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"Music cognition"
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The Coupling of Action and Perception in Musical Meaning Formation
The embodied perspective on music cognition has stressed the central role of the body and body movements in musical meaning formation processes. In the present study, we investigate by means of a behavioral experiment how free body movements in response to music (i.e., action) can be linked to specific linguistic, metaphorical descriptions people use to describe the expressive qualities they perceive in the music (i.e., perception). We introduce a dimensional model based on the Effort/Shape theory of Laban in order to target musical expressivity from an embodied perspective. Also, we investigate whether a coupling between action and perception is dependent on the musical background of the participants (i.e., trained versus untrained). The results show that the physical appearance of the free body movements that participants perform in response to music are reliably linked to the linguistic descriptions of musical expressiveness in terms of the underlying quality. Moreover, this result is found to be independent of the participants’ musical background.
Journal Article
Near and far transfer: Is music special?
Far transfer rarely occurs, and a recent meta-analysis suggests that music is no exception. The overall effect of musical training on cognition was claimed to be null when considering studies with active control groups or implemented randomization procedures (Sala & Gobet,
Memory & Cognition
, 48: 1429–1441, 2020). Using the authors’ data file and program (
https://osf.io/rquye
), we did not confirm the effect of randomization, and we demonstrated that their conclusion is based in part on the failure to differentiate near and far transfer, with near transfer effect sizes being selectively excluded for the musical training group studies, but not for the active control group studies. Reanalyzing their data file resulted in a significant effect size (
g
= .234), and also provided new evidence that far-transfer effects of musical training can challenge near-transfer effects of linguistic training. Music is a recreational activity that may be special in allowing for small but statistically significant far-transfer effects.
Journal Article
Towards Mechanistic Investigations of Numerical and Music Cognition
Are there cognitive connections between humans' ability to make music and their understanding of math and numbers? This question has motivated centuries of speculation across the fields of philosophy and education and an increasing number of empirical studies of the topic. We review research at the intersection of numerical and music cognition, and establish its relevance both to the applied sphere (e.g., education) and to core theoretical issues in the cognitive sciences. Next, we identify notable limitations within the literature, and attempt to explain some of the likely causes of-and solutions to-these limitations. Finally, we propose specific themes of focus (spatialization and the mapping between symbolic and nonsymbolic representations) for future research aimed at understanding whether there is shared cognitive architecture for reasoning about number and math.
Existe-t-il des liens cognitifs entre la capacité des humains à faire de la musique et leur compréhension des mathématiques et des nombres? Cette question a motivé des siècles de spéculation dans les domaines de la philosophie et de l'éducation, ainsi qu'un nombre croissant d'études empiriques sur le sujet. Nous examinons les recherches réalisées à l'intersection de la cognition numérique et musicale, et établissons sa pertinence à la fois pour la sphère appliquée (par exemple, l'éducation) et pour les questions théoriques fondamentales dans les sciences cognitives. Ensuite, nous identifions les limites notables de la littérature et tentons d'expliquer certaines des causes probables de ces limites, ainsi que les solutions pour y remédier. Enfin, nous proposons des thèmes spécifiques (la spatialisation et la correspondance entre les représentations symboliques et non symboliques) pour de futures recherches visant à comprendre s'il existe une architecture cognitive commune pour le raisonnement impliquant les nombres et les mathématiques.
Public Significance Statement
This opinion article describes both applied and theoretical merits for studying the intersection of numerical cognition and music cognition. We review a selection of the previous literature, and systematically identify its limitations. We propose promising new lines of research in understanding the relation between numerical and music cognition.
Journal Article
Music–color associations are mediated by emotion
Experimental evidence demonstrates robust cross-modal matches between music and colors that are mediated by emotional associations. US and Mexican participants chose colors that were most/least consistent with 18 selections of classical orchestral music by Bach, Mozart, and Brahms. In both cultures, faster music in the major mode produced color choices that were more saturated, lighter, and yellower whereas slower, minor music produced the opposite pattern (choices that were desaturated, darker, and bluer). There were strong correlations (0.89 < r < 0.99) between the emotional associations of the music and those of the colors chosen to go with the music, supporting an emotional mediation hypothesis in both cultures. Additional experiments showed similarly robust cross-modal matches from emotionally expressive faces to colors and from music to emotionally expressive faces. These results provide further support that music-to-color associations are mediated by common emotional associations.
Journal Article
The child as musician : a handbook of musical development
'The Child as Musician' celebrates the richness and diversity of the many different ways in which children can engage in and interact with music. It presents theory - both cutting edge and classic - in an accessible way for readers by surveying research concerned with the development and acquisition of musical skills.
Book
Short-Term Music Training Enhances Verbal Intelligence and Executive Function
Researchers have designed training methods that can be used to improve mental health and to test the efficacy of education programs. However, few studies have demonstrated broad transfer from such training to performance on untrained cognitive activities. Here we report the effects of two interactive computerized training programs developed for preschool children: one for music and one for visual art. After only 20 days of training, only children in the music group exhibited enhanced performance on a measure of verbal intelligence, with 90% of the sample showing this improvement. These improvements in verbal intelligence were positively correlated with changes in functional brain plasticity during an executive-function task. Our findings demonstrate that transfer of a high-level cognitive skill is possible in early childhood.
Journal Article