Survey of Recent Research on the Perception of Harmony and Tonality
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A Psychological Approach to Musical Form: the Habituation–Fluency Theory of Repetition
A Psychological Approach to Musical Form: The Habituation–Fluency Theory of Repetition David Huron With the possible exception of dance and meditation, there appears to be nothing else in common human experience that is comparable to music in its repetitiveness (Kivy 1993; Ockelford 2005; Margulis 2013). Narrative arti- facts like movies, novels, cartoon strips, stories, and speeches have much less internal repetition. Even poetry is less repetitive than music. Occasionally, architecture can approach music in repeating some elements, but only some- times. There appears to be no visual analog to the sort of trance–inducing music that can engage listeners for hours. Although dance and meditation may be more repetitive than music, dance is rarely performed in the absence of music, and meditation tellingly relies on imagining a repeated sound or mantra (Huron 2006: 267). Repetition can be observed in music from all over the world (Nettl 2005). In much music, a simple “strophic” pattern is evident in which a single phrase or passage is repeated over and over. When sung, it is common for successive repetitions to employ different words, as in the case of strophic verses. However, it is also common to hear the same words used with each repetition. In the Western art–music tradition, internal patterns of repetition are commonly discussed under the rubric of form. Writing in The Oxford Companion to Music, Percy Scholes characterized musical form as “a series of strategies designed to find a successful mean between the opposite extremes of unrelieved repetition and unrelieved alteration” (1977: 289). Scholes’s characterization notwithstanding, musical form entails much more than simply the pattern of repetition. -
Cognitive Processes for Infering Tonic
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Student Research, Creative Activity, and Performance - School of Music Music, School of 8-2011 Cognitive Processes for Infering Tonic Steven J. Kaup University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/musicstudent Part of the Cognition and Perception Commons, Music Practice Commons, Music Theory Commons, and the Other Music Commons Kaup, Steven J., "Cognitive Processes for Infering Tonic" (2011). Student Research, Creative Activity, and Performance - School of Music. 46. https://digitalcommons.unl.edu/musicstudent/46 This Article is brought to you for free and open access by the Music, School of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Student Research, Creative Activity, and Performance - School of Music by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. COGNITIVE PROCESSES FOR INFERRING TONIC by Steven J. Kaup A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Music Major: Music Under the Supervision of Professor Stanley V. Kleppinger Lincoln, Nebraska August, 2011 COGNITIVE PROCESSES FOR INFERRING TONIC Steven J. Kaup, M. M. University of Nebraska, 2011 Advisor: Stanley V. Kleppinger Research concerning cognitive processes for tonic inference is diverse involving approaches from several different perspectives. Outwardly, the ability to infer tonic seems fundamentally simple; yet it cannot be attributed to any single cognitive process, but is multi-faceted, engaging complex elements of the brain. This study will examine past research concerning tonic inference in light of current findings. -
Classical Net Review
The Internet's Premier Classical Music Source BOOK REVIEW The Psychology of Music Diana Deutsch, editor Academic Press, Third Edition, 2013, pp xvii + 765 ISBN-10: 012381460X ISBN-13: 978-0123814609 The psychology of music was first explored in detail in modern times in a book of that name by Carl E. Seashore… Psychology Of Music was published in 1919. Dover's paperback edition of almost 450 pages (ISBN- 10: 0486218511; ISBN-13: 978-0486218519) is still in print from half a century later (1967) and remains a good starting point for those wishing to understand the relationship between our minds and music, chiefly as a series of physical processes. From the last quarter of the twentieth century onwards much research and many theories have changed the models we have of the mind when listening to or playing music. Changes in music itself, of course, have dictated that the nature of human interaction with it has grown. Unsurprisingly, books covering the subject have proliferated too. These range from examinations of how memory affects our experience of music through various forms of mental disabilities, therapies and deviations from "standard" auditory reception, to attempts to explain music appreciation psychologically. Donald Hodges' and David Conrad Sebald's Music in the Human Experience: An Introduction to Music Psychology (ISBN-10: 0415881862; ISBN-13: 978- 0415881869) makes a good introduction to the subject; while Aniruddh Patel's Music, Language, and the Brain (ISBN-10: 0199755302; ISBN-13: 978-0199755301) is a good (and now classic/reference) overview. Oliver Sacks' Musicophilia: Tales of Music and the Brain (ISBN-10: 1400033535; ISBN-13: 978-1400033539) examines specific areas from a clinical perspective. -
Max Neuhaus, R. Murray Schafer, and the Challenges of Noise
University of Kentucky UKnowledge Theses and Dissertations--Music Music 2018 MAX NEUHAUS, R. MURRAY SCHAFER, AND THE CHALLENGES OF NOISE Megan Elizabeth Murph University of Kentucky, [email protected] Digital Object Identifier: https://doi.org/10.13023/etd.2018.233 Right click to open a feedback form in a new tab to let us know how this document benefits ou.y Recommended Citation Murph, Megan Elizabeth, "MAX NEUHAUS, R. MURRAY SCHAFER, AND THE CHALLENGES OF NOISE" (2018). Theses and Dissertations--Music. 118. https://uknowledge.uky.edu/music_etds/118 This Doctoral Dissertation is brought to you for free and open access by the Music at UKnowledge. It has been accepted for inclusion in Theses and Dissertations--Music by an authorized administrator of UKnowledge. For more information, please contact [email protected]. STUDENT AGREEMENT: I represent that my thesis or dissertation and abstract are my original work. Proper attribution has been given to all outside sources. I understand that I am solely responsible for obtaining any needed copyright permissions. I have obtained needed written permission statement(s) from the owner(s) of each third-party copyrighted matter to be included in my work, allowing electronic distribution (if such use is not permitted by the fair use doctrine) which will be submitted to UKnowledge as Additional File. I hereby grant to The University of Kentucky and its agents the irrevocable, non-exclusive, and royalty-free license to archive and make accessible my work in whole or in part in all forms of media, now or hereafter known. I agree that the document mentioned above may be made available immediately for worldwide access unless an embargo applies. -
History of the School of Cognitive Science at Hampshire College
Stillings: History of CS 1 3-5-21 A history of the School of Cognitive Science at Hampshire College Neil Stillings Spring 2021 Preface I started teaching at Hampshire in the fall of 1971, the second year the college was open. I retired in June 2018, 47 years later. I write as a nearly founding faculty member of the college, as a founding faculty member of the School of Cognitive Science (CS), and as the School’s longest-serving member. In the fall of 2018, shortly after I retired, I began writing this history in the hope that it might inform or inspire future faculty and students as Cognitive Science approached its 50th anniversary at Hampshire. As I began writing, a series of events unfolded that threatened the survival of the college.1 In the aftermath about half of the college’s faculty left, either permanently or for indefinite “leave.” In particular all but two of 17 faculty members in Cognitive Science left the college, leaving the program with no faculty in its core areas of psychology, neuroscience, linguistics, philosophy, and computer science.2 As of Spring 2021, in the current national environment of higher education, it is extremely unlikely that Hampshire, at the moment with less than half of its former student body, could rebuild Quickly enough to re-establish Cognitive Science. Further, the faculty who remain on campus have chosen to redesign the educational program in a way that suggests that they will no longer be organized into Schools. Thus, this document has become a history of the School of Cognitive Science from its beginning to its probable end, and, I hope, a source for anyone who does research on Hampshire’s history in the future.3 What were Hampshire’s Schools? Hampshire was founded to foster students’ intellectual curiosity, independence, and initiative, to demand their active engagement with ideas, and to de-emphasize the passive memorization of textbook material and the unQuestioning acQuiescence to external expectations in the Quest for grades. -
Music and Environment: Registering Contemporary Convergences
JOURNAL OF OF RESEARCH ONLINE MusicA JOURNALA JOURNALOF THE MUSIC OF MUSICAUSTRALIA COUNCIL OF AUSTRALIA ■ Music and Environment: Registering Contemporary Convergences Introduction H O L L I S T A Y L O R & From the ancient Greek’s harmony of the spheres (Pont 2004) to a first millennium ANDREW HURLEY Babylonian treatise on birdsong (Lambert 1970), from the thirteenth-century round ‘Sumer Is Icumen In’ to Handel’s Water Music (Suites HWV 348–50, 1717), and ■ Faculty of Arts Macquarie University from Beethoven’s Pastoral Symphony (No. 6 in F major, Op. 68, 1808) to Randy North Ryde 2109 Newman’s ‘Burn On’ (Newman 1972), musicians of all stripes have long linked ‘music’ New South Wales Australia and ‘environment’. However, this gloss fails to capture the scope of recent activity by musicians and musicologists who are engaging with topics, concepts, and issues [email protected] ■ relating to the environment. Faculty of Arts and Social Sciences University of Technology Sydney Despite musicology’s historical preoccupation with autonomy, our register of musico- PO Box 123 Broadway 2007 environmental convergences indicates that the discipline is undergoing a sea change — New South Wales one underpinned in particular by the1980s and early 1990s work of New Musicologists Australia like Joseph Kerman, Susan McClary, Lawrence Kramer, and Philip Bohlman. Their [email protected] challenges to the belief that music is essentially self-referential provoked a shift in the discipline, prompting interdisciplinary partnerships to be struck and methodologies to be rethought. Much initial activity focused on the role that politics, gender, and identity play in music. -
SMPC 2011 Attendees
Society for Music Perception and Cognition August 1114, 2011 Eastman School of Music of the University of Rochester Rochester, NY Welcome Dear SMPC 2011 attendees, It is my great pleasure to welcome you to the 2011 meeting of the Society for Music Perception and Cognition. It is a great honor for Eastman to host this important gathering of researchers and students, from all over North America and beyond. At Eastman, we take great pride in the importance that we accord to the research aspects of a musical education. We recognize that music perception/cognition is an increasingly important part of musical scholarship‐‐and it has become a priority for us, both at Eastman and at the University of Rochester as a whole. This is reflected, for example, in our stewardship of the ESM/UR/Cornell Music Cognition Symposium, in the development of several new courses devoted to aspects of music perception/cognition, in the allocation of space and resources for a music cognition lab, and in the research activities of numerous faculty and students. We are thrilled, also, that the new Eastman East Wing of the school was completed in time to serve as the SMPC 2011 conference site. We trust you will enjoy these exceptional facilities, and will take pleasure in the superb musical entertainment provided by Eastman students during your stay. Welcome to Rochester, welcome to Eastman, welcome to SMPC 2011‐‐we're delighted to have you here! Sincerely, Douglas Lowry Dean Eastman School of Music SMPC 2011 Program and abstracts, Page: 2 Acknowledgements Monetary -
David Huron, Voice Leading: the Science Behind a Musical Art (Cambridge, MIT Press, 2016) Viii + 263 Pp
nova série | new series 4/1 (2017), pp. 219-226 ISSN 2183-8410 http://rpm-ns.pt Review: David Huron, Voice Leading: The Science Behind a Musical Art (Cambridge, MIT Press, 2016) viii + 263 pp. ISBN: 9780262034852 Gilberto Bernardes INESC TEC [email protected] HE ART OF COMBINING CONCURRENT MUSICAL LINES, or voice leading, has been an instrumental concept in Western music and the subject of considerable discussion over the last T centuries. Traditionally, voice leading is understood, discussed, and taught as a set of dogmatic canons (i.e., dos and don’ts) based on generalizations inferred from musical practice. Conversely, David Huron, at Ohio State University, has pursued during his remarkable academic career a musicological study on voice leading from perceptual and cognitive standpoints, which he has now synthesized in a lucid book.1 Huron’s skeptical attitude towards the dogmatic nature of the longstanding part-writing rule-based tradition has led to some of the most insightful considerations over recent decades on voice leading, and sheds light on the explicit relation between perception, cognition, and part-writing rules. In other words, Huron provides a scientific explanation that demonstrates in timely fashion why particular music textures are more compelling to the human ear. However, he positions the practice as being driven by a multitude of factors, notably including cultural, idiomatic, and biological (e.g., perceptual and cognitive) traits. 1 The book under review is a mature and expanded version of a previous publication (HURON 2001), which already draws a solid and compound framework for the perceptual and cognitive basis underlying canonic part-writing rules. -
Fall 2011 Sabbatical Report: Music and Cognition Margaret Tennant
Fall 2011 Sabbatical Report M. Tennant 1 Fall 2011 Sabbatical Report: Music and Cognition Margaret Tennant, Ph. D. May 26, 2012 Fall 2011 Sabbatical Report M. Tennant 2 Table of Contents Prologue 3 Sabbatical Report 4 Interactive Lecture, Multicultural Day April 10, 2012 18 Suggested Activities for Applying to Introductory Psychology 24 Conference Schedule SMPC 27 Bibliography 33 Fall 2011 Sabbatical Report M. Tennant 3 Prologue I would like to thank the Board of Trustees of the Ventura Community College District; Dr. James Meznek, Chancellor; Dr. Pam Eddinger, Moorpark College President; and the Moorpark College Academic Senate; for this opportunity for scholarly study during the Fall 2011 semester. The contents of this report include the following: 1) The Sabbatical Report: A brief overview of content researched during the sabbatical 2) Applications: Ideas for incorporating music into an introductory psychology course and the outline of the interactive lecture presented to students on Multicultural Day April 10, 2012. 3) Conference Schedule: The schedule of the Society of Perception and Music Cognition, held August 11-14, 2011. 4) Bibliography: A complete list of readings referenced or read during my Fall 2011 sabbatical. Fall 2011 Sabbatical Report M. Tennant 4 Music and Cognition: Fall 2011 Sabbatical Report Music is an integral part of the human experience, yet it largely omitted from introductory psychology texts (Sloboda & Juslin, 2010). It is not, however, omitted from students' lives. Music accompanies them as they socialize, shop, work, exercise, and worship. Music directs their thoughts and emotions in the films they see and the songs that they hear. How does this occur and what gives music such power? This sabbatical project was designed to better understand the underlying mechanisms of experiencing music and thus apply psychology to one of the passions of students’ lives. -
Lecture Summaries
HST.725 Music Perception and Cognition, Spring 2009 Harvard-MIT Division of Health Sciences and Technology Course Director: Dr. Peter Cariani Topic Summaries for HST.725 2009 Peter Cariani Overview of the Course .................................................................................................................. 1 Psychological functions of music ................................................................................................... 1 Musical Sound ................................................................................................................................ 2 Auditory System Overview............................................................................................................. 2 Pitch ................................................................................................................................................ 4 Timbre............................................................................................................................................. 5 Consonance & dissonance .............................................................................................................. 5 Scales & Tuning.............................................................................................................................. 7 Melody & Harmony........................................................................................................................ 8 Rhythm......................................................................................................................................... -
Announcements
Empirical Musicology Review Vol. 1, No. 4, 2006 ANNOUNCEMENTS CALLS FOR PAPERS 17 Nov 2006 Deadline A conference on Language and Music as Cognitive Systems will be held May 11-13, 2007 at the University of Cambridge, UK. The event is structured around four core areas in which the collaboration between music and language has proven to be particularly fruitful: (1) Structural comparisons between language and music; (2) Evolution of language and music; (3) Learning and processing of language and music; and (4) Neuroscience of language and music. Keynote speakers will include Ray Jackendoff (Tufts University), Tecumseh Fitch (University of St. Andrews), Jamshed Bharucha (Tufts University), and Aniruddh Patel (The Neurosciences Institute, San Diego). Submission guidelines may be downloaded from the conference home page at http://www.crassh.cam.ac.uk/events/2006-7/language-music.html 15 Dec 2006 Deadline The 6th Creativity and Cognition Conference will be held June 13-15, 2007 in Washington, DC, USA. Proposals are welcomed from “researchers, developers, artists, practitioners, and policy-makers, including: computer and information scientists; diverse scientists, engineers, and architects; product, graphic, and interaction designers; writers, musicians, and digital artists; creative practitioners, corporate leaders, and educators; social scientists, ethnographers, and anthropologists.” The full call for proposals is available at http://www.cs.umd.edu/hcil/CC2007/call/index.shtml 15 Feb 2007 Deadline SMPC 2007, the biennial meeting of the Society for Music Perception and Cognition, will take place at Concordia University (Montreal, Quebec, Canada) from July 30 to August 3, 2007. Paper and poster proposals in the areas of music theory, psychology, psychophysics, linguistics, neurology, neurophysiology, ethology, ethnomusicology, artificial intelligence, computer technology, physics, and engineering are welcomed, as are proposals for symposia. -
Our Varying Histories and Future Potential: Models and Maps In
University of Pennsylvania ScholarlyCommons Departmental Papers (Music) Department of Music 9-2011 Our Varying Histories and Future Potential: Models and Maps in Science, the Humanities, and in Music Theory Eugene Narmour University of Pennsylvania, [email protected] Follow this and additional works at: http://repository.upenn.edu/music_papers Part of the Music Theory Commons Recommended Citation Narmour, E. (2011). Our Varying Histories and Future Potential: Models and Maps in Science, the Humanities, and in Music Theory. Music Perception: An Interdisciplinary Journal, 29 (1), 1-21. http://dx.doi.org/10.1525/mp.2011.29.1.1 This paper is posted at ScholarlyCommons. http://repository.upenn.edu/music_papers/2 For more information, please contact [email protected]. Our Varying Histories and Future Potential: Models and Maps in Science, the Humanities, and in Music Theory Abstract Part 1 briefly er counts the influence of social unrest and the explosion of knowledge in both psychology and the humanities circa 1970-1990. As the sciences rely on explicit top-down theories connected to bottom-up maps and models, and whereas the humanities build on bottom-up differences within malleable top-down “theories” (approaches, themes, theses, programs, methods, etc.), the changes in the sciences during this period contrasted sharply with the changes in the humanities. Part 2 discusses in detail how these two social transformations affected the histories of music theory and cognitive music theory. The former fractiously withdrew from its parent organization (AMS), whereas the latter was welcomed into SMPC. Inasmuch as both music theory and cognitive music theory rely on maps and models, Part 3 examines the metatheoretical importance of these terms for music cognition, music theory, and cognitive music theory.