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This review summarizes psychological research on music performance, starting with studies of different levels of expertise (including the question of musical “talent” and deficits), the process and effects of music learning and the role of memory, the interplay between perception and action in performance, the use of expression in music ...
the mental process of sorting, identifying, and arranging raw sensory data into meaningful patterns; Ex. how we distinguish between music and crying, how we take light and form a tree
Oct 2, 2014 · Absolute pitch (AP) is the ability to identify or categorize musical pitches accurately without an external reference. Although AP is generally thought to be rare, music psychology research in the past few decades has debated on every aspect of the phenomenon.
Work in the psychology of music typically depends on taking a high-level, interesting concept (for example, musical aptitude, or musical memory, or emotional response) and—in a process referred to as operationalizing—identifying a measurable behavior that can be taken to represent it.
- General Considerations
- Point 1: Serial-position effect . . recall
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- Point 2: Functional fixedness . . problem solving
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- Point 3: Operational definition . . replication
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- Point 4: Double-blind research . . bias
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- Point 5: Operant conditioning . . superstition
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- Point 6: Reinforcement . . overjustification effect
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- Point 7: Myelin sheath . . neural impulse
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- Overview
Answers must provide an example that describes an accurate relationship between the first part of each item with the second part of each item. This description may be stated positively or negatively (e.g., “myelin improves the speed ...” “lack of myelin reduces the speed ...”). Simply writing “for example” as a prelude to a response does not guar...
The example must include the ability to remember the first or last items in a sequence more easily (for example, describing primacy and/or recency effects) OR more difficulty remembering items in the middle of a sequence. Note: Mention of “a list” is the minimum context for an correct example.
• “It is easier to remember the first items on a list.”
Students must include an example of how failing to find a novel, unintended use for a specified object prevents finding a solution to a problem OR of how overcoming the fixation on the original use of a specified object facilitates solving a particular problem. The feasibility of the example is not important. Note: A specific object and a specifi...
“Because Moe had no hammer and didn’t realize he could use his baseball bat, he could not figure out how to drive a nail.” “Instead of thinking of his baseball bat as something that could only hit baseballs, Moe overcame this limitation and used the bat to drive the nail.”
“Moe used a baseball bat to drive a nail” (because this is not an example of functional fixedness). “Moe did not have a clothesline and could not think of any other way to hang his clothes” (because no object is specified that Moe can think about in novel ways to overcome his problem, nor is any object specified that Moe is unable to think differ...
Students must include an example of how defining a variable (or term or concept) in a study facilitates future repetition of the study. Notes Referring solely to the overall step-by-step procedures of the study (how the study is done) without mentioning the definition of a variable (or term or concept) will not score. Mentioning a study or experi...
• “Researchers define the variables in a study so that the study may be more easily repeated.”
The example must indicate that both researchers and participants are not informed about some aspect of a specific study in order to reduce the possibility of confounding factors. Notes An example of some aspect of a specific study must be given. For example, referring to a “placebo” does provide a minimum context for an example. Simply alluding to ...
“When testing a new drug, neither the participants nor experimenter knew whether a particular participant was receiving a drug or a placebo, thus lessening the amount of bias in the study.” “An experiment where neither the participants nor the experimenters know which condition a participant is in, in order to reduce bias. For example, in a drug st...
“An experiment where neither the participants nor the experimenters know which condition a participant is in, in order to reduce the amount of bias” (because this is not a specific example). “A placebo experiment where neither the participants nor the experimenters know they are in a study” (because the participants and experimenters need to be bli...
The example must show how random or noncontingent consequences alter (or maintain) a behavior that is not tied to the consequences. The noncontingency aspect of the relationship between the response and the consequence must be clear. Note: Students may also describe how some specific operant procedures like reinforcement, extinction or punishment m...
“A person wears a green shirt and scores well on an exam and so now wears the green shirt to every exam.” “Guido brings a rabbit’s foot into work and gets a promotion, which reinforces carrying the rabbit’s foot.” “A person overcomes his superstitious behavior of not walking underneath ladders by being reinforced to walk under them.” Question 1 (co...
“A student studies and gets good grades so continues to study” (because the consequence of good grades is contingent on the behavior of studying). “A student is told that he needs to avoid black cats to avoid bad luck” (because it is not an example of operant conditioning). “A student gets shocked every time a cat is presented and then develops a f...
The example must include a situation in which an actual or potential external reinforcement reduces or eliminates an intrinsic motive for a behavior. Note: A response that uses the reduction of a student’s “interest in” or “desire to perform” a behavior will score because it alludes to a student’s intrinsic motivation for the task.
• “After being given money to read books, Edna loses her desire to read books.”
“A child believes that for every good thing she does, she should receive reinforcement” (because there is no mention of a reduction in intrinsic motivation). “A child stops reading books when he is no longer reinforced” (because this describes extinction and there is no mention of a reduction in internal motivation).
The example must describe how the presence of myelin sheath increases the speed of neural impulses or how the absence of myelin sheath decreases the speed of neural impulses.
“The myelin sheath allows the neuron to send its signal more quickly.” “Loss of the myelin sheath leads to slower neural impulses.”
• “The myelin sheath increases the strength of a neural impulse” (because it does not address the speed of the neural impulse).
This question had a twofold intent. First, the subject matters of the various points required demonstration of knowledge across several subfields of the discipline (memory, problem solving, research methods, learning, biological psychology). Second, within each point the question required students to apply critical conceptual thought to show the re...
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Apr 7, 2013 · Examples Listening to music or having a discussion are examples of how location theory is put into practice. Your auditory system analyzes the many frequencies that are registered along the basilar membrane as you hear different pitches by locating the precise locations along the membrane.
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This chapter introduces the psychology of music as a field of study. It covers a number of topics, including the cultural nature of music, the contributors to emotionally powerful music experiences, and the acquired skill explanation of musical ability.
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