Psychology of Music MUSED 681 REMINDER Course Packet: $10 payable to Don Ester eJournal Feedback...

Psychology of Music MUSED 681Psychology of Music MUSED 681

REMINDERCourse Packet: $10 payable to Don Ester

eJournal Feedback

REMINDERCourse Packet: $10 payable to Don Ester

eJournal Feedback

The Nature of Musical AbilityThe Nature of Musical Ability

SEASHORE MEASURES OF MUSICAL TALENTS (1919)

Do you have musical aptitude?

SEASHORE MEASURES OF MUSICAL TALENTS (1919)

Do you have musical aptitude?

The Nature of Musical AbilityThe Nature of Musical AbilityDefinition of terms

Capacity, potential, aptitude, abilityOften misused as synonymns

Ability: a particular talent or ACQUIRED skill

Aptitude: a natural talent or ability for something, especially one that is not yet fully developed.

Achievement: current level of mastery

Assessing aptitude in an effort to predict future achievement

Definition of terms

Capacity, potential, aptitude, abilityOften misused as synonymns

Ability: a particular talent or ACQUIRED skill

Aptitude: a natural talent or ability for something, especially one that is not yet fully developed.

Achievement: current level of mastery

Assessing aptitude in an effort to predict future achievement

The Nature of Musical AbilityThe Nature of Musical AbilityAll children (and adults) have some level of musical aptitude

What is the source of this aptitude?

Nature (Genetics) or Nurture (Environment)?

Public opinion = purely nature “You have such a gift …”

True?

All children (and adults) have some level of musical aptitude

What is the source of this aptitude?

Nature (Genetics) or Nurture (Environment)?

Public opinion = purely nature “You have such a gift …”

True?

Nature or NurtureNature or Nurture

How do we sort out genetic and environmental influences in research?

Studies of Twins

Consider pre-natal environmental influences

Drugs, stress, hormones, exposure to rhythm (heart beat), music, motherese

NOT genetic (post conception), but how could we know?

How do we sort out genetic and environmental influences in research?

Studies of Twins

Consider pre-natal environmental influences

Drugs, stress, hormones, exposure to rhythm (heart beat), music, motherese

NOT genetic (post conception), but how could we know?


Genetic factors influence general development in three broad ways

Maturational Staged Development

Physical Capacity

Mental Capacity

Is there a “music gene”, or many specific related genes (intonation gene, etc.)?More on this when we address Physiology and

Perception & Cognition

Genetic factors influence general development in three broad ways

Maturational Staged Development

Physical Capacity

Mental Capacity

Is there a “music gene”, or many specific related genes (intonation gene, etc.)?More on this when we address Physiology and

Perception & Cognition


Genetics contributes primarily to the similarities between siblings

Environment contributes primarily to the dissimilarities between siblings

Genetics contributes primarily to the similarities between siblings

Environment contributes primarily to the dissimilarities between siblings


Shared Environmental Influences Socio-economics of family Parent’s musical interests Educational opportunity

Shared Environmental Influences Socio-economics of family Parent’s musical interests Educational opportunity


Nonshared Environmental Influences Placement of sibling (oldest, middle child, etc.)

Different friend groups Varied musical experiences

Nonshared are more important for development of personality characteristics

Nonshared Environmental Influences Placement of sibling (oldest, middle child, etc.)

Different friend groups Varied musical experiences

Nonshared are more important for development of personality characteristics


Most researchers (Csikszentmihalyi, Gordon) conclude that musical ability develops based on a complex and variable interaction of genetics and environment.

Absent Cause-Effect data (which is almost impossible to parce out and confirm), correlational data is valuable

Most researchers (Csikszentmihalyi, Gordon) conclude that musical ability develops based on a complex and variable interaction of genetics and environment.

Absent Cause-Effect data (which is almost impossible to parce out and confirm), correlational data is valuable


Known aspects of the Covariation between genetics and environment Passive Child is

“subjected” to the environment (parents “allow” him/her to sing in the car)

Reactive (Evocative)Child/Adolescent reacts to environment based on unique traits, which in turn evokes different environmental responses (parents, teachers, etc.)

Active Child/Adolescent/Adult actively selects or shapes

environment to meet needs

Known aspects of the Covariation between genetics and environment Passive Child is

“subjected” to the environment (parents “allow” him/her to sing in the car)

Reactive (Evocative)Child/Adolescent reacts to environment based on unique traits, which in turn evokes different environmental responses (parents, teachers, etc.)

Active Child/Adolescent/Adult actively selects or shapes

environment to meet needs

Environmental InfluencesEnvironmental InfluencesMusical Socialization Learning process through which the individual grows into a musical culture, developing and adjusting his or her musical abilities, activities, ways of experiencing, and values in interrelation with the social, cultural, and material environment. (p. 19)

Musical Socialization Learning process through which the individual grows into a musical culture, developing and adjusting his or her musical abilities, activities, ways of experiencing, and values in interrelation with the social, cultural, and material environment. (p. 19)

Environmental InfluencesEnvironmental InfluencesSituational Exposition

The frequency and duration with which a person is exposed to a particular situation. (p. 18)

Situational ExpositionThe frequency and

duration with which a person is exposed to a particular situation. (p. 18)

Environmental InfluencesEnvironmental InfluencesPre-natal environment (discussed earlier)

Infant environment Motherese, stroking, rocking,

walking/pacingSinging (many parents don’t anymore)Listening (radio, TV, CD)

Pre-natal environment (discussed earlier)

Infant environment Motherese, stroking, rocking,

walking/pacingSinging (many parents don’t anymore)Listening (radio, TV, CD)

Environmental InfluencesEnvironmental InfluencesEarly childhood & childhood environment

General musical environment US: 93% of 6-9 yr. olds hear music in leisure time; 98% of 12-14

MUCH larger influence than school music program, etc.

Concert attendance

Early childhood & childhood environment

General musical environment US: 93% of 6-9 yr. olds hear music in leisure time; 98% of 12-14

MUCH larger influence than school music program, etc.

Concert attendance

Environmental InfluencesEnvironmental InfluencesKey Parental Roles

Early and continuous support of parents; very active up until age 11, moving to intrinsic motivation

Observe and encourage child’s early musical responses

Careful choice of teachers

Key Parental Roles

Early and continuous support of parents; very active up until age 11, moving to intrinsic motivation

Observe and encourage child’s early musical responses

Careful choice of teachers

Environmental InfluencesEnvironmental InfluencesKey environmental factors maximizingmusical development

• Early frequent and casual exposure to musical stimuli

• Opportunities over an extended period of time to explore musical media

• Early opportunities in music to experience intense positive emotional or aesthetic states

• An opportunity to amass significant hours of practice

• An opportunity to consistently observe and/or study with role models

Key environmental factors maximizingmusical development

• Early frequent and casual exposure to musical stimuli

• Opportunities over an extended period of time to explore musical media

• Early opportunities in music to experience intense positive emotional or aesthetic states

• An opportunity to amass significant hours of practice

• An opportunity to consistently observe and/or study with role models

Music Aptitude TestsMusic Aptitude Tests

WHY measure musical aptitude?

Consider/Discuss:There is nothing so unequal as the equal treatment of students of unequal ability.

Plato in The Republic

HOW measure musical aptitude? (sample recording)

WHY measure musical aptitude?

Consider/Discuss:There is nothing so unequal as the equal treatment of students of unequal ability.

Plato in The Republic

HOW measure musical aptitude? (sample recording)


The first music aptitude test

Seashore Measures of Musical Talents 1919 (most recent revision in 1960)

The first music aptitude test

Seashore Measures of Musical Talents 1919 (most recent revision in 1960)


Issues concerning the measurement of musical aptitude?

Atomistic vs. Gestalt

Psychophysiological vs. Musical

Issues concerning the measurement of musical aptitude?

Atomistic vs. Gestalt

Psychophysiological vs. Musical


Reliability

Validity Formal, Content Predictive

Normal Distribution of musical aptitude

Reliability

Validity Formal, Content Predictive

Normal Distribution of musical aptitude


Gordon Musical Aptitude Profile (MAP) 1965, Revised 1995

Developmental Music Aptitude StageBirth (conception?) - age 9Interaction of innate potential and

environment

Stabilized Music Aptitude StageAge 9 and beyondNo environemntal affects

Gordon Musical Aptitude Profile (MAP) 1965, Revised 1995

Developmental Music Aptitude StageBirth (conception?) - age 9Interaction of innate potential and

environment

Stabilized Music Aptitude StageAge 9 and beyondNo environemntal affects


Gordon Musical Aptitude Profile (MAP)

Grades 5-123 sections (stimuli played on violin & cello) Tonal (Melody & Harmony) Rhythm (Tempo and Meter) Musical Sensitivity (Phrasing, Balance, and Style)

Sections 1 and 2: determine same vs. different; one dimension

is changed Section 3: preference between two phrases

Gordon Musical Aptitude Profile (MAP)

Grades 5-123 sections (stimuli played on violin & cello) Tonal (Melody & Harmony) Rhythm (Tempo and Meter) Musical Sensitivity (Phrasing, Balance, and Style)

Sections 1 and 2: determine same vs. different; one dimension

is changed Section 3: preference between two phrases


Gordon PMMA, IMMA, AMMATonal and Rhythm sections only

Primary Measures of Music Audiation (1979, 1986)

Grades K-3Trial download: http://www.giamusic.com/products/P-

2242.cfm

Intermediate Measures of Music Audiation (1979, 1986)

Grades 1-4 (same design; advanced content)

Advanced Measures of Music Audiation (1989)College Students

Gordon PMMA, IMMA, AMMATonal and Rhythm sections only

Primary Measures of Music Audiation (1979, 1986)

Grades K-3Trial download: http://www.giamusic.com/products/P-

2242.cfm

Intermediate Measures of Music Audiation (1979, 1986)

Grades 1-4 (same design; advanced content)

Advanced Measures of Music Audiation (1989)College Students


Per the text, Howe and Cattell maintain that “the close analysis of any ability is impossible without an understanding of three ‘modalities’: ability, personality, and motivation” (p. 5).

Do you agree?

Per the text, Howe and Cattell maintain that “the close analysis of any ability is impossible without an understanding of three ‘modalities’: ability, personality, and motivation” (p. 5).

Do you agree?


How would you measure musical aptitude?

(Have your thoughts changed?)

How would you use aptitude data?Understanding Music Aptitude article

How would you measure musical aptitude?

(Have your thoughts changed?)

How would you use aptitude data?Understanding Music Aptitude article

Instrument Selection & AssignmentInstrument Selection & Assignment

Traits to consider?

Physical Traits Lips, fingers, jaw/teeth,

hands, other

Ring vs. Index finger of LH!!??

Empirical evidence

Personality, Motivation

Traits to consider?

Physical Traits Lips, fingers, jaw/teeth,

hands, other

Ring vs. Index finger of LH!!??

Empirical evidence

Personality, Motivation

Instrument Selection & AssignmentInstrument Selection & Assignment

Personality EffectsPersonality Effects

CORRELATIONAL Research

Introversion: significant level of self-sufficiency (not “shyness”) Isolation during practice time Private/independent creativity

CORRELATIONAL Research

Introversion: significant level of self-sufficiency (not “shyness”) Isolation during practice time Private/independent creativity

Motivation EffectsMotivation Effects

Addressed later in the termAddressed later in the term

Music Achievement TestsMusic Achievement Tests

Colwell MATTest 1: Pitch Discrimination, Interval Discrimination, Meter Discrimination

Test 2: Major-Minor Mode Discrimination, Feeling For Tonal Center,

Auditory-Visual Discrimination

Test 3: Tonal Memory, Melody Recognition, Pitch Recognition,

Instrument Recognition

Test 4: Musical Style (composers, texture), Auditory-Visual Discrimination,

Chord Recognition, Cadence Recognition

Colwell MATTest 1: Pitch Discrimination, Interval Discrimination, Meter Discrimination

Test 2: Major-Minor Mode Discrimination, Feeling For Tonal Center,

Auditory-Visual Discrimination

Test 3: Tonal Memory, Melody Recognition, Pitch Recognition,

Instrument Recognition

Test 4: Musical Style (composers, texture), Auditory-Visual Discrimination,

Chord Recognition, Cadence Recognition


Watkins-Farnum Performance ScaleWatkins-Farnum Performance Scale


How would YOU test for musical achievement?How would YOU test for musical achievement?

Aptitude and AchievementAptitude and Achievement

Research indicates that music aptitude is developmental during the early years of life. A child's aptitude at birth is innate, but can fluctuate until about age nine according to the richness and diversity of musical experiences the child undergoes. After age nine, one cannot expect to achieve in music beyond the limit of one's stabilized music aptitude. It is essential that children receive lots of high quality informal guidance and formal instruction in music in order to best realize their potential for musical fulfillment throughout life. Informal music experience prior to age five is particularly important. (Gordon)

Research indicates that music aptitude is developmental during the early years of life. A child's aptitude at birth is innate, but can fluctuate until about age nine according to the richness and diversity of musical experiences the child undergoes. After age nine, one cannot expect to achieve in music beyond the limit of one's stabilized music aptitude. It is essential that children receive lots of high quality informal guidance and formal instruction in music in order to best realize their potential for musical fulfillment throughout life. Informal music experience prior to age five is particularly important. (Gordon)

Research ProjectsResearch Projects

GuidelinesFormat & Length

see Update Contributor Guidelines http://dester.iweb.bsu.edu/

Contentsee sample Update articles (and packet chapters)

Cognition and motor execution in Piano Sight-Reading: A Review of Literature

Sight-Reading Ability in Wind and Percussion Students: A Review of Recent Literature

Initial Prospectus Due Sept. 25

Idea Sharing

GuidelinesFormat & Length

see Update Contributor Guidelines http://dester.iweb.bsu.edu/

Contentsee sample Update articles (and packet chapters)

Cognition and motor execution in Piano Sight-Reading: A Review of Literature

Sight-Reading Ability in Wind and Percussion Students: A Review of Recent Literature

Initial Prospectus Due Sept. 25

Idea Sharing

Next WeekNext Week

• Reading assignments• See 681 web site links:

• Sound, Physics, and Music• Explore the four areas under Basic Concepts (Table of Contents on

left)• Science Friday

Listen to archived audio Read/explore info by clicking “Lend an ear to the physics of

music” link View/read information under Related Links

Music Physics

• eJournal due Wednesday 8 AM• Continue work on Research Project

• Reading assignments• See 681 web site links:

• Sound, Physics, and Music• Explore the four areas under Basic Concepts (Table of Contents on

left)• Science Friday

Listen to archived audio Read/explore info by clicking “Lend an ear to the physics of

music” link View/read information under Related Links

Music Physics

• eJournal due Wednesday 8 AM• Continue work on Research Project

SAFE TRAVELSSAFE TRAVELS

Safe Travels

Psychology of Music MUSED 681 REMINDER Course Packet: $10 payable to Don Ester eJournal Feedback...

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