Post Midterm 2 Flashcards
Music is a form of _ conversation or _ sound
Emotional, organized
_: Quality of tones that range from high to low, often organized on a musical scale
Pitch
Pitch: Quality of _ that range from _ to _, often organized on a musical scale
tones, high, low
_: the experience of a sequence of pitches as belonging together
Melody
Melody: the experience of a _ of _ as belonging together
sequence, pitches
_ : Refers to various qualities of sound that differ across musical instruments
Timbre
_, _, _ (HCD): Qualities of sound (positive or negative) that emerge when multiple pitches are played together
Harmony, Consonance, Dissonance
_ refers to a temporal structure created by the inter-onset interval of notes (the time between the onset of notes, not the duration of those notes)
Rhythm
Some adaptive functions of music:
Laying a foundational role in the development of _ (Humans _ before they _)
Attracting _ partners
Playing a role in _ _ and _ _
language, sang, spoke
sexual
social bonding, group cohesion
On the other hand, music may have emerged as a biproduct of other systems that have adaptive function, such as _, _, _ (‘auditory cheesecake’, Pinker, 1997)
hearing, language, and emotion
Although musical conventions differ across culture, there are many universal aspects of it:
Music can give rise to various _
Sequences of notes close in pitch are _ _
_ sing to their _
People listening to music tend to start _ with various properties of music
Has a _ context
emotions
grouped together
Caregivers, infants
moving in sync
social
Music is associated with various positive outcomes:
Musical training improves _ (e.g. math, greater emotional sensitivity, language skills, timing perception, etc.)
Music produces _ feelings
Music evokes _
performance in other areas
positive
memories
MEAM
Music-Evoked Autobiographical Memory
The ability of music to evokes memories may be particularly useful for those experiencing various forms of _ _
El Haj et al. (2013) found listening to two minutes of familiar music lead to better _ _ in a group of _ patients, as compared to two minutes of silence
(healthy controls did/did not show this difference)
cognitive decline
memory retrieval, Alzheimer’s,
did not
reasons for music cog enhancement probably relates to the _ _ of the brain caused by listening to music, including but not limited to:
Amygdala and nucleus acumbens ( _ )
The hippocampus ( _ )
Cerebellum and motor cortex ( _ )
_ cortex (while reading music, watching performances), _ cortex (touch feedback while playing instruments) _ cortex (modelling the structure of a piece of music, generation expectations, etc.)
widespread activation
emotion, memory, movement, Visual, sensory, Prefrontal
The Beat: _ spaced intervals of _, which occur when there are no _
This creates a framework for _ components of music to _ _ (notes, rhythm, etc.)
Equally spaced intervals of time, which occur when there are no notes
other components of music to ‘fit into’ (notes, rhythm, etc.)
Equally spaced intervals of time, which occur when there are no notes
beat
Grahn and Rowe (2009) listened to either ‘beat’ or ‘non-beat’ stimuli (beat stimuli included shorter notes that fell directly on the beat, increasing awareness of it)
Found that _ _ activity was greater for _ stimuli, as compared to _ stimuli
Also found greater neural connectivity between _ _ areas and _ structures while listening to beat stimuli
Connectivity can be assessed by…
basal ganglia, beat, non-beat
cortical motor, subcortical
measuring how correlated activity across areas is, or in other words checking whether activity in one region can predict activity in another
Chen et al. (2008) found activity in the _ cortex increased across three conditions that involving listening to beat stimuli:
Tapping along, Listening with the intention of tapping along later, Passive listening
Activity increased the most in the _ _ condition (followed by _ , _
demonstrates a close link between the _ and _
premotor
‘tapping along’, (the listening with the intention of tapping along later)
beat and movement
Fujioka et al. (2012) measured brain waves while people listened to music and found they _ in time with the _ ,
This isn’t quite the same thing of course but, at least in a superficial way, resembles what happened during _ locking
oscillated in time with the beat,
phase
Meter: the organization of _ into _ or _ (often accenting the first beat in each bar)
Metrical structure can be created by _ in various ways (playing that note louder, with a stronger attack, etc.)
the organization of beats into bars or measures (often accenting the first beat in each bar)
accentuating
the organization of beats into bars or measures (often accenting the first beat in each bar)
meter
Rhythm refers to a _ structure created by the inter-onset _ of _ (the _ between the onset of notes, not the _ of those notes)
The beat can be likened to the pulse of music, creating a _ _ that the melody fits into to create a rhythmic pattern
temporal structure created by the inter-onset interval of notes (the time between the onset of notes, not the duration of those notes)
regular framework
temporal structure created by the inter-onset interval of notes (the time between the onset of notes, not the duration of those notes)
rhythm
Syncopation occurs when
This produces a violation of expectations of sorts, and can lead to decreased/increased neural activation
notes are played ‘off the beat’, creating what can be described as a ‘jumpiness’
increased
notes are played ‘off the beat’, creating what can be described as a ‘jumpiness’
syncopation
Iverson et al. (2009) recorded MEG activity when presenting the same stimuli but with instructions to either imagine accents on the first or second note
Our ability to change _ with our mind is reflected indirectly/directly by activity in the brain
meter, directly
Phillips-Silver and Trainor (2005) studied whether how we move influences our perception of meter - 7 month-old infants listened to an auditory stimulus with ambiguous meter
bounced up and down in either a duple or triple pattern
A head turning procedure was then used to test whether the infants now preferred listening to an auditory stimulus with either a duple or triple pattern of meter
Infants preferred listening to the pattern that was _ with how they were bounced
consistent
t/f: Different languages have different _ patterns
_ words are not stressed, whereas _ words are, across many languages
In English, content words typically come after function words, so the dominant stress pattern is _
e.g. the book
In Japanese, stress pattern:
stress
Function, content
short-long
long-short
Participants listened to a series of alternating short and long tones
the beginning, and end is ambiguous
Native English speakers more likely to perceive meter as _
Native Japanese speakers more likely to perceive meter as _
short-long
long-short
Auditory stream integration refers to grouping…
melody refers to the experience of a sequence of …
Similar to the Gestalt principle of similarity and/or proximity, tones that are close together (in pitch) should be more likely to be _ _ (i.e. as part of a single/coherent melody)
The most common interval size between notes within a melody is _ semitones
notes/tones/sounds, etc. together within a single perceived stream to form a coherent melody
pitches as belonging together
grouped together, 1-2
notes/tones/sounds, etc. together within a single perceived stream to form a coherent melody
Auditory stream integration