scholarly journals Music Reading Expertise Selectively Improves Categorical Judgment with Musical Notation

i-Perception ◽  
10.1068/ic347 ◽  
2011 ◽  
Vol 2 (4) ◽  
pp. 347-347
Author(s):  
Yetta Kwailing Wong ◽  
Joanna Pui Chi Lau ◽  
Isabel Gauthier ◽  
Janet H Hsiao
Keyword(s):  
Music Reading ◽  
Categorical Judgment ◽  
Musical Notation

Neurocognitive Studies of Musical Literacy Acquisition

2005 ◽  
Vol 9 (2) ◽  
pp. 223-237
Author(s):  
Lauren Stewart
Keyword(s):  
Ecological Model ◽  
Written Language ◽  
Music Reading ◽  
Musical Notation ◽  
Primary Function ◽  
Sensorimotor Transformations ◽  
Systematic Effects ◽  
Written Word ◽  
Spatial Interference ◽  
Musical Response

Although certain parallels can be drawn between written language and notation in music — both use arbitrary visual symbols to notate the salient aspects of a sound pattern, the purpose of each notational system differs markedly. While the primary function of written language is to carry referential meaning, the primary function of musical notation is to carry instructions for the production of a musical performance. Music reading thus lies at the interface between perception and action and provides an ecological model with which to study how visual instructions influence the motor system. The studies presented in this article investigate how musical symbols on the page are decoded into a musical response, from both a cognitive and neurological perspective. The results of a musical Stroop paradigm are described, in which musical notation was present but irrelevant for task performance. The presence of musical notation produced systematic effects on reaction time, demonstrating that reading of the written note, as well as the written word, is obligatory for those who are musically literate. Spatial interference tasks are also described which suggest that music reading, at least for the pianist, can be characterized as a set of vertical to horizontal mappings. These behavioural findings are mirrored by the results of an fMRI training study in which musically untrained adults were taught to read music and play piano keyboard over a period of three months. Learning-specific changes were seen in superior parietal cortex and supramarginal gyrus, areas which are known to be involved in spatial sensorimotor transformations and preparation of learned actions respectively.

scholarly journals Perceptual Expertise and Top–Down Expectation of Musical Notation Engages the Primary Visual Cortex

2014 ◽  
Vol 26 (8) ◽  
pp. 1629-1643 ◽  
Author(s):  
Yetta Kwailing Wong ◽  
Cynthia Peng ◽  
Kristyn N. Fratus ◽  
Geoffrey F. Woodman ◽  
Isabel Gauthier
Keyword(s):  
Visual Cortex ◽  
Object Recognition ◽  
Primary Visual Cortex ◽  
Visual Processing ◽  
Reading Ability ◽  
Stimulus Onset ◽  
Perceptual Expertise ◽  
Stimulus Category ◽  
Music Reading ◽  
Musical Notation

Most theories of visual processing propose that object recognition is achieved in higher visual cortex. However, we show that category selectivity for musical notation can be observed in the first ERP component called the C1 (measured 40–60 msec after stimulus onset) with music-reading expertise. Moreover, the C1 note selectivity was observed only when the stimulus category was blocked but not when the stimulus category was randomized. Under blocking, the C1 activity for notes predicted individual music-reading ability, and behavioral judgments of musical stimuli reflected music-reading skill. Our results challenge current theories of object recognition, indicating that the primary visual cortex can be selective for musical notation within the initial feedforward sweep of activity with perceptual expertise and with a testing context that is consistent with the expertise training, such as blocking the stimulus category for music reading.

scholarly journals Music-reading training alleviates crowding with musical notation

2014 ◽  
Vol 14 (10) ◽  
pp. 782-782
Author(s):  
Y. K. Wong ◽  
A. C.- N. Wong
Keyword(s):  
Music Reading ◽  
Musical Notation

A Multimodal Neural Network Recruited by Expertise with Musical Notation

2010 ◽  
Vol 22 (4) ◽  
pp. 695-713 ◽  
Author(s):  
Yetta Kwailing Wong ◽  
Isabel Gauthier
Keyword(s):  
Brain Activity ◽  
Perceptual Fluency ◽  
Behavioral Measure ◽  
Perceptual Expertise ◽  
Music Reading ◽  
Visual Expertise ◽  
Musical Notation ◽  
Mathematical Symbols ◽  
Visual Skills ◽  
Multimodal Network

Prior neuroimaging work on visual perceptual expertise has focused on changes in the visual system, ignoring possible effects of acquiring expert visual skills in nonvisual areas. We investigated expertise for reading musical notation, a skill likely to be associated with multimodal abilities. We compared brain activity in music-reading experts and novices during perception of musical notation, Roman letters, and mathematical symbols and found selectivity for musical notation for experts in a widespread multimodal network of areas. The activity in several of these areas was correlated with a behavioral measure of perceptual fluency with musical notation, suggesting that activity in nonvisual areas can predict individual differences in visual expertise. The visual selectivity for musical notation is distinct from that for faces, single Roman letters, and letter strings. Implications of the current findings to the study of visual perceptual expertise, music reading, and musical expertise are discussed.

scholarly journals Music-reading training alleviates crowding with musical notation

2016 ◽  
Vol 16 (8) ◽  
pp. 15 ◽  
Author(s):  
Yetta Kwailing Wong ◽  
Alan C.-N. Wong
Keyword(s):  
Music Reading ◽  
Musical Notation

scholarly journals Music-reading expertise alters visual spatial resolution for musical notation

2011 ◽  
Vol 11 (11) ◽  
pp. 1145-1145
Author(s):  
Y. Kwailing Wong ◽  
I. Gauthier
Keyword(s):  
Spatial Resolution ◽  
Music Reading ◽  
Musical Notation ◽  
Visual Spatial

Musical Literacy and Literature in Strings Education

2020 ◽  
pp. 45-70
Keyword(s):  
Teaching And Learning ◽  
Music Reading ◽  
String Instruments ◽  
Musical Notation ◽  
Composition Methods ◽  
Choral Methods ◽  
Musical Literacy

Chapter 3 seeks a meaningful way of acquiring musical literacy and literature through learning the string instruments. In this section, the book offers actual musical examples for the learners. The chapter also introduces practical strategies on when and how to teach musical notation to early strings learners. The author expands the discussion on music reading and shares teaching examples with a special emphasis on acquiring musical literature and literacy as the students perceive more enjoyment as they read music of various kinds. The author also includes an adaptation of Dalcroze methods, choral methods, and composition methods to the violin teaching and learning with more specific musical examples on reading.

Inferential and categorical judgment in a highly social bird

2004 ◽  
Author(s):  
Guillermo C. Paz-y-Mino ◽  
Alan B. Bond ◽  
Alan C. Kamil ◽  
Russell P. Balda
Keyword(s):  
Categorical Judgment
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