Psych of Music midterm 3 last minute stuff

rainbow study
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Terms in this set (27)
rainbow study
Had children march and clap in time to music. Stats are above, very difficult for young kids. He found that all subjects were more accurate clapping/tapping than marching and more accurate marching to the beat than both clapping and marching
malbran study
Had 30 3 year olds try to keep a beat by tapping a pulse on an electronic drum. This was very difficult for them.
primary circular reactions
Actions (sounds) reflexively made with own body (voice, hands, etc)
secondary circular reactions
Making sounds unintentionally through interacting with the environment (eg making a squeaking noise when walking across a wood floor)
teritary circular reactions
Making sounds through deliberate interaction with the environment (eg throwing things on the floor to hear what sound they make)
kratus study
Gave 7,9,11 year old kids 10 mins to compose an original song. They had to start and end on middle c. They also had to play the song twice so that they had to remember it. Observed how long each child spent in exploration, development, and repetition
results of kratus study
7 year olds compose mainly by exploration
9 and 11 year olds used more development and less exploration
11 year olds used more repetition
7 year olds were more process oriented. Exploring new sounds took priority over creation of a single, composed product.
11 year olds are more product oriented. They are focused on the task of creating a finished product than on exploring new sounds.
brophy study
Longitudinal study children 7 to 9 (followed them for 3 years).
Found a shift toward increased musical organization between ages 7 and 8.
More rhythmic organization.
More repeated rhythmic motifs
distributed practice
Practice divided into several short sessions, Led to better retention after two weeks and more accuracy when asked to transcribe the music from memory
massed practice
Practice concentrated into a single long session, leads to quicker learning of material.
serial approachreturning to the beginning of the piece every time a mistake is made. Many returns to the starting point are made, and the last part of the piece gets very little practice.segmented approachbegins by dividing piece into segments and learning each segment separately. The separate segments were then linked together and connections between segments were practiced.additive approachwork divided into segments, but continually lengthened so that the piece was learned in rapidly expanding segments. Students usually made a deliberate effort to play the whole piece as soon as possible.holistic approachattempt to play piece from beginning to end, trying to avoid stops and starts. If a mistake was made, student would backtrack just enough to correct the error, but not to the very beginning.working or short term memoryimited in capacity and duration Holds the info we are currently aware of and processing. Capacity: 7 plus or minus 2 items Duration:12-15 seconds (typically)long term memoryLimitless storehouse of information (facts and skills we've learned, experiences we've had etc). UNLIMITED in capacity AND durationdeclarative (Explicit) memoryMemory for facts we've learned, experiences we've had Memory that we can bring into our conscious awareness and declare verballyprocedural memoryOur memory for the performance of actions. We display or demonstrate this type of memory but it cannot be verbalized Example: memory for how to walk- we don't consciously and verbally recall every aspect of the behavior, we simply have a memory for how to perform that behavior.exchange errorthe proper phonemes are produced, just in the wrong order (I dent to the wentist)perseveratory errorsIn music, musicians will inappropriately repeat a note that came abit earlier oAnticipatory errorshen musicians play a note in advance of when it should actually be played.two timing modelWhen people are performing a rhythmic task, their timing is dependent on two factors Internal time-keeper (clock) The precision with which we use our muscles to perform a particular act (peripheral variability)peripheral variabilityThe precision with which we use our muscles to perform a particular actmusical babblingSimilar to babbling but occurs during or just after a presentation of music Wider variety of syllables than regular babbling Greater fluctuation in pitch than regular babblingspontaneous singingBegins around age 2 but can begin even earlier (around one year) Simple improvised tunes. They are typically short musical phrases repeated many times. The pitches are not in precise intervals and rhythms are very simple.chantingsingle note, or revolves around a single note that is inflected to provide accentuation, (wide pitch leaps and linear progression of pitch) When is it performed? Usually performed by children in groups and often performed with some kind of motor activity such as running, holding hands, jumping etcimitative songschildren repeating songs that have been sung to them.