations are the following:
Acoustic instruments, NM I
Münte et al. (NM I no. 11, pp. 131-139) apply a real drum sequence in a mismatch negativity study of
temporal deviance from a pattern of regular beats. The response of drummers is compared to the response
of nonmusicians.
In a MEG study, Pantev et al. (NM I no. 49, pp. 438-450) investigate the cortical responses for violin and
trumpet tones in violinists, trumpeters, and nonmusicians.
In an EEG study, Trainor et al (NM I no. 55, pp. 506-513) investigate auditory evoked potentials in
response to sinus tones, violin tones, and piano tones. The responses of adult musicians and nonmusicians
as well as children with or without musical experience are compared.
Acoustic instruments, NM III
Dennis et al. (NM III no. 7, pp. 84-88) apply snare drum sounds in a study of children with impaired
rhythmic abilities.
Tervaniemi (NM III no. 18, pp. 151-156) reviews MEG and EEG studies of responses to sinus tones and
instrumental tones in musicians and nonmusicians.
Trehub et al. (NM III no, 78, pp. 534-542) investigate song identification in children with cochlear implants,
comparing familiar songs and TV theme songs in original version, instrumental version, and synthesized
version.
Singing voice in NM I NM II and NM III
Seven papers report the use of singing voice, 0 in NM I, 3 in NM II, and 4 in NM III.
Some characteristic applications are the following:
Singing voice, NM II
Schön et al. (NM II no. 7, pp. 71-81) apply spoken words, sung words, vocalises and noise in studies of
musical and linguistic processing in song perception.
Tillmann (NM II no. 11, pp.100-110) applies musical material played with instrumental timbres or sung with
artificial syllables in a study of implicit tonal knowledge in nonmusicians.
In an EEG study of the effect of music on learning and memory, Thaut et al. (NM II, no. 24, pp. 243-254)
apply words presented in spoken form or in a song.
Singing voice, NM III
Thiessen & Safran (NM III no. 32, pp. 225-233) investigate melody and lyric learning in infants by
comparing spoken and sung material.
Norton et al. (NM III no. 63, pp. 431-436) report observations of Melodic Intonation Therapy for aphasia
patients, a rehabilitation method based on singing short phrases on two pitches.
Trehub et al. (NM III no. 75, pp. 508-511) have investigated 6-8 months old infants’ recognition of singing
voices and faces.