Lecture 31 Flashcards
what does musical therapy improve in Parkinson’s patients?
motor rehab
what did walking along with rhythmic audio cue improve?
walking behaviors
- reduced freezing
- improved gait velocity
- improved stride length
- cadence
- number of steps per min
did improvements remain after removing the audio cues?
yes there is certain durability of such effects
what are the motor-related benefits derived from?
providing a framework that provides temporal expectations that make predicting/executing the next steps in sequences easier
->neural entrainment
what do some of the mechanisms related to motor-rehab do?
helps regulate or stabilize impaired sensorimotor networks through compensatory activity in other networks that may be less compensated
what kind of implants can be used to replace the functionality accomplished by hair cells in cochlea?
cochlear implants
-> transduce pressure waves
using a cochlear implant provides what kind of hearing?
- hearing is less sensitive than before the hair cells got damaged
- processing spectrally complex stimuli can be difficult
spectrally complex stimuli is common is what kind of representations?
musical
what are some challenges associated with using CI patients in experiments?
- heterogeneity
- users are unable to participate in fMRI experiments -> need to use EEG to see any potential changes accompanied with training
congenitally deaf CI children participating in computerized music training improved in what type of performance?
melodic contour identification
Peterson et al. reported a change in ________ in response to variations in _____, ______, ________, in CI group following musical training
MMN
timbre
intensity
rhythm
Peterson et al., found what kind of effects from musical representations to sounds of speech?
transfer
children with 1.5-4 yrs of musical training outperformed a CI control group in tests of __________ and ___________
phonetic discrimination
auditory scene analysis
why do people with autism have a higher probability of having absolute pitch?
they may be paying attention to things that the general population does not pay attention to during early development allowing for practice
what does Gaver’s ecological theory of auditory perception emphasize?
processing of the fxn of sounds over their acoustic properties
give an example of Gaver’s ecological theory of auditory perception?
sound of a bus on busy city street will generally come to be more closely associated with it’s fxn than the timbre of engine
how do autistic people compared to the general population prioritize function of events vs acoustic properties?
- general population tend to prioritize significance of events associated with sounds
- autistic individuals are more likely to prioritize acoustic properties
what are the DSM-5 guidelines for autism?
-> stereotyped or repetitive motor movements, use of objects or speech
-> insistence on sameness, inflexible adherence to routines or ritualized patterns of verbal nonverbal behavior
-> highly restricted, fixated interests that are abnormal in intensity or focus
-> hyper or hyporeactivity to sensory input or unusual interests in sensory aspects of enviro
what is the zygonic theory?
yoke/connection between 2 things taking a reductionist perspective and assume that music is a series of sonic variables that can differ in various ways
what can the sonic variables be conceived as?
representing a continuum or having single axis of variability (duration) or multidimensional in nature (timbre)
what can the sonic variables be tied to?
- perceptual qualities (loudness)
- location (space or time)
what can sonic variables related to?
- individual notes
- characteristics of a groups (tonality)
what does the zygonic theory propose about the representation of musical info?
- represented at 3 different levels of hierarchy -> events, groups, frameworks
explain each levels of the hierarchy?
-> events - single note
-> groups - melody consisting of several notes grouped together
-> frameworks - imaginary matrices of pitch and time, a beat that persists throughout a song to which notes are embedded
what is the starting point of the event level of the hierarchy?
imitation -> staring point for developing internal representation of sounds
in what age group does the imitation level start?
very young children are capable of limiting the sounds of other -> early foundation being laid for acquiring the event level of the hierarchy
what was Papousek’s finding about infant vocalizations?
half of the vocalizations are reproductions
at what age can infants replicate individual pitches?
infants younger than 5 months
what occurs between 7-11 months?
babies start reproducing groups of sounds described as short musical patterns or phrases that become the core units for a new level of vocal practicing and play
what is referent-guided improvisation?
building on musical representation that one has previously been exposed to by mixing together pieces in various novel forms
-> familiar melodies from nursery rhymes
what are the 2 changes starting at the age of 4?
- ability to extrapolate an underlying beat across a series of events/groups -> sing a melody in time to a novel beat that has been presented
- tonal stability -> ability to use stable pitches across duration of a song
what do the changes starting at 4 yrs old implicate?
emergence of an ability to represent musical info at the level of overarching framework
how can the three-level hierarchy for musical representations relate to language acquisition?
- children start to understand few key words before age 1, and sometimes be able to produce them shortly afterwards (events)
- 18-24 months, children start developing ability to put together a few words in short phrases (groups)
- couple of years, words beging to get integrated into larger and more complex structures (sentences) (framworks)
what are the three categories of sounds that emerge during development?
- everyday sounds
- musical sounds
- linguistic sounds
what are all sounds initially processed as?
everyday sounds
at some point in development what is a distinction made between?
everyday sounds and musical sounds
later on development what is a distinction made between the kinds of sounds?
distinction made between everyday sounds and sounds of speech
everything that does not come to be perceived as related to musical or speech sounds falls into what category?
everyday sounds by default
what do autistic individuals process everyday sounds as?
musical sounds -> sounding qualities (pitch)
describe how everyday sounds get processed as musical representations in autistic individuals?
everyday sounds involving repetition or regular changes may come to be processed in ways that resemble structure inherent to musical representations
