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"GARDINER, Martin F"
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Human evolution of gestural messaging and its critical role in the human development of music
By fostering bonding (Mehr et al.; Savage et al.), music illustrates marvelously its ability to induce emotional experience. But, music can induce emotion more generally as well. To help explain how music fosters bonding and induces other emotions, I propose that music derives this power from the evolution of what I term “gestural messaging.”
Journal Article
Music training, engagement with sequence, and the development of the natural number concept in young learners
Studies by Gardiner and colleagues connecting musical pitch and arithmetic learning support Rips et al.'s proposal that natural number concepts are constructed on a base of innate abilities. Our evidence suggests that innate ability concerning sequence (“Basic Sequencing Capability” or BSC) is fundamental. Mathematical engagement relating number to BSC does not develop automatically, but, rather, should be encouraged through teaching.
Journal Article
Responses to music: Emotional signaling, and learning
In the target article, Juslin & Västfjäll (J&V) contend that neural mechanisms not unique to music are critical to its capability to convey emotion. The work reviewed here provides a broader context for this proposal. Human abilities to signal emotion through sound could have been essential to human evolution, and may have contributed vital foundations for music. Future learning experiments are needed to further clarify engagement underlying musical and broader emotional signaling.
Journal Article
Relationships Between Intrinsic and Broader Educational Benefits of Singing Training
This chapter documents and examines longitudinal relationships between accelerated musical and mathematical, reading, and social skill development in students who receive in 1st and 2nd grade training by Kodaly method for individual and group singing. The music training boosted non-musical performance in all student subgroups, but especially in students at greatest academic risk. I propose that the impacts we document depend on features of the training that lead to useful development in how musical skill is addressed mentally. This development in turn fosters related mental development supporting improved skillful behavior in other topic areas with which musical skill development interacts.
Book Chapter
SKILL LEARNING, BRAIN ENGAGEMENT, CONTEXT AND THE ARTS
I discuss the thesis that the learning of each type of skill requires the brain to assemble and develop a processing ensemble whose integrated activity allows the individual to engage behaviorally to the extent of observed capability. If capability improves, the opportunities of the brain processing ensemble for engagement must improve as well. Three ways are discussed in which context during skill learning can influence the development of capability. These include context of use perceived by the learner, context of outside authority related to the learning, and context of relationship of processing to similar processing resources of use to other skill applications. I propose that learning connecting arts skill to other skill learning may be especially useful to the skill learner by fostering incorporation of forms of processing especially favored within brain evolution, and that the use of processing favored for other reasons by evolution can help to explain the appearance of the arts within human culture.
Book Chapter
