1
|
Abalde SF, Rigby A, Keller PE, Novembre G. A Framework for Joint Music Making: Behavioral Findings, Neural Processes, and Computational Models. Neurosci Biobehav Rev 2024:105816. [PMID: 39032841 DOI: 10.1016/j.neubiorev.2024.105816] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2023] [Revised: 07/15/2024] [Accepted: 07/16/2024] [Indexed: 07/23/2024]
Abstract
Across different epochs and societies, humans occasionally gather to jointly make music. This universal form of collective behavior is as fascinating as it is fragmentedly understood. As the interest in joint music making (JMM) rapidly grows, we review the state-of-the-art of this emerging science, blending behavioral, neural, and computational contributions. We present a conceptual framework synthesizing research on JMM within four components. The framework is centered upon interpersonal coordination, a crucial requirement for JMM. The other components imply the influence of individuals' (past) experience, (current) social factors, and (future) goals on real-time coordination. Our aim is to promote the development of JMM research by organizing existing work, inspiring new questions, and fostering accessibility for researchers belonging to other research communities.
Collapse
Affiliation(s)
- Sara F Abalde
- Neuroscience of Perception and Action Lab, Italian Institute of Technology, Rome, Italy; The Open University Affiliated Research Centre at the Istituto Italiano di Tecnologia, Italy.
| | - Alison Rigby
- Neurosciences Graduate Program, University of California, San Diego, US
| | - Peter E Keller
- Center for Music in the Brain, Aarhus University, Denmark; Department of Clinical Medicine, Center for Music in the Brain, Department of Clinical Medicine, Aarhus University, Denmark; The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Australia
| | - Giacomo Novembre
- Neuroscience of Perception and Action Lab, Italian Institute of Technology, Rome, Italy
| |
Collapse
|
2
|
Hua J. Interaction of motor practice and memory training in expressive piano performance: expanding the possibilities of improvisation. PSYCHOLOGICAL RESEARCH 2024; 88:1426-1436. [PMID: 38625576 DOI: 10.1007/s00426-024-01964-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2023] [Accepted: 03/25/2024] [Indexed: 04/17/2024]
Abstract
This paper aimed to investigate the influence of motor practice and music performance experiences on musicians' auditory memory, the effect of auditory distinctiveness on melody recognition, and the differences in the working memory of classical and jazz pianists. The study was conducted among 26 jazz and 24 classical music students at Shenyang Conservatory of Music. To achieve the goal set, a melody recognition ability was analyzed after listening, performing without sound, and simultaneous listening and performing using computer recordings and pianist-taken notes. The study was conducted following repeated measures mixed design. The within-group variable was the learning condition. As the within-participant variable, the number of melody practicing trials was chosen. The type of influence on auditory memory was chosen as a between-group variable. The dependent variables were auditory recognition score, motor imagery ability, and auditory imagery ability. Students' recognition of the heard melodies was assessed by means of a 3-point Likert scale. Pearson's correlation coefficient was calculated to investigate the relationship between working memory and other student characteristics. The study outcomes unveiled that pianists are much better at recognizing tunes they generate themselves in auditory-motor practice than auditory practice alone. It was pointed out that the ability to recognize melody in auditory-motor learning is influenced by its acoustic characteristics. Hence, melodies that are slow in tempo and regular in time and intensity are easier to recognize than more variable pieces.
Collapse
Affiliation(s)
- Jing Hua
- Music Department, Xinzhou Teachers University, Xinzhou, China.
| |
Collapse
|
3
|
Dalla Bella S, Janaqi S, Benoit CE, Farrugia N, Bégel V, Verga L, Harding EE, Kotz SA. Unravelling individual rhythmic abilities using machine learning. Sci Rep 2024; 14:1135. [PMID: 38212632 PMCID: PMC10784578 DOI: 10.1038/s41598-024-51257-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2023] [Accepted: 01/02/2024] [Indexed: 01/13/2024] Open
Abstract
Humans can easily extract the rhythm of a complex sound, like music, and move to its regular beat, like in dance. These abilities are modulated by musical training and vary significantly in untrained individuals. The causes of this variability are multidimensional and typically hard to grasp in single tasks. To date we lack a comprehensive model capturing the rhythmic fingerprints of both musicians and non-musicians. Here we harnessed machine learning to extract a parsimonious model of rhythmic abilities, based on behavioral testing (with perceptual and motor tasks) of individuals with and without formal musical training (n = 79). We demonstrate that variability in rhythmic abilities and their link with formal and informal music experience can be successfully captured by profiles including a minimal set of behavioral measures. These findings highlight that machine learning techniques can be employed successfully to distill profiles of rhythmic abilities, and ultimately shed light on individual variability and its relationship with both formal musical training and informal musical experiences.
Collapse
Affiliation(s)
- Simone Dalla Bella
- International Laboratory for Brain, Music, and Sound Research (BRAMS), Montreal, Canada.
- Department of Psychology, University of Montreal, Pavillon Marie-Victorin, CP 6128 Succursale Centre-Ville, Montréal, QC, H3C 3J7, Canada.
- Centre for Research on Brain, Language and Music (CRBLM), Montreal, Canada.
- University of Economics and Human Sciences in Warsaw, Warsaw, Poland.
| | - Stefan Janaqi
- EuroMov Digital Health in Motion, IMT Mines Ales and University of Montpellier, Ales and Montpellier, France
| | - Charles-Etienne Benoit
- Inter-University Laboratory of Human Movement Biology, EA 7424, University Claude Bernard Lyon 1, 69 622, Villeurbanne, France
| | | | | | - Laura Verga
- Comparative Bioacoustics Group, Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands
- Department of Neuropsychology & Psychopharmacology, Faculty of Psychology and Neuroscience, Maastricht University, P.O. 616, Maastricht, 6200 MD, The Netherlands
| | - Eleanor E Harding
- Department of Otorhinolaryngology/Head and Neck Surgery, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
| | - Sonja A Kotz
- Department of Neuropsychology & Psychopharmacology, Faculty of Psychology and Neuroscience, Maastricht University, P.O. 616, Maastricht, 6200 MD, The Netherlands.
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany.
| |
Collapse
|
4
|
Jiang J, Liu F, Zhou L, Chen L, Jiang C. Explicit processing of melodic structure in congenital amusia can be improved by redescription-associate learning. Neuropsychologia 2023; 182:108521. [PMID: 36870471 DOI: 10.1016/j.neuropsychologia.2023.108521] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/03/2022] [Revised: 02/19/2023] [Accepted: 02/19/2023] [Indexed: 03/06/2023]
Abstract
Congenital amusia is a neurodevelopmental disorder of musical processing. Previous research demonstrates that although explicit musical processing is impaired in congenital amusia, implicit musical processing can be intact. However, little is known about whether implicit knowledge could improve explicit musical processing in individuals with congenital amusia. To this end, we developed a training method utilizing redescription-associate learning, aiming at transferring implicit representations of perceptual states into explicit forms through verbal description and then establishing the associations between the perceptual states reported and responses via feedback, to investigate whether the explicit processing of melodic structure could be improved in individuals with congenital amusia. Sixteen amusics and 11 controls rated the degree of expectedness of melodies during EEG recording before and after training. In the interim, half of the amusics received nine training sessions on melodic structure, while the other half received no training. Results, based on effect size estimation, showed that at pretest, amusics but not controls failed to explicitly distinguish the regular from the irregular melodies and to exhibit an ERAN in response to the irregular endings. At posttest, trained but not untrained amusics performed as well as controls at both the behavioral and neural levels. At the 3-month follow-up, the training effects still maintained. These findings present novel electrophysiological evidence of neural plasticity in the amusic brain, suggesting that redescription-associate learning may be an effective method to remediate impaired explicit processes for individuals with other neurodevelopmental disorders who have intact implicit knowledge.
Collapse
Affiliation(s)
- Jun Jiang
- Music College, Shanghai Normal University, Shanghai, 200234, China
| | - Fang Liu
- School of Psychology and Clinical Language Sciences, University of Reading, Reading, RG6 6AL, UK
| | - Linshu Zhou
- Music College, Shanghai Normal University, Shanghai, 200234, China
| | - Liaoliao Chen
- Foreign Languages College, Shanghai Normal University, Shanghai, 200234, China
| | - Cunmei Jiang
- Music College, Shanghai Normal University, Shanghai, 200234, China.
| |
Collapse
|