A review of the effect of musical training on neural and perceptual coding of speech

Данная работа посвящена рассмотрению особенностей реализации программ художественной направленности по музыкальной подготовке среди комплекса программ на базе МБУ ДО «ДЮЦ» ДЦР «Синтай». Рассмотрены реализуемые программы музыкальной подготовки: «Эклектика», «Музыка»: «Сольфеджио», «Фортепиано», «Медиа-контент и мульти-медиа технологии». This publication is devoted to the consideration of the features of the implementation of artistic programs for musical training among a set of programs on the basis of the Municipal Budgetary Educational Institution «Children’s Youth Center» of the Children’s Development Center «Xingtai». Implemented musical training programs: «Eclectica», «Music»: «Solfeggio», «Piano», «Media Content and Multi-Media Technologies are considered».

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Musical training in Tribal West Africa

10.21504/amj.v3i1.731 ◽

1962 ◽

Vol 3 (1) ◽

pp. 6-10 ◽

Cited By ~ 2

Author(s):

Edna M. Smith

Keyword(s):

West Africa ◽

Musical Training

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University musical training in a blended-learning context

Revista Española de Pedagogía ◽

10.22550/rep75-3-2017-11 ◽

2017 ◽

Vol 75 (268) ◽

Author(s):

Susana TOBOSO ONTORIA ◽

Inmaculada TELLO DÍAZ-MAROTO ◽

Francisco José ÁLVAREZ GARCÍA

Keyword(s):

Blended Learning ◽

Musical Training ◽

Learning Context

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Kindling the Spark

10.1093/oso/9780195129489.001.0001 ◽

2002 ◽

Cited By ~ 2

Author(s):

Joanne Haroutounian

Keyword(s):

Musical Training ◽

Music Educators ◽

Home School ◽

Wide Audience ◽

Specialized Schools ◽

Additional Information ◽

Teacher Researcher ◽

Training And Research ◽

Private Studio ◽

Different Levels

Gathering perspectives of musical talent from the psychological, musical, and educational fields, Kindling the Spark is the only single sourcebook that defines musical talent and provides practical strategies for identifying and nurturing it. Joanne Haroutounian uses her experience as teacher, researcher, and parent to clarify central issues concerning talent recognition and development in a way that will easily appeal to a wide audience. The book describes the different stages of development in musical training, including guidelines for finding a suitable teacher at different levels, social and psychological aspects that impact musical training, and research on talent development by ages and stages from infancy and preschool years through the teen years. An important feature of the book are "sparkler exercises" designed to provoke observable talent behavior in home, school, and studio settings. The book also includes an Appendix of Resources which lists books, media, organizations, and specialized schools that offer additional information on musical talent, identification, and development. For music educators in both public school and private studio settings--as well as for parents and their musically inclined children--Kindling the Spark provides an invaluable summary of the research on talent and a wealth of resources for developing it.

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Music Modulates Cognitive Flexibility? An Investigation of the Benefits of Musical Training on Markers of Cognitive Flexibility

Brain Sciences ◽

10.3390/brainsci11040451 ◽

2021 ◽

Vol 11 (4) ◽

pp. 451

Author(s):

Miriam Gade ◽

Kathrin Schlemmer

Keyword(s):

Everyday Life ◽

Cognitive Flexibility ◽

Musical Training ◽

Rapid Change ◽

Task Sequence ◽

Switch Costs ◽

Classification Tasks ◽

Professional Contexts ◽

The Impact ◽

Task Sequences

Cognitive flexibility enables the rapid change in goals humans want to attain in everyday life as well as in professional contexts, e.g., as musicians. In the laboratory, cognitive flexibility is usually assessed using the task-switching paradigm. In this paradigm participants are given at least two classification tasks and are asked to switch between them based on valid cues or memorized task sequences. The mechanisms enabling cognitive flexibility are investigated through two empirical markers, namely switch costs and n-2 repetition costs. In this study, we assessed both effects in a pre-instructed task-sequence paradigm. Our aim was to assess the transfer of musical training to non-musical stimuli and tasks. To this end, we collected the data of 49 participants that differed in musical training assessed using the Goldsmiths Musical Sophistication Index. We found switch costs that were not significantly influenced by the degree of musical training. N-2 repetition costs were small for all levels of musical training and not significant. Musical training did not influence performance to a remarkable degree and did not affect markers of mechanisms underlying cognitive flexibility, adding to the discrepancies of findings on the impact of musical training in non-music-specific tasks.

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The impact of a music education program on meta-musical awareness, logical-mathematical, and notational skills in preschoolers

International Journal of Music Education ◽

10.1177/02557614211027247 ◽

2021 ◽

pp. 025576142110272

Author(s):

Oriana Incognito ◽

Laura Scaccioni ◽

Giuliana Pinto

Keyword(s):

Music Education ◽

Education Program ◽

Cognitive Abilities ◽

Musical Training ◽

Control Group ◽

Transfer Of Knowledge ◽

General Domain ◽

Music Program ◽

Before And After ◽

The Impact

A number of studies suggest a link between musical training and both specific and general cognitive abilities, but despite some positive results, there is disagreement about which abilities are improved. This study aims to investigate the effects of a music education program both on a domain-specific competence (meta-musical awareness), and on general domain competences, that is, cognitive abilities (logical-mathematical) and symbolic-linguistic abilities (notational). Twenty 4- to 6-year-old children participated in the research, divided into two groups (experimental and control) and the measures were administered at two different times, before and after a 6-month music program (for the experimental group) and after a sports training program (for the control group). Children performed meta-musical awareness tasks, logical-mathematical tasks, and emergent-alphabetization tasks. Non-parametric statistics show that a music program significantly improves the development of notational skills and meta-musical awareness while not the development of logical-mathematical skills. These results show that a musical program increases children’s meta-musical awareness, and their ability to acquire the notational ability involved in the invented writing of words and numbers. On the contrary, it does not affect the development of logical skills. The results are discussed in terms of transfer of knowledge processes and of specific versus general domain effects of a musical program.

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Frontoparietal, Cerebellum Network Codes for Accurate Intention Prediction in Altered Perceptual Conditions

Cerebral Cortex Communications ◽

10.1093/texcom/tgab031 ◽

2021 ◽

Author(s):

L Ceravolo ◽

S Schaerlaeken ◽

S Frühholz ◽

D Glowinski ◽

D Grandjean

Keyword(s):

Prefrontal Cortex ◽

Social Interactions ◽

Dorsolateral Prefrontal Cortex ◽

Musical Training ◽

Inferior Frontal Gyrus ◽

Functional Magnetic Resonance ◽

Communicative Intent ◽

Dynamic Stimuli ◽

Dorsolateral Prefrontal ◽

Critical Components

Abstract Integrating and predicting the intentions and actions of others are critical components of social interactions, but the behavioral and neural bases of such mechanisms under altered perceptual conditions are poorly understood. In the present study, we recruited expert violinists and age-matched controls with no musical training and asked them to evaluate simplified dynamic stimuli of violinists playing in a piano or forte communicative intent while undergoing functional magnetic resonance imaging. We show that expertise is needed to successfully understand and evaluate communicative intentions in spatially and temporally altered visual representations of musical performance. Frontoparietal regions—such as the dorsolateral prefrontal cortex and the inferior parietal lobule and sulcus—and various subregions of the cerebellum—such as cerebellar lobules I-IV, V, VI, VIIb, VIIIa, X—are recruited in the process. Functional connectivity between these brain areas reveals widespread organization, particularly in the dorsolateral prefrontal cortex, inferior frontal gyrus, inferior parietal sulcus and in the cerebellum. This network may be essential to successfully assess communicative intent in ambiguous or complex visual scenes.

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A Preliminary Exploration of Pitch Discrimination, Temporal Sequencing, and Prosodic Awareness Skills of Children Who Participate in Different School-Based Music Curricula

Brain Sciences ◽

10.3390/brainsci11080982 ◽

2021 ◽

Vol 11 (8) ◽

pp. 982

Author(s):

Ashley G. Flagge ◽

Mary Ellen Neeley ◽

Tara M. Davis ◽

Victoria S. Henbest

Keyword(s):

Phonological Processing ◽

Auditory Processing ◽

Musical Training ◽

Positive Influence ◽

Pitch Discrimination ◽

Language And Literacy ◽

School Based ◽

Temporal Sequencing ◽

School Music ◽

Music Class

Musical training has been shown to have a positive influence on a variety of skills, including auditory-based tasks and nonmusical cognitive and executive functioning tasks; however, because previous investigations have yielded mixed results regarding the relationship between musical training and these skills, the purpose of this study was to examine and compare the auditory processing skills of children who receive focused, daily musical training with those with more limited, generalized musical training. Sixteen typically developing children (second–fourth grade) from two different schools receiving different music curricula were assessed on measures of pitch discrimination, temporal sequencing, and prosodic awareness. The results indicated significantly better scores in pitch discrimination abilities for the children receiving daily, focused musical training (School 1) compared to students attending music class only once per week, utilizing a more generalized elementary school music curriculum (School 2). The findings suggest that more in-depth and frequent musical training may be associated with better pitch discrimination abilities in children. This finding is important given that the ability to discriminate pitch has been linked to improved phonological processing skills, an important skill for developing spoken language and literacy. Future investigations are needed to determine whether the null findings for temporal sequencing and prosodic awareness can be replicated or may be different for various grades and tasks for measuring these abilities.

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Western listeners detect boundary hierarchy in Indian music: a segmentation study

Scientific Reports ◽

10.1038/s41598-021-82629-y ◽

2021 ◽

Vol 11 (1) ◽

Author(s):

Tudor Popescu ◽

Richard Widdess ◽

Martin Rohrmeier

Keyword(s):

Musical Training ◽

Cross Cultural ◽

Formal Structure ◽

False Alarms ◽

Substantial Agreement ◽

Theoretical Frameworks ◽

Structural Units ◽

Structural Relationships ◽

Indian Music ◽

Time Awareness

AbstractHow are listeners able to follow and enjoy complex pieces of music? Several theoretical frameworks suggest links between the process of listening and the formal structure of music, involving a division of the musical surface into structural units at multiple hierarchical levels. Whether boundaries between structural units are perceivable to listeners unfamiliar with the style, and are identified congruently between naïve listeners and experts, remains unclear. Here, we focused on the case of Indian music, and asked 65 Western listeners (of mixed levels of musical training; most unfamiliar with Indian music) to intuitively segment into phrases a recording of sitar ālāp of two different rāga-modes. Each recording was also segmented by two experts, who identified boundary regions at section and phrase levels. Participant- and region-wise scores were computed on the basis of "clicks" inside or outside boundary regions (hits/false alarms), inserted earlier or later within those regions (high/low "promptness"). We found substantial agreement—expressed as hit rates and click densities—among participants, and between participants' and experts' segmentations. The agreement and promptness scores differed between participants, levels, and recordings. We found no effect of musical training, but detected real-time awareness of grouping completion and boundary hierarchy. The findings may potentially be explained by underlying general bottom-up processes, implicit learning of structural relationships, cross-cultural musical similarities, or universal cognitive capacities.

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