Journal articles: 'Music aptitude'

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Zdzinski, Stephen F. "Relationships Among Parental Involvement, Music Aptitude, and Musical Achievement of Instrumental Music Students." Journal of Research in Music Education 40, no. 2 (July 1992): 114–25. http://dx.doi.org/10.2307/3345561.

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This study examined relationships among selected aspects of parental involvement, music aptitude, musical achievement, and performance achievement. Subjects were 113 wind instrumentalists from four north-central Pennsylvania middle schools. Variables were defined through a researcher-constructed measure of parental involvement (PIM), the tonal and rhythmic imagery subtests of the Music Aptitude Profile (Gordon, 1965), selected sub-tests of the Music Achievement Tests (Colwell, 1969), and the Watkins-Farnum Performance Scale (Walkins & Farnum, 1954). Data were analyzed through correlation and MANOVA procedures. Results indicated (1) no significant relationship between parental involvement (as measured by student responses) and performance achievement; (2) a relationship of little practical significance between parental involvement and both musical achievement and musical aptitude; (3) a strong relationship between music aptitude and both musical achievement and performance achievement; and (4) a significant three-way interaction for performance achievement among parental involvement, music aptitude, and gender.

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Schellenberg, E. Glenn. "Music training, music aptitude, and speech perception." Proceedings of the National Academy of Sciences 116, no. 8 (January 29, 2019): 2783–84. http://dx.doi.org/10.1073/pnas.1821109116.

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Salafiyah, Nafik, Slamet Haryono, and Mochammad Usman Wafa. "Development Of Music Aptitude Test Instruments For The Student Of Music Education Departement." Jurnal Seni Musik 11, no. 2 (December 31, 2022): 206–9. http://dx.doi.org/10.15294/jsm.v11i2.63713.

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It is necessary to develop a music aptitude test instrument as students, basic music knowledge is not optimally developed yet. Due to the inavailability of such instruments in the music education department, this study saimed to design and develop music aptitude test. The tests in used to measure students skills in understanding basic musical skills. This study used experimental quantitative approach. The findings resulted in 40 test items covering 8 teaching goals and 35 indicators aligned to the Semester Learning Plan (RPS) of solfeggio class. Further, the future research will focus on music aptitude test in audio form for the students.

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Weaver, Aurora J., Matthew Hoch, Lindsey Soles Quinn, and Judith T. Blumsack. "Across-Channel Auditory Gap Detection." Music Perception 38, no. 1 (September 2020): 66–77. http://dx.doi.org/10.1525/mp.2020.38.1.66.

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In studies of perceptual and neural processing differences between musicians and nonmusicians, participants are typically dichotomized on the basis of personal report of musical experience. The present study relates self-reported musical experience and objectively measured musical aptitude to a skill that is important in music perception: temporal resolution (or acuity). The Advanced Measures of Music Audiation (AMMA) test was used to objectively assess participant musical aptitude, and adaptive psychophysical measurements were obtained to assess temporal resolution on two tasks: within-channel gap detection and across-channel gap detection. Results suggest that musical aptitude measured with the AMMA and self-reporting of music experiences (duration of music instruction) are both related to temporal resolution ability in musicians. The relationship between musical aptitude and/or duration of music training is important to music educators advocating for the benefits of music programs as well as in behavioral and neurophysiological research.

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Lim, H. A. "Music Therapy Career Aptitude Test." Journal of Music Therapy 48, no. 3 (September 1, 2011): 395–417. http://dx.doi.org/10.1093/jmt/48.3.395.

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Reynolds, Alison M., and Kyungsil Hyun. "Understanding Music Aptitude: Teachers' Interpretations." Research Studies in Music Education 23, no. 1 (December 2004): 18–31. http://dx.doi.org/10.1177/1321103x040230010201.

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Hanson, Josef. "Meta-Analytic Evidence of the Criterion Validity of Gordon’s Music Aptitude Tests in Published Music Education Research." Journal of Research in Music Education 67, no. 2 (January 17, 2019): 193–213. http://dx.doi.org/10.1177/0022429418819165.

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This meta-analytic study examined the validity of Gordon’s music aptitude tests as predictors of other musical variables. The four tests analyzed were the Music Aptitude Profile (1965), Primary Measures of Music Audiation (1979), Intermediate Measures of Music Audiation (1982), and Advanced Measures of Music Audiation (1989). Separate analyses were performed for tonal, rhythm, and composite constructs of music aptitude. From 47 music education journal articles that met requirements for inclusion, 215 independent data points representing 6,086 participants were collapsed into an overriding set of five criterion categories: (a) aural perception, (b) achievement, (c) creativity, (d) affective outcomes, and (e) musical engagement. Moderators potentially affecting validity included audiation type, sampling method, grade level, criterion test type, and year of publication. Results revealed estimated true criterion-related validities of .45 (tonal), .46 (rhythm), and .53 (composite). Gordon’s music aptitude tests were consistently but not always strongly associated with many desirable musical outcomes. Analysis of correlations by subtest and criterion category produced mixed results, and high levels of between-study heterogeneity could not be explained through meta-regression moderator analysis.

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Degé, Franziska, Hanne Patscheke, and Gudrun Schwarzer. "Associations between two measures of music aptitude: Are the IMMA and the AMMA significantly correlated in a sample of 9- to 13-year-old children?" Musicae Scientiae 21, no. 4 (September 15, 2016): 465–78. http://dx.doi.org/10.1177/1029864916670205.

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The aim of this study was to correlate musical aptitude scores derived from two tests based on the same structural model for musical aptitude in a sample of 9- to 13-year-old children. We controlled for the influences of socioeconomic status (SES; measured by parents’ education), the amount of music lessons, and general cognitive abilities (i.e., IQ). The sample comprised 89 (46 girls) 9- to 13-year-old children. We applied two different tests by Edwin Gordon: Intermediate Measures of Music Audiation (IMMA) and Advanced Measures of Music Audiation (AMMA) to measure musical aptitude. As control variables, IQ, socioeconomic status, and amount of music training were assessed. A hierarchical multiple regression analysis revealed that the total score of the IMMA together with the control variables could not predict the total score of the AMMA. Furthermore, regression models for each of the subtests were also not significant. With respect to the control variables, we revealed an association between the IMMA and socioeconomic status as well as amount of music training. We conclude that even tests that are based on the same structural model of musical aptitude were not associated significantly. This might indicate problems of validity. Additionally, it seems to be difficult to assess musical aptitude independently of influences from music training and SES. Ultimately, this may support the notion that we still need valid musical aptitude tests for this particular age group.

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Culp, Mara E. "The Relationship Between Phonological Awareness and Music Aptitude." Journal of Research in Music Education 65, no. 3 (September 20, 2017): 328–46. http://dx.doi.org/10.1177/0022429417729655.

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The purpose of this study was to investigate the relationship between phonological awareness and music aptitude. I administered the Intermediate Measures of Music Audiation (IMMA) to second-grade students in a rural school in Pennsylvania ( N = 17). Speech-language specialists administered a hearing screening and The Phonological Awareness Test 2 (PAT-2) individually to participants and scored the measures. Findings indicated a moderate, positive relationship between PAT-2 standardized composite scores and IMMA raw Tonal subtest scores ( r = .485). A linear regression indicated IMMA raw Tonal subtest scores predicted PAT-2 standardized composite scores. The relationship between music aptitude and phonological awareness has implications for students, music teachers, and professionals who may remediate literacy skills, such as reading specialists, speech-language pathologists, and music therapists.

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Webster, Peter R. "New perspectives on music aptitude and achievement." Psychomusicology: A Journal of Research in Music Cognition 7, no. 2 (1988): 177–94. http://dx.doi.org/10.1037/h0094169.

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Pujazón Rodríguez, Andrés. "Musical Aptitude and foreign language receptive pronunciation." PHONICA 17 (December 24, 2021): 72–89. http://dx.doi.org/10.1344/phonica.2021.17.72-89.

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There is a growing body of literature that recognises the relationship between musical aptitude and language proficiency. Language is usually segmented into its subcategories when addressed in studies, while music is not. Due to this, it is unclear whether language proficiency is related to all music components (pitch, rhythm, etc.) in the same way. The purpose of this paper is to analyse the relationship between musical aptitude and receptive pronunciation in a foreign language, in this case, English. To achieve it, a field research study has been designed, in which participated 71 second grade 7-8-year-old students (34 boys and 37 girls) from a bilingual public school. Two tests were administered to measure their musical aptitude and their ability of discriminating phonemes. The musical test consisted of six exercises that assessed the different sub-skills of musical aptitude (pitch, loudness, duration, rhythm, timbre and tempo perception). On the other hand, the pronunciation test measured their auditory ability to differentiate phonemes in a foreign language. Our results show a positive correlation between musical aptitude and the identification of foreign language sounds.

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Pei, Zhengwei, Yidi Wu, Xiaocui Xiang, and Huimin Qian. "The Effects of Musical Aptitude and Musical Training on Phonological Production in Foreign Languages." English Language Teaching 9, no. 6 (May 3, 2016): 19. http://dx.doi.org/10.5539/elt.v9n6p19.

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<p>This study investigates 128 Chinese college students to examine the effects of their musical aptitude and musical training on phonological production in four foreign languages. Results show that musically-trained students remarkably possessed stronger musical aptitude than those without musical training and performed better than their counterpart in foreign language suprasegmental production. Students of high musical aptitude performed significantly better in suprasegmental production and Russian production as compared with those of low musical aptitude. Musical aptitude could exert some effects on foreign language phonological production. With the music-phonology link confirmed in this study, pedagogical implications for teaching and learning of foreign language phonology are discussed.</p>

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Hobbs, Christine. "A Comparison of the Music Aptitude, Scholastic Aptitude, and Academic Achievement of Young Children." Psychology of Music 13, no. 2 (October 1985): 93–98. http://dx.doi.org/10.1177/0305735685132003.

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SAITO, KAZUYA, HUI SUN, and ADAM TIERNEY. "Explicit and implicit aptitude effects on second language speech learning: Scrutinizing segmental and suprasegmental sensitivity and performance via behavioural and neurophysiological measures." Bilingualism: Language and Cognition 22, no. 5 (August 1, 2018): 1123–40. http://dx.doi.org/10.1017/s1366728918000895.

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The current study examines the role of cognitive and perceptual individual differences (i.e., aptitude) in second language (L2) pronunciation learning, when L2 learners’ varied experience background is controlled for. A total of 48 Chinese learners of English in the UK were assessed for their sensitivity to segmental and suprasegmental aspects of speech on explicit and implicit modes via behavioural (language/music aptitude tests) and neurophysiological (electroencephalography) measures. Subsequently, the participants’ aptitude profiles were compared to the segmental and suprasegmental dimensions of their L2 pronunciation proficiency analyzed through rater judgements and acoustic measurements. According to the results, the participants’ segmental attainment was associated not only with explicit aptitude (phonemic coding), but also with implicit aptitude (enhanced neural encoding of spectral peaks). Whereas the participants’ suprasegmental attainment was linked to explicit aptitude (rhythmic imagery) to some degree, it was primarily influenced by the quality and quantity of their most recent L2 learning experience.

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Draves, Tami J. "Music Achievement, Self-Esteem, and Aptitude in a College Songwriting Class." Bulletin of the Council for Research in Music Education, no. 178 (October 1, 2008): 35–46. http://dx.doi.org/10.2307/40319337.

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Abstract The purpose of this mixed-methods study was to examine the relationships between music achievement y musical self-esteem, and music aptitude of subjects (N = 20) in a songwriting course for undergraduate non-music majors. Criterion measures used were Advanced Measures of Musical Audiation, Self-Esteem of Musical Ability, and ratings of subjects’ original compositions. Two judges rated the compositions using a researcher-designed rating scale. Journals kept by students throughout the semester were coded and analyzed for the following themes related to musical self-esteem: Personal Desire/Interest, Support/Recognition from Others, and Perceived Music Ability. Significant relationships (p < .05) were found between all criterion measures. With encouragement from teachers and opportunities for social music-making more students may develop a greater interest in music, achieve at higher levels, and be more likely to continue music instruction. Replication with larger samples, samples of different age levels, and in other geographic areas is recommended.

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Lim, H. A., and C. M. Befi. "Music Therapy Career Aptitude and Generalized Self-Efficacy in Music Therapy Students." Journal of Music Therapy 51, no. 4 (December 1, 2014): 382–95. http://dx.doi.org/10.1093/jmt/thu029.

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Janurik, Márta, Noémi Surján, and Krisztián Józsa. "The Relationship between Early Word Reading, Phonological Awareness, Early Music Reading and Musical Aptitude." Journal of Intelligence 10, no. 3 (August 3, 2022): 50. http://dx.doi.org/10.3390/jintelligence10030050.

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A wide range of evidence has demonstrated the impact of music learning on phonological awareness and the development of reading. Music reading, its relationship with linguistic abilities and reading skills are all highly researched areas. However, limited information is available regarding the relationship between early text reading and early music reading. This study examined the relationship between word reading and music reading, musical aptitude and phonological awareness. The sample consisted of 119 Hungarian grade 1 elementary school students, who were at the beginning of both their text-reading and music-reading studies. They had commenced their studies just nine months before the point of assessment. Phonological awareness, musical aptitude and music reading were the independent variables in the linear-regression model, whilst word reading was the dependent variable. Together, the independent variables explained 50% of the level of development of word reading. The findings suggest a link between early word reading and early music reading. Moreover, further research as well as transfer research may benefit from looking at the possible effects of acquiring and practicing symbol reading, a process most frequently accompanying music learning, on the development of text reading.

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Christiner, Markus, and Susanne Reiterer. "Early Influence of Musical Abilities and Working Memory on Speech Imitation Abilities: Study with Pre-School Children." Brain Sciences 8, no. 9 (September 1, 2018): 169. http://dx.doi.org/10.3390/brainsci8090169.

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Musical aptitude and language talent are highly intertwined when it comes to phonetic language ability. Research on pre-school children’s musical abilities and foreign language abilities are rare but give further insights into the relationship between language and musical aptitude. We tested pre-school children’s abilities to imitate unknown languages, to remember strings of digits, to sing, to discriminate musical statements and their intrinsic (spontaneous) singing behavior (“singing-lovers versus singing nerds”). The findings revealed that having an ear for music is linked to phonetic language abilities. The results of this investigation show that a working memory capacity and phonetic aptitude are linked to high musical perception and production ability already at around the age of 5. This suggests that music and (foreign) language learning capacity may be linked from childhood on. Furthermore, the findings put emphasis on the possibility that early developed abilities may be responsible for individual differences in both linguistic and musical performances.

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Snoj, Mirna. "The rhythmic and tonal musical abilities in the functional-learning music kindergarten children." Školski vjesnik 71, no. 2 (2022): 69–76. http://dx.doi.org/10.38003/sv.71.2.6.

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Musical abilities include a number of abilities developed under the influence of innate dispositions, environment, maturity, informal music learning experience and formal music education. The paper aims to identify the potential difference between the musical abilities of preschool and early school-age children at the initial and final testing stages and whether there is any difference between the rhythmic and tonal component of their musical abilities in terms of their sex. The survey was conducted on a sample of 70 respondents. The respondents were second-year students of the Elly Bašić Functional-Learning Music Kindergarten in Zagreb. A general information questionnaire was used in the survey, as well as the Gordon Primary Measures of Music Audiation (PMMA) test, as an indispensable measuring tool used to identify the key music potential variables in a timely, reliable and objective manner.The obtained results indicate that the tonal and rhythmic aptitude of the participants in the survey were substantially higher at the final stage of testing with respect to the initial one. Moreover, the sex of the participants in the survey did not prove to be a significant musical aptitude predictor.The author calls for changes to the music school curriculum aimed at integrating preschool music education into the formal music education system.

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Willson, Rachel Beckles. "Kurtág's Instrumental Music, 1988–1998." Tempo, no. 207 (December 1998): 15–21. http://dx.doi.org/10.1017/s0040298200006811.

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During the 20 years that followed the completion of his first vocal work, The sayings of Páter Boniemisza op.7 (1963–68), György Kurtág established himself as a composer with an exceptional aptitude for vocal writing. His compositions for voice outweigh those for instruments alone in both quantity and substance throughout this period, during which his second string quartet, Hommage à Mihály András (12 Microludes) op. 13 (1977), is a ravishingly beautiful anomaly.

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Järvelä, Irma. "Genomics studies on musical aptitude, music perception, and practice." Annals of the New York Academy of Sciences 1423, no. 1 (March 23, 2018): 82–91. http://dx.doi.org/10.1111/nyas.13620.

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Talamini, Francesca, Massimo Grassi, Enrico Toffalini, Rosa Santoni, and Barbara Carretti. "Learning a second language: Can music aptitude or music training have a role?" Learning and Individual Differences 64 (May 2018): 1–7. http://dx.doi.org/10.1016/j.lindif.2018.04.003.

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Swaminathan, Swathi, E. Glenn Schellenberg, and Safia Khalil. "Revisiting the association between music lessons and intelligence: Training effects or music aptitude?" Intelligence 62 (May 2017): 119–24. http://dx.doi.org/10.1016/j.intell.2017.03.005.

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Zelenak, Michael S. "Measuring the Sources of Self-Efficacy Among Secondary School Music Students." Journal of Research in Music Education 62, no. 4 (December 17, 2014): 389–404. http://dx.doi.org/10.1177/0022429414555018.

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The purpose of this study was to investigate the four sources of self-efficacy in music performance and examine responses from the Music Performance Self-Efficacy Scale (MPSES). Participants ( N = 290) were middle and high school music students from 10 schools in two regions of the United States. Questions included the following: (1) How much influence does each source have on self-efficacy? (2) Are there differences among band, chorus, and string students? (3) Are there differences between middle and high school students? (4) Does music aptitude predict self-efficacy, and (5) Does evidence support the MPSES as a valid and reliable scale? Results indicated that mastery experience exerted the strongest influence, no differences were found among ensemble types or grade levels, and music aptitude scores predicted modest increases in self-efficacy, β = .16 (.07). Examination of test content, response process, internal structure, and relationships with other variables provided evidence of validity, while internal consistency and test-retest values provided evidence of reliability. Recommendations for further research included examining the development of self-efficacy at different ages, measuring the relationships between the sources of self-efficacy and music achievement, and using the MPSES to assist in the investigations of other psychological constructs, such as self-identity and motivation.

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Lyubar, R. O. "PEDAGOGIC INFLUENCE OF CHORAL SINGING ON THE FORMING OF A SCHOOLCHILD'S PERSONALITY." Educational Dimension 18, no. 1 (May 10, 2007): 243–48. http://dx.doi.org/10.31812/educdim.5935.

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The article considers the issues of a schoolchild’s personality by the means of choral performance. The importance of choral amateur art activities for upbringing of schoolchildren’s moral and development of their aptitude for music is revealed.

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Redman, David J., and Jennifer A. Bugos. "Motivational factors in adult, auditioned community choirs: The power of aesthetic experiences." Psychology of Music 47, no. 5 (June 3, 2018): 694–705. http://dx.doi.org/10.1177/0305735618774900.

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The purpose of this study was to a) identify motivational factors to join and maintain membership in adult, auditioned community choirs; b) examine relationships between music achievement, music aptitude, and selected motivational factors; and c) examine the role of stress and anxiety as factors in choral participation. Participants ( N = 135) from four adult, auditioned community choirs participated in this study. Data was collected using measures of musical aptitude, vocal achievement, and a questionnaire relating to the topics of motivation, retention, and stress/anxiety informed by Cusp Catastrophe Theory. Results suggest that aesthetic motivation is a primary factor contributing to enrollment and retention in adult, auditioned community choirs. Experienced choral members perceive little stress or anxiety when learning or performing choral music; however, members believe that some stress may be beneficial to singing. Implications include the need for conductors to consider the importance of perceived aesthetic qualities when selecting choral literature. In addition, the impact of community ensembles on community cohesion, health benefits, and educational benefits may be related to motivational factors influencing continued participation.

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Poćwierz-Marciniak, Ilona, and Michał Harciarek. "The Effect of Musical Stimulation and Mother’s Voice on the Early Development of Musical Abilities: A Neuropsychological Perspective." International Journal of Environmental Research and Public Health 18, no. 16 (August 11, 2021): 8467. http://dx.doi.org/10.3390/ijerph18168467.

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An infant’s early contact with music affects its future development in a broad sense, including the development of musical aptitude. Contact with the mother’s voice, both prenatally and after birth, is also extremely important for creating an emotional bond between the infant and the mother. This article discusses the role that auditory experience—both typically musical and that associated with the mother’s voice—plays in fetal, neonatal, and infant development, particularly in terms of musical aptitude. Attempts have also been made to elucidate the neuropsychological mechanisms underlying the positive effects that appropriate musical stimulation can have on a child’s development.

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Hornbach, Christina M., and Cynthia C. Taggart. "The Relationship between Developmental Tonal Aptitude and Singing Achievement among Kindergarten, First-, Second-, and Third-Grade Students." Journal of Research in Music Education 53, no. 4 (December 2005): 322–31. http://dx.doi.org/10.1177/002242940505300404.

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The purpose of this study was to determine the relationship between singing achievement and developmental tonal aptitude for students in kindergarten through third grade. In addition we investigated whether singing achievement differs according to grade level or school setting. Subjects (N = 162) were randomly selected kindergarten, first-; second-, and third-grade children from schools in two different school districts. Correlations between composite singing achievement scores and scores on the Primary Measures of Music Audiation-Tortal reflected no meaningful relationships between singing achievement and developmental tonal aptitude. Two-way analysis of variance revealed no significant interaction between school and grade. However, there were significant main effects for school and grade (p <. 001). With the exception of third-grade students, older students demonstrated greater singing achievement than younger students.

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Harrison, Carole S. "Predicting Music Theory Grades: The Relative Efficiency of Academic Ability, Music Experience, and Musical Aptitude." Journal of Research in Music Education 38, no. 2 (1990): 124. http://dx.doi.org/10.2307/3344932.

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Irizarri van Suchtelen, Pablo. "Taal, Muziek en Werkgeheugen." Toegepaste Taalwetenschap in Artikelen 73 (January 1, 2005): 111–21. http://dx.doi.org/10.1075/ttwia.73.11suc.

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The present research addressed the question: "Is there a relationship between individual differences in aptitude for processing musical information and individual differences in aptitude for processing linguistic information?" An extensive exploration of linguistic and musical theory, aptitude studies, and the literature on the processing of language and music, led the author to believe that a relationship between linguistic and musical forms of aptitude could be found in aspects of working memory. Four tests were designed to measure an individual's working memory spans for linguistic and musical processing. The results of 70 participants from a secondary school on these tests and on a French listening examination were compared. Significant correlations were indeed found between the scores on these five measures. Furthermore, the complexity of the information to be processed, the musical experience of the participants and other factors were found to have an effect on correlations. Especially at higher levels of processing, musical and linguistic processing capacity seem to be associated. No definitive conclusions could be drawn, among other thing because of the 1OW reliability of two of the tests, but the results do encourage further research into this relatively new area in second language acquisition.

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Kliuchko, Marina, Marja Heinonen-Guzejev, Lucia Monacis, BenjaminP Gold, KaukoV Heikkilä, Vittoria Spinosa, Mari Tervaniemi, and Elvira Brattico. "The association of noise sensitivity with music listening, training, and aptitude." Noise and Health 17, no. 78 (2015): 350. http://dx.doi.org/10.4103/1463-1741.165065.

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Kaczmarek, Stella. "MARIA MANTURZEWSKA AND HER STUDIES ON MUSICIANS’ PERSONALITIES." Notes Muzyczny 2, no. 18 (December 31, 2022): 129–44. http://dx.doi.org/10.5604/01.3001.0016.1109.

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The structure and nature of professional musicians’ personalities have been examined by numerous scholars. The issue of musicians’ personalities and the role of personality traits in their music activities is the subject of both reflective considerations and systematic research. The studies in the field of psychology of music analysed those personality traits that had a direct influence on the process of learning, creating, or performing music. When choosing a music profession, it is hard to be guided only by personality factors, without considering perception-related, technical, and intellectual aptitude. Being a musician is a combination of genetic and biological “package”, personality traits, as well as social and emotional support given during childhood and adolescence. Research on the personalities of professional musicians, conductors and composers started in the 19th century first attempted by Strumpf and then they were continued in the 20th century by Seashore, Teplov, Manturzewska, and later on by Bell and Cresswell, Kemp and Woody. It was conducted using musical aptitude tests, intelligence tests, and personality tests (by Castell, Eysenck, or the Big Five by Costa and McCrae). Maria Manturzewska’s research (also using the tests mentioned earlier) from 1960s and 1970s contributed to the popularization of knowledge about a professional musician’s personality. This article presents the most important results of these studies, which cast new light on the personality structure and the features (competencies, skills) which are necessary to become a successful musician.

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Dawson, William J. "Abstracts from the Literature, No. 60." Medical Problems of Performing Artists 28, no. 3 (September 1, 2013): 169–71. http://dx.doi.org/10.21091/mppa.2013.3032.

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Once again, this column includes topics addressed by more than one recent article. Music aptitude and first-person accounts of vocalists’ health problems lead off the review. Knowing how performers feel and react to their own difficulties adds an important dimension to our understanding and dealing with the problems they (and we) face. Installment 60.

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Fotidzis, Tess, Heechun Moon, Jessica Steele, and Cyrille Magne. "Cross-Modal Priming Effect of Rhythm on Visual Word Recognition and Its Relationships to Music Aptitude and Reading Achievement." Brain Sciences 8, no. 12 (November 29, 2018): 210. http://dx.doi.org/10.3390/brainsci8120210.

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Recent evidence suggests the existence of shared neural resources for rhythm processing in language and music. Such overlaps could be the basis of the facilitating effect of regular musical rhythm on spoken word processing previously reported for typical children and adults, as well as adults with Parkinson’s disease and children with developmental language disorders. The present study builds upon these previous findings by examining whether non-linguistic rhythmic priming also influences visual word processing, and the extent to which such cross-modal priming effect of rhythm is related to individual differences in musical aptitude and reading skills. An electroencephalogram (EEG) was recorded while participants listened to a rhythmic tone prime, followed by a visual target word with a stress pattern that either matched or mismatched the rhythmic structure of the auditory prime. Participants were also administered standardized assessments of musical aptitude and reading achievement. Event-related potentials (ERPs) elicited by target words with a mismatching stress pattern showed an increased fronto-central negativity. Additionally, the size of the negative effect correlated with individual differences in musical rhythm aptitude and reading comprehension skills. Results support the existence of shared neurocognitive resources for linguistic and musical rhythm processing, and have important implications for the use of rhythm-based activities for reading interventions.

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Egmond, Renéévan, and Mila Boswijk. "The Perception of Key: The Role of Music Training." Music Perception 25, no. 1 (September 1, 2007): 31–42. http://dx.doi.org/10.1525/mp.2007.25.1.31.

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IN TWO STUDIES, THE ROLE OF MUSIC TRAINING in a tonic identification task was investigated. First,listeners had to indicate the tonic of twenty excerpts from music recordings. Very low associations between proportion correct and music training were found. Based on this proportion correct, listeners were classified into four groups that did not differ in music training. Second,listeners had to produce the tonic for different variants ofthe major, minor, diminished triads, and the dominant 7th chord. The choice of a tonic—and the proportion correct—was dependent on the chord type and the order of the pitches. Especially for listeners that had low scores on the excerpts, the effect of order was larger for chords containing a tritone. In addition, the results indicated that the level of music training was not a suitable predictor of the aptitude of tonic identification.

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Humphreys, Jere T. "Musical Aptitude Testing: From James McKeen Cattell to Carl Emil Seashore." Research Studies in Music Education 10, no. 1 (June 1998): 42–53. http://dx.doi.org/10.1177/1321103x9801000104.

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Ramaiah, Dr Pushpamala. "The Effects of Music on Adolescent People's Intellectual, Social, and Personal Development." Journal of Humanities,Music and Dance, no. 21 (January 15, 2022): 26–42. http://dx.doi.org/10.55529/jhmd.21.26.42.

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This study examines the empirical data to establish the impact that actively participating in music may have on the social development, personal development, and intellectual development of children and teens. In addition to studies that make use of both quantitative and qualitative techniques, it is also dependent on research on the brain that is carried out using the most sophisticated technologies. This exemplifies how musical abilities may be translated to other endeavors as long as the procedures remain the same, which is an assumption that can be made with some level of confidence. It examines the data pertaining to how musical aptitude affects general intelligence, creativity, fine motor coordination, concentration, self-confidence, emotional sensitivity, social skills, teamwork, self-discipline, and relaxation are all factors in IQ testing are all important aspects of education. It also examines how musical aptitude affects general intelligence. Investigations are also made on the connection between general intelligence and musical talent. It conveys the idea that engaging in music may only positively impact a person's personal and social development if doing so is a pleasurable and satisfying experience for them. This is not always the case. Because of this, the effectiveness with which the lessons are delivered to the pupils is impacted.

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Ramaiah, Dr Pushpamala. "The Effects of Music on Adolescent People's Intellectual, Social, and Personal Development." Journal of Humanities,Music and Dance, no. 21 (January 15, 2022): 1–18. http://dx.doi.org/10.55529/jhmd.21.1.18.

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This study examines the empirical data to establish the impact that actively participating in music may have on the social development, personal development, and intellectual development of children and teens. In addition to studies that make use of both quantitative and qualitative techniques, it is also dependent on research on the brain that is carried out using the most sophisticated technologies. This exemplifies how musical abilities may be translated to other endeavors as long as the procedures remain the same, which is an assumption that can be made with some level of confidence. It examines the data pertaining to how musical aptitude affects general intelligence, creativity, fine motor coordination, concentration, self-confidence, emotional sensitivity, social skills, teamwork, self-discipline, and relaxation are all factors in IQ testing are all important aspects of education. It also examines how musical aptitude affects general intelligence. Investigations are also made on the connection between general intelligence and musical talent. It conveys the idea that engaging in music may only positively impact a person's personal and social development if doing so is a pleasurable and satisfying experience for them. This is not always the case. Because of this, the effectiveness with which the lessons are delivered to the pupils is impacted.

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39

Asmus, Edward P., and Carole S. Harrison. "Characteristics of Motivation for Music and Musical Aptitude of Undergraduate Nonmusic Majors." Journal of Research in Music Education 38, no. 4 (1990): 258. http://dx.doi.org/10.2307/3345223.

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Delzell, Judith K., Debbie A. Rohwer, and Diane E. Ballard. "Effects of Melodic Pattern Difficulty and Performance Experience on Ability to Play by Ear." Journal of Research in Music Education 47, no. 1 (April 1999): 53–63. http://dx.doi.org/10.2307/3345828.

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The primary purpose of this study was to determine the relative difficulty of playing selected types of melodic patterns by ear. Ancillary purposes were to study the effects of performance experience and instrument family on the ability to play by ear, and to investigate the relationship between tonal aptitude and ability to play by ear. Results indicated that (a) descending patterns are more challenging than ascending; (b) patterns in minor tonality are more difficult to play by ear than are those in major; (c) students tend to continue using a familiar (though incorrect) fingering pattern on the repetition of a melodic pattern in a less familiar key, even when it seems that the students realize it is incorrect; and (d) shifting the last pitch of a pattern is easier than shifting the middle pitch. Results showed there was no difference in the ability to play by ear when considering performance experience, instrument family, or the interaction between performance experience and instrument family. There was a moderate positive relationship between tonal aptitude and ability to play by ear for 7th-grade students in this investigation.

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Jang, Ki-Beom, Kapsu Kim, and Sung-Ki Cho. "The Development of Music Aptitude Profile for Primary School Children in Seoul." Journal of Curriculum and Evaluation 5, no. 1 (December 2002): 235–52. http://dx.doi.org/10.29221/jce.2002.5.1.235.

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Sülün, Erkan. "The Significance of Aptitude Tests in the Selection of Prospective Music Teachers." Journal of History Culture and Art Research 6, no. 3 (June 18, 2017): 49. http://dx.doi.org/10.7596/taksad.v6i3.911.

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Kawase, Satoshi. "Associations among music majors’ personality traits, empathy, and aptitude for ensemble performance." Psychology of Music 44, no. 2 (February 17, 2015): 293–302. http://dx.doi.org/10.1177/0305735614568697.

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Madsen, C. K., and A. A. Darrow. "The Relationship Between Music Aptitude and Sound Conceptualization of the Visually Impaired." Journal of Music Therapy 26, no. 2 (June 1, 1989): 71–78. http://dx.doi.org/10.1093/jmt/26.2.71.

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Simeon, Jinky Jane C. "The Effect of Harmonic Accompaniment on Primary Two Children's Developmental Music Aptitude." Procedia - Social and Behavioral Sciences 106 (December 2013): 2714–23. http://dx.doi.org/10.1016/j.sbspro.2013.12.312.

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Strait, Dana L., Jane Hornickel, and Nina Kraus. "Subcortical processing of speech regularities underlies reading and music aptitude in children." Behavioral and Brain Functions 7, no. 1 (2011): 44. http://dx.doi.org/10.1186/1744-9081-7-44.

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황인주 and 김은정. "The Structural Analysis on Young Children's Music Aptitude, Musical Attitude, Teacher’s Motivation Orientation Disposition and Music Efficacy." 이화음악논집 15, no. 1 (June 2011): 95–119. http://dx.doi.org/10.17254/jemri.2011.15.1.004.

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Sun, Hui, Kazuya Saito, and Adam Tierney. "A LONGITUDINAL INVESTIGATION OF EXPLICIT AND IMPLICIT AUDITORY PROCESSING IN L2 SEGMENTAL AND SUPRASEGMENTAL ACQUISITION." Studies in Second Language Acquisition 43, no. 3 (March 19, 2021): 551–73. http://dx.doi.org/10.1017/s0272263120000649.

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AbstractPrecise auditory perception at a subcortical level (neural representation and encoding of sound) has been suggested as a form of implicit L2 aptitude in naturalistic settings. Emerging evidence suggests that such implicit aptitude explains some variance in L2 speech perception and production among adult learners with different first language backgrounds and immersion experience. By examining 46 Chinese learners of English, the current study longitudinally investigated the extent to which explicit and implicit auditory processing ability could predict L2 segmental and prosody acquisition over a 5-month early immersion. According to the results, participants’ L2 gains were associated with more explicit and integrative auditory processing ability (remembering and reproducing music sequences), while the role of implicit, preconscious perception appeared to be negligible at the initial stage of postpubertal L2 speech learning.

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Gingras, Bruno, Henkjan Honing, Isabelle Peretz, Laurel J. Trainor, and Simon E. Fisher. "Defining the biological bases of individual differences in musicality." Philosophical Transactions of the Royal Society B: Biological Sciences 370, no. 1664 (March 19, 2015): 20140092. http://dx.doi.org/10.1098/rstb.2014.0092.

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Advances in molecular technologies make it possible to pinpoint genomic factors associated with complex human traits. For cognition and behaviour, identification of underlying genes provides new entry points for deciphering the key neurobiological pathways. In the past decade, the search for genetic correlates of musicality has gained traction. Reports have documented familial clustering for different extremes of ability, including amusia and absolute pitch (AP), with twin studies demonstrating high heritability for some music-related skills, such as pitch perception. Certain chromosomal regions have been linked to AP and musical aptitude, while individual candidate genes have been investigated in relation to aptitude and creativity. Most recently, researchers in this field started performing genome-wide association scans. Thus far, studies have been hampered by relatively small sample sizes and limitations in defining components of musicality, including an emphasis on skills that can only be assessed in trained musicians. With opportunities to administer standardized aptitude tests online, systematic large-scale assessment of musical abilities is now feasible, an important step towards high-powered genome-wide screens. Here, we offer a synthesis of existing literatures and outline concrete suggestions for the development of comprehensive operational tools for the analysis of musical phenotypes.

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Tanaka, Akihiro, and Kuninori Nakamura. "Auditory Memory and Proficiency of Second Language Speaking: A Latent Variable Analysis Approach." Psychological Reports 95, no. 3 (December 2004): 723–34. http://dx.doi.org/10.2466/pr0.95.3.723-734.

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Previous studies of second language aptitude have mainly used verbal stimuli in memory tasks. Memory for musical stimuli has not been used in aptitude studies although music and language have structural similarity. In this study, 30 Japanese university students who speak English as a second language (19 men, M = 21.3 yr., SD = 1.8) participated in the experiment as volunteers. They performed verbal memory tasks, musical memory tasks, and English pronunciation tasks. Factor analysis indicated that verbal and musical memory abilities are better represented as a unitary factor rather than two independent factors. Further, a path analysis supported the hypothesis that the memory for both verbal and musical tasks affects proficiency of second language pronunciation, including prosodic features such as stress in word or intonation through a couple of sentences. The memory factor was interpreted as reflecting the performance of “auditory working memory.”

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Journal articles on the topic 'Music aptitude'

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