5 edition of psychology of musical ability found in the catalog.
psychology of musical ability
|Statement||Rosamund Shuter-Dyson and Clive Gabriel.|
|LC Classifications||ML3838 .S525 1981|
|The Physical Object|
|Pagination||xiv, 354 p. :|
|Number of Pages||354|
|LC Control Number||81022345|
The ability to read music is, if not essential, an irreplaceable asset to anyone who indulges in musical activity. There are two points that need to be established: firstly, that influential commentators on psychological aspects of music have, in fact, had very little to say about music reading; secondly, that this neglect is unjustified in consideration of the importance of musical literacy. The answer is that almost every study conducted to date has classified musical preferences according to established musical genres, but such categories have no psychological value at .
A set of measures devised by the US psychologist Carl E(mil) Seashore (–) and discussed in his book The Psychology of Musical Talent (). They involve controlled procedures for measuring the respondent's ability to discriminate pitch, loudness, tempo, timbre, and rhythm. Also called the Seashore Tests of Musical Ability, but Seashore himself deliberately avoided the word tests and. Music's ability to express and arouse emotions is a mystery that has fascinated both experts and laymen at least since ancient Greece. The predecessor to this book 'Music and Emotion' (OUP, ) was critically and commercially successful and stimulated much further work in this area. In the years since publication of that book, empirical research in this area has blossomed, and the successor.
Music psychology, or the psychology of music, may be regarded as a branch of both psychology and musicology. It aims to explain and understand musical behaviour and experience, including the processes through which music is perceived, created, responded to, and incorporated into everyday life. Psychology of Music. Shenﬁeld, T., Trehub, S.E., & Nakata, T. (). Maternal singing often with the aim of identifying whether musical ability overlaps with other abilitie s.
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Dr Shuter gives the accounts of the development of musical ability from infancy to adolesence and the importance of heredity and of home, school and social environments.
He tested parents, children, twins and the nature of musical ability. it also examines all kinds of tuition, the place of music in schools, and by: BOOK REVIEWS The Psychology of Musical Ability (2d ed.) By Rosamund Shuter-Dyson and Clive Gabriel.
New York: Methuen, pp. $ The first edition of this excellent book appeared in and was widely considered to be the book in. The Psychology of Musical Ability Psychology of musical ability book manuals of modern psychology, ISSN Author: Rosamund Shuter-Dyson: Publisher: Methuen, Original from: the University of Michigan: Digitized: Mar 1, Length: pages: Export Citation: BiBTeX EndNote RefMan.
Additional Physical Format: Online version: Shuter-Dyson, Rosamund. Psychology of musical ability. London, Methuen, (OCoLC) Document Type. ISBN: OCLC Number: Notes: Includes indexes. Description: xiv, pages: illustrations, music ; 22 cm: Responsibility. Early research on musical ability tended to assume that it was inherited and fixed setting limits on what an individual could achieve.
Younger participants reported higher levels of musically sophisticated behaviour, perhaps because of the increased availability of music in.
This book describes and analyses the cognitive processes that take place in the perception, performance, and creation of music.
It proposes that underlying the various musical skills is the ability to form abstract mental representations of music, which allow it to be apprehended in structural terms.
This is a really excellent book for anyone interested in how the mind perceives and understands music. As the author points out, most of the literature in this area is either written by psychologists who are not musicians, or by musicians with no background in psychology.
John Sloboda is unusual in being both a musician and a psychologist, teaching the piano as well as being a /5(7). field of the psychology of musical ability. The results of this work appear in my book, The Psychology of Musical Ability, which deals with the assessment of ability, attainments, and interest in music; the development of musical ability from birth to adolescence; heredity and environment; the nature of musical ability; and education in music.
The psychology of musical talent. Seashore, Carl E. (Carl Emil), Publication date. Topics. Musical ability, Educational tests and measurements, Intelligence tests, Psychological tests. Publisher. Boston, New York [etc.] Silver, Burdett and Company.
Book description The aim of the psychology of music is to understand musical phoneomena in terms of mental functions--to characterize the ways in which one perceives, remembers, creates, and perfor read full description.
The psychology of musical ability by Shuter-Dyson, Rosamund and a great selection of related books, art and collectibles available now at The Psychology of Musical Ability by Rosamund Shuter - AbeBooks.
The aim of the psychology of music is to understand musical phoneomena in terms of mental functions--to characterize the ways in which one perceives, remembers, creates, and performs music. Since the First Edition of The Psychology of Music was published the field has emerged from an interdisciplinary curiosity into a fully ramified subdiscipline of psychology due to several factors.
Comprised of 18 chapters, this book begins with a review of the classical psychoacoustical literature on tone perception, focusing on characteristics of particular relevance to music.
The attributes of pitch, loudness, and timbre are examined, and a summary of research methods in psychoacoustics is Edition: 1. This introduction, by the developer of the Seashore test of musical ability, is a thorough survey of this field, the standard book for psychologists specializing in the area, for the school, and for interested musicologists/5(10).
The available evidence points to the conclusion that the vast majority of the population has acquired a common receptive musical ability, clearly evident through experimental demonstration, regardless of accomplishment in any particular sphere of musical performance, and regardless of having been in receipt of any formal musical education or training.
In The Science and Psychology of Music Performance, Richard Parncutt and Gary McPherson assemble relevant current research findings and make them accessible to musicians and music educators. This book describes new approaches to teaching music, learning. THE TAO OF MUSIC.
Traditional self-help books are the pesky cold sore swapped between the lips of legitimate literature and serious psychology. And then there are the books that actually help the self in smart, non-pedantic ways involving no worksheets or mirror nodding. DOI link for Psychology of Music. Psychology of Music book.
Although it is important to know how we perceive rhythmic patterns, one may be inclined to wonder whether the ability to perceive rhythmic patterns is relevant beyond the context of perceiving the temporal qualities of music. T&F logo. Policies. Psychology of Music. Group Project: Music Learning “According to new biological theory, music learning is a process by which mental representations (genuine musical conceptions) are developed and gradually altered, differentiated, extended, and refined” (Gruhn,p.
17). The book can be used as a textbook for courses in music cognition, auditory perception, science of music, psychology of music, philosophy of music, and music therapy, and as a reference for researchers, teachers, and musicians.This introduction, by the developer of the Seashore test of musical ability, is a thorough survey of this field, the standard book for psychologists specializing in /5(3).
Introduction. Across sciences, interest in music has been rising steeply in recent years (see Figure 1).One reason for this development is a growing concern to understand the role of musical ability in nonmusical faculties, ranging from motor skills and general intelligence to language processing and socio-emotional competencies, such as empathy.