The relationship between melody and prosody: perception and production capabilities of musicians and non-musicians

music;music education;cognitive psychology;music aptitude;Gordon;neuromusic

Copeland, Naomi C.

关键词: music;    music education;    cognitive psychology;    music aptitude;    Gordon;    neuromusic;   

Others  :  https://www.ideals.illinois.edu/bitstream/handle/2142/16061/1_Copeland_Naomi.pdf?sequence=3&isAllowed=y

美国|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

Music and language are two interconnected acoustic and cognitive phenomena shared by human beings. Among their similarities are their variety of intonations and inflections resulting in melody and prosody, respectively. Previous research has demonstrated that musicians are more successful than non-musicians at detecting pitch errors in speech and melody. These results are often due to extensive musical training beginning at an early age. In examining melodic and prosodic abilities of twenty-nine university undergraduates, this study attempts to better understand the connectedness between these cognitive functions, and the affects various musical experiences may have. To assess these abilities, three production stimuli were developed and Gordon’s Advanced Measures of Music Audiation was used. Statistical analysis demonstrated significantly strong correlations between total length of musical experience as well as the age formal instruction first began. In recognizing the potential transferred effects of beginning and continuing musical training, this study may help to support pedagogical and curricular decisions regarding when and for how long to offer music instruction, in addition to contributing to current research on music education and cognitive psychology.