Foundations in Music Psychology
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ICMPC11 Schedule at a Glan
Upadted 7/9/10 SCHEDULE AT A GLANCE 8/23-27/10 MONDAY 8/23 REGISTRATION REGISTRATION - Kane Hall Lobby REGISTRATION - Kane Hall Lobby REGISTRATION - Kane Hall Lobby REGISTRATION - Kane Hall Lobby REGISTRATION - Kane Hall Lobby REGISTRATION - Kane Hall Lobby 8:00-9:00AM Kane 130 Kane 110 Gowen 301 Smith 120 KANE - Walker Ames Room Session Rooms Gowen 201 WELCOME/KEYNOTE ADDRESS: Welcome and Opening Singing: when it hurts, when it helps, Keynote 9-10:30AM and when it changes brains. Gottfried Schlaug BREAK: 10:30-11:00AM Break Break Break Break Break Break INVITED SYMPOSIUM: SESSION 1 Effects of Musical Experience on Development During MUSIC THERAPY 1 SOCIAL PSYCHOLOGY 1 TONAL PERCEPTION 1 11-12:30 Infancy Laurel Trainor PA 021 Modeling Musical Structure from the Audience: Emergent PA027 The Effect of Structure and Rate Variation on Key-Finding SYM31:Beat Induction as a Fundamental Musical Skill PA 025 A Theory of Music and Sadness: A Role for Prolactin? 11:00 Rhythmic Models from Spontaneous Vocalizations in Samba Culture Morwaread Farbood, Gary Marcus, Panayotis Mavromatis, David Henkjan Honing David Huron Luiz Naveda, Fabien Gouyon, Marc Leman Poeppel SYM32: New Perspectives on Consonance and Dissonance PA 018 Improvisational Psychodynamic Music Therapy for PA110 Influences of Minority Status and Social Identity on the PA057 Common and Rare Musical Keys Are Absolutely Different: 11:30 Judy Plantinga, Sandra E. Trehub Depression: Randomized Controlled Trial Elaboration of Unfamiliar Music by Adolescents Implicit Absolute Pitch, Exposure -
Expectancy and Musical Emotion Effects of Pitch and Timing
Manuscript Expectancy and musical emotion Effects of pitch and timing expectancy on musical emotion Sauvé, S. A.1, Sayed, A.1, Dean, R. T.2, Pearce, M. T.1 1Queen Mary, University of London 2Western Sydney University Author Note Correspondence can be addressed to Sarah Sauvé at [email protected] School of Electronic Engineering and Computer Science Queen Mary University of London, Mile End Road London E1 4NS United Kingdom +447733661107 Biographies S Sauve: Originally a pianist, Sarah is now a PhD candidate in the Electronic Engineering and Computer Science department at Queen Mary University of London studying expectancy and stream segregation, supported by a college studentship. EXPECTANCY AND MUSICAL EMOTION 2 A Sayed: Aminah completed her MSc in Computer Science at Queen Mary University of London, specializing in multimedia. R.T. Dean: Roger is a composer/improviser and researcher at the MARCS Institute for Brain, Behaviour and Development. His research focuses on music cognition and music computation, both analytic and generative. M.T. Pearce: Marcus is Senior Lecturer at Queen Mary University of London, director of the Music Cognition and EEG Labs and co-director of the Centre for Mind in Society. His research interests cover computational, psychological and neuroscientific aspects of music cognition, with a particular focus on dynamic, predictive processing of melodic, rhythmic and harmonic structure, and its impact on emotional and aesthetic experience. He is the author of the IDyOM model of auditory expectation based on statistical learning and probabilistic prediction. EXPECTANCY AND MUSICAL EMOTION 3 Abstract Pitch and timing information work hand in hand to create a coherent piece of music; but what happens when this information goes against the norm? Relationships between musical expectancy and emotional responses were investigated in a study conducted with 40 participants: 20 musicians and 20 non-musicians. -
The Science of String Instruments
The Science of String Instruments Thomas D. Rossing Editor The Science of String Instruments Editor Thomas D. Rossing Stanford University Center for Computer Research in Music and Acoustics (CCRMA) Stanford, CA 94302-8180, USA [email protected] ISBN 978-1-4419-7109-8 e-ISBN 978-1-4419-7110-4 DOI 10.1007/978-1-4419-7110-4 Springer New York Dordrecht Heidelberg London # Springer Science+Business Media, LLC 2010 All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer Science+Business Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. Printed on acid-free paper Springer is part of Springer ScienceþBusiness Media (www.springer.com) Contents 1 Introduction............................................................... 1 Thomas D. Rossing 2 Plucked Strings ........................................................... 11 Thomas D. Rossing 3 Guitars and Lutes ........................................................ 19 Thomas D. Rossing and Graham Caldersmith 4 Portuguese Guitar ........................................................ 47 Octavio Inacio 5 Banjo ...................................................................... 59 James Rae 6 Mandolin Family Instruments........................................... 77 David J. Cohen and Thomas D. Rossing 7 Psalteries and Zithers .................................................... 99 Andres Peekna and Thomas D. -
Enharmonic Substitution in Bernard Herrmann's Early Works
Enharmonic Substitution in Bernard Herrmann’s Early Works By William Wrobel In the course of my research of Bernard Herrmann scores over the years, I’ve recently come across what I assume to be an interesting notational inconsistency in Herrmann’s scores. Several months ago I began to earnestly focus on his scores prior to 1947, especially while doing research of his Citizen Kane score (1941) for my Film Score Rundowns website (http://www.filmmusic.cjb.net). Also I visited UCSB to study his Symphony (1941) and earlier scores. What I noticed is that roughly prior to 1947 Herrmann tended to consistently write enharmonic notes for certain diatonic chords, especially E substituted for Fb (F-flat) in, say, Fb major 7th (Fb/Ab/Cb/Eb) chords, and (less frequently) B substituted for Cb in, say, Ab minor (Ab/Cb/Eb) triads. Occasionally I would see instances of other note exchanges such as Gb for F# in a D maj 7 chord. This enharmonic substitution (or “equivalence” if you prefer that term) is overwhelmingly consistent in Herrmann’ notational practice in scores roughly prior to 1947, and curiously abandoned by the composer afterwards. The notational “inconsistency,” therefore, relates to the change of practice split between these two periods of Herrmann’s career, almost a form of “Before” and “After” portrayal of his notational habits. Indeed, after examination of several dozens of his scores in the “After” period, I have seen (so far in this ongoing research) only one instance of enharmonic substitution similar to what Herrmann engaged in before 1947 (see my discussion in point # 19 on Battle of Neretva). -
Perceptual Interactions of Pitch and Timbre: an Experimental Study on Pitch-Interval Recognition with Analytical Applications
Perceptual interactions of pitch and timbre: An experimental study on pitch-interval recognition with analytical applications SARAH GATES Music Theory Area Department of Music Research Schulich School of Music McGill University Montréal • Quebec • Canada August 2015 A thesis submitted to McGill University in partial fulfillment of the requirements of the degree of Master of Arts. Copyright © 2015 • Sarah Gates Contents List of Figures v List of Tables vi List of Examples vii Abstract ix Résumé xi Acknowledgements xiii Author Contributions xiv Introduction 1 Pitch, Timbre and their Interaction • Klangfarbenmelodie • Goals of the Current Project 1 Literature Review 7 Pitch-Timbre Interactions • Unanswered Questions • Resulting Goals and Hypotheses • Pitch-Interval Recognition 2 Experimental Investigation 19 2.1 Aims and Hypotheses of Current Experiment 19 2.2 Experiment 1: Timbre Selection on the Basis of Dissimilarity 20 A. Rationale 20 B. Methods 21 Participants • Stimuli • Apparatus • Procedure C. Results 23 2.3 Experiment 2: Interval Identification 26 A. Rationale 26 i B. Method 26 Participants • Stimuli • Apparatus • Procedure • Evaluation of Trials • Speech Errors and Evaluation Method C. Results 37 Accuracy • Response Time D. Discussion 51 2.4 Conclusions and Future Directions 55 3 Theoretical Investigation 58 3.1 Introduction 58 3.2 Auditory Scene Analysis 59 3.3 Carter Duets and Klangfarbenmelodie 62 Esprit Rude/Esprit Doux • Carter and Klangfarbenmelodie: Examples with Timbral Dissimilarity • Conclusions about Carter 3.4 Webern and Klangfarbenmelodie in Quartet op. 22 and Concerto op 24 83 Quartet op. 22 • Klangfarbenmelodie in Webern’s Concerto op. 24, mvt II: Timbre’s effect on Motivic and Formal Boundaries 3.5 Closing Remarks 110 4 Conclusions and Future Directions 112 Appendix 117 A.1,3,5,7,9,11,13 Confusion Matrices for each Timbre Pair A.2,4,6,8,10,12,14 Confusion Matrices by Direction for each Timbre Pair B.1 Response Times for Unisons by Timbre Pair References 122 ii List of Figures Fig. -
White Paper: Acoustics Primer for Music Spaces
WHITE PAPER: ACOUSTICS PRIMER FOR MUSIC SPACES ACOUSTICS PRIMER Music is learned by listening. To be effective, rehearsal rooms, practice rooms and performance areas must provide an environment designed to support musical sound. It’s no surprise then that the most common questions we hear and the most frustrating problems we see have to do with acoustics. That’s why we’ve put this Acoustics Primer together. In simple terms we explain the fundamental acoustical concepts that affect music areas. Our hope is that music educators, musicians, school administrators and even architects and planners can use this information to better understand what they are, and are not, hearing in their music spaces. And, by better understanding the many variables that impact acoustical environ- ments, we believe we can help you with accurate diagnosis and ultimately, better solutions. For our purposes here, it is not our intention to provide an exhaustive, technical resource on the physics of sound and acoustical construction methods — that has already been done and many of the best works are listed in our bibliography and recommended readings on page 10. Rather, we want to help you establish a base-line knowledge of acoustical concepts that affect music education and performance spaces. This publication contains information reviewed by Professor M. David Egan. Egan is a consultant in acoustics and Professor Emeritus at the College of Architecture, Clemson University. He has been principal consultant of Egan Acoustics in Anderson, South Carolina for more than 35 years. A graduate of Lafayette College (B.S.) and MIT (M.S.), Professor Eagan also has taught at Tulane University, Georgia Institute of Technology, University of North Carolina at Charlotte, and Washington University. -
Finale Transposition Chart, by Makemusic User Forum Member Motet (6/5/2016) Trans
Finale Transposition Chart, by MakeMusic user forum member Motet (6/5/2016) Trans. Sounding Written Inter- Key Usage (Some Common Western Instruments) val Alter C Up 2 octaves Down 2 octaves -14 0 Glockenspiel D¯ Up min. 9th Down min. 9th -8 5 D¯ Piccolo C* Up octave Down octave -7 0 Piccolo, Celesta, Xylophone, Handbells B¯ Up min. 7th Down min. 7th -6 2 B¯ Piccolo Trumpet, Soprillo Sax A Up maj. 6th Down maj. 6th -5 -3 A Piccolo Trumpet A¯ Up min. 6th Down min. 6th -5 4 A¯ Clarinet F Up perf. 4th Down perf. 4th -3 1 F Trumpet E Up maj. 3rd Down maj. 3rd -2 -4 E Trumpet E¯* Up min. 3rd Down min. 3rd -2 3 E¯ Clarinet, E¯ Flute, E¯ Trumpet, Soprano Cornet, Sopranino Sax D Up maj. 2nd Down maj. 2nd -1 -2 D Clarinet, D Trumpet D¯ Up min. 2nd Down min. 2nd -1 5 D¯ Flute C Unison Unison 0 0 Concert pitch, Horn in C alto B Down min. 2nd Up min. 2nd 1 -5 Horn in B (natural) alto, B Trumpet B¯* Down maj. 2nd Up maj. 2nd 1 2 B¯ Clarinet, B¯ Trumpet, Soprano Sax, Horn in B¯ alto, Flugelhorn A* Down min. 3rd Up min. 3rd 2 -3 A Clarinet, Horn in A, Oboe d’Amore A¯ Down maj. 3rd Up maj. 3rd 2 4 Horn in A¯ G* Down perf. 4th Up perf. 4th 3 -1 Horn in G, Alto Flute G¯ Down aug. 4th Up aug. 4th 3 6 Horn in G¯ F# Down dim. -
Exploiting Prior Knowledge During Automatic Key and Chord Estimation from Musical Audio
Exploitatie van voorkennis bij het automatisch afleiden van toonaarden en akkoorden uit muzikale audio Exploiting Prior Knowledge during Automatic Key and Chord Estimation from Musical Audio Johan Pauwels Promotoren: prof. dr. ir. J.-P. Martens, prof. dr. M. Leman Proefschrift ingediend tot het behalen van de graad van Doctor in de Ingenieurswetenschappen Vakgroep Elektronica en Informatiesystemen Voorzitter: prof. dr. ir. R. Van de Walle Faculteit Ingenieurswetenschappen en Architectuur Academiejaar 2015 - 2016 ISBN 978-90-8578-883-6 NUR 962, 965 Wettelijk depot: D/2016/10.500/15 Abstract Chords and keys are two ways of describing music. They are exemplary of a general class of symbolic notations that musicians use to exchange in- formation about a music piece. This information can range from simple tempo indications such as “allegro” to precise instructions for a performer of the music. Concretely, both keys and chords are timed labels that de- scribe the harmony during certain time intervals, where harmony refers to the way music notes sound together. Chords describe the local harmony, whereas keys offer a more global overview and consequently cover a se- quence of multiple chords. Common to all music notations is that certain characteristics of the mu- sic are described while others are ignored. The adopted level of detail de- pends on the purpose of the intended information exchange. A simple de- scription such as “menuet”, for example, only serves to roughly describe the character of a music piece. Sheet music on the other hand contains precise information about the pitch, discretised information pertaining to timing and limited information about the timbre. -
Unified Music Theories for General Equal-Temperament Systems
Unified Music Theories for General Equal-Temperament Systems Brandon Tingyeh Wu Research Assistant, Research Center for Information Technology Innovation, Academia Sinica, Taipei, Taiwan ABSTRACT Why are white and black piano keys in an octave arranged as they are today? This article examines the relations between abstract algebra and key signature, scales, degrees, and keyboard configurations in general equal-temperament systems. Without confining the study to the twelve-tone equal-temperament (12-TET) system, we propose a set of basic axioms based on musical observations. The axioms may lead to scales that are reasonable both mathematically and musically in any equal- temperament system. We reexamine the mathematical understandings and interpretations of ideas in classical music theory, such as the circle of fifths, enharmonic equivalent, degrees such as the dominant and the subdominant, and the leading tone, and endow them with meaning outside of the 12-TET system. In the process of deriving scales, we create various kinds of sequences to describe facts in music theory, and we name these sequences systematically and unambiguously with the aim to facilitate future research. - 1 - 1. INTRODUCTION Keyboard configuration and combinatorics The concept of key signatures is based on keyboard-like instruments, such as the piano. If all twelve keys in an octave were white, accidentals and key signatures would be meaningless. Therefore, the arrangement of black and white keys is of crucial importance, and keyboard configuration directly affects scales, degrees, key signatures, and even music theory. To debate the key configuration of the twelve- tone equal-temperament (12-TET) system is of little value because the piano keyboard arrangement is considered the foundation of almost all classical music theories. -
A New Illusion in the Perception of Relative Pitch Intervals
A new illusion in the perception of relative pitch intervals by Maartje Koning A thesis submitted to the Faculty of Humanities of the University of Amsterdam in partial fulfilment of the requirements for the degree of Master of Arts Department of Musicology 2015 Dr. M. Sadakata University of Amsterdam Dr. J.A. Burgoyne University of Amsterdam 2 Abstract This study is about the perception of relative pitch intervals. An earlier study of Sadakata & Ohgushi ‘Comparative judgments pitch intervals and an illusion’ (2000) showed that when when people listened to two tone intervals, their perception of relative pitch distance between the two tones depended on the direction and size of the intervals. In this follow-up study the participants had to listen to two tone intervals and indicate whether the size of the second interval was smaller, the same or larger than the first. The conditions were the same as in the study of Sadakata & Ohgushi. These four different conditions were illustrating the relationship between those two intervals. There were ascending and descending intervals and the starting tone of the second interval differed with respect to the starting tone of the first interval. The study made use of small and large intervals and hypothesized that the starting tone of the second interval with respect to the starting tone of the first interval had an effect on the melodic expectancy of the listener and because of that they over- or underestimate the size of the second tone interval. Furthermore, it was predicted that this tendency would be stronger for larger tone intervals compared to smaller tone intervals and that there would be no difference found between musicians and non-musicians. -
Music Learning and Mathematics Achievement: a Real-World Study in English Primary Schools
Music Learning and Mathematics Achievement: A Real-World Study in English Primary Schools Edel Marie Sanders Supervisor: Dr Linda Hargreaves This final thesis is submitted for the degree of Doctor of Philosophy. Faculty of Education University of Cambridge October 2018 Music Learning and Mathematics Achievement: A Real-World Study in English Primary Schools Edel Marie Sanders Abstract This study examines the potential for music education to enhance children’s mathematical achievement and understanding. Psychological and neuroscientific research on the relationship between music and mathematics has grown considerably in recent years. Much of this, however, has been laboratory-based, short-term or small-scale research. The present study contributes to the literature by focusing on specific musical and mathematical elements, working principally through the medium of singing and setting the study in five primary schools over a full school year. Nearly 200 children aged seven to eight years, in six school classes, experienced structured weekly music lessons, congruent with English National Curriculum objectives for music but with specific foci. The quasi-experimental design employed two independent variable categories: musical focus (form, pitch relationships or rhythm) and mathematical teaching emphasis (implicit or explicit). In all other respects, lesson content was kept as constant as possible. Pretests and posttests in standardised behavioural measures of musical, spatial and mathematical thinking were administered to all children. Statistical analyses (two-way mixed ANOVAs) of student scores in these tests reveal positive significant gains in most comparisons over normative progress in mathematics for all musical emphases and both pedagogical conditions with slightly greater effects in the mathematically explicit lessons. -
Cortical Encoding of Melodic Expectations in Human Temporal Cortex Giovanni M
bioRxiv preprint doi: https://doi.org/10.1101/714634; this version posted July 28, 2019. The copyright holder for this preprint (which was not certified by peer review) is the author/funder. All rights reserved. No reuse allowed without permission. Cortical encoding of melodic expectations in human temporal cortex Giovanni M. Di Liberto1, Claire Pelofi2,3,*, Roberta Bianco4,*, Prachi Patel5,6, Ashesh D. Mehta7, Jose L. Herrero7, Alain de Cheveigné1,4, Shihab Shamma1,8,**, Nima Mesgarani5,6,** 1 Laboratoire des Systèmes Perceptifs, UMR 8248, CNRS, France. Ecole Normale Supérieure, PSL University, France 2 Department of Psychology, New York University, New York, NY, USA 3 Institut de Neurosciences des Système, UMR S 1106, INSERM, Aix Marseille Université, France 4 UCL Ear Institute, London, United Kingdom 5 Department of Electrical Engineering, Columbia University, New York, NY, USA 6 Mortimer B. Zuckerman Mind Brain Behavior Institute, Columbia University, New York, NY 10027, United States 7 Department of Neurosurgery, Zucker School of Medicine at Hofstra/Northwell and Feinstein Institute of Medical Research, Manhasset, NY 11030, United States 8 Institute for Systems Research, Electrical and Computer Engineering, University of Maryland, College Park, USA * The authors contributed equally ** Co-senior authors Correspondence: [email protected] Conflicts of interest: none declared. Funding sources: This study was funded by an Advanced ERC grant (Neume). G.D.L. and A.d.C. were supported by the EU H2020-ICT grant 644732 (COCOHA). N.M., P.P., A.D.M., and J.L.H. were supported by NIMH MH114166-01. C.P. and R.B. were supported by the Agence Nationale de la Recherche (ANR-16-CE28-0012 RALP) and by a BBSRC grant (BB/P003745/1) respectively.