Lecture 31

Question 1

what does musical therapy improve in Parkinson’s patients?

Answer 1

motor rehab

Question 2

what did walking along with rhythmic audio cue improve?

Answer 2

walking behaviors
- reduced freezing
- improved gait velocity
- improved stride length
- cadence
- number of steps per min

Question 3

did improvements remain after removing the audio cues?

Answer 3

yes there is certain durability of such effects

Question 4

what are the motor-related benefits derived from?

Answer 4

providing a framework that provides temporal expectations that make predicting/executing the next steps in sequences easier
->neural entrainment

Question 5

what do some of the mechanisms related to motor-rehab do?

Answer 5

helps regulate or stabilize impaired sensorimotor networks through compensatory activity in other networks that may be less compensated

Question 6

what kind of implants can be used to replace the functionality accomplished by hair cells in cochlea?

Answer 6

cochlear implants
-> transduce pressure waves

Question 7

using a cochlear implant provides what kind of hearing?

Answer 7

• hearing is less sensitive than before the hair cells got damaged
• processing spectrally complex stimuli can be difficult

Question 8

spectrally complex stimuli is common is what kind of representations?

Answer 8

musical

Question 9

what are some challenges associated with using CI patients in experiments?

Answer 9

• heterogeneity
• users are unable to participate in fMRI experiments -> need to use EEG to see any potential changes accompanied with training

Question 10

congenitally deaf CI children participating in computerized music training improved in what type of performance?

Answer 10

melodic contour identification

Question 11

Peterson et al. reported a change in ________ in response to variations in _____, ______, ________, in CI group following musical training

Answer 11

MMN
timbre
intensity
rhythm

Question 12

Peterson et al., found what kind of effects from musical representations to sounds of speech?

Answer 12

transfer

Question 13

children with 1.5-4 yrs of musical training outperformed a CI control group in tests of __________ and ___________

Answer 13

phonetic discrimination
auditory scene analysis

Question 14

why do people with autism have a higher probability of having absolute pitch?

Answer 14

they may be paying attention to things that the general population does not pay attention to during early development allowing for practice

Question 15

what does Gaver’s ecological theory of auditory perception emphasize?

Answer 15

processing of the fxn of sounds over their acoustic properties

Question 16

give an example of Gaver’s ecological theory of auditory perception?

Answer 16

sound of a bus on busy city street will generally come to be more closely associated with it’s fxn than the timbre of engine

Question 17

how do autistic people compared to the general population prioritize function of events vs acoustic properties?

Answer 17

• general population tend to prioritize significance of events associated with sounds
• autistic individuals are more likely to prioritize acoustic properties

Question 18

what are the DSM-5 guidelines for autism?

Answer 18

-> stereotyped or repetitive motor movements, use of objects or speech
-> insistence on sameness, inflexible adherence to routines or ritualized patterns of verbal nonverbal behavior
-> highly restricted, fixated interests that are abnormal in intensity or focus
-> hyper or hyporeactivity to sensory input or unusual interests in sensory aspects of enviro

Question 19

what is the zygonic theory?

Answer 19

yoke/connection between 2 things taking a reductionist perspective and assume that music is a series of sonic variables that can differ in various ways

Question 20

what can the sonic variables be conceived as?

Answer 20

representing a continuum or having single axis of variability (duration) or multidimensional in nature (timbre)

Question 21

what can the sonic variables be tied to?

Answer 21

• perceptual qualities (loudness)
• location (space or time)

Question 22

what can sonic variables related to?

Answer 22

• individual notes
• characteristics of a groups (tonality)

Question 23

what does the zygonic theory propose about the representation of musical info?

Answer 23

• represented at 3 different levels of hierarchy -> events, groups, frameworks

Question 24

explain each levels of the hierarchy?

Answer 24

-> events - single note
-> groups - melody consisting of several notes grouped together
-> frameworks - imaginary matrices of pitch and time, a beat that persists throughout a song to which notes are embedded

Question 25

what is the starting point of the event level of the hierarchy?

Answer 25

imitation -> staring point for developing internal representation of sounds

Question 26

in what age group does the imitation level start?

Answer 26

very young children are capable of limiting the sounds of other -> early foundation being laid for acquiring the event level of the hierarchy

Question 27

what was Papousek's finding about infant vocalizations?

Answer 27

half of the vocalizations are reproductions

Question 28

at what age can infants replicate individual pitches?

Answer 28

infants younger than 5 months

Question 29

what occurs between 7-11 months?

Answer 29

babies start reproducing groups of sounds described as short musical patterns or phrases that become the core units for a new level of vocal practicing and play

Question 30

what is referent-guided improvisation?

Answer 30

building on musical representation that one has previously been exposed to by mixing together pieces in various novel forms -> familiar melodies from nursery rhymes

Question 31

what are the 2 changes starting at the age of 4?

Answer 31

- ability to extrapolate an underlying beat across a series of events/groups -> sing a melody in time to a novel beat that has been presented - tonal stability -> ability to use stable pitches across duration of a song

Question 32

what do the changes starting at 4 yrs old implicate?

Answer 32

emergence of an ability to represent musical info at the level of overarching framework

Question 33

how can the three-level hierarchy for musical representations relate to language acquisition?

Answer 33

- children start to understand few key words before age 1, and sometimes be able to produce them shortly afterwards (events) - 18-24 months, children start developing ability to put together a few words in short phrases (groups) - couple of years, words beging to get integrated into larger and more complex structures (sentences) (framworks)

Question 34

what are the three categories of sounds that emerge during development?

Answer 34

- everyday sounds - musical sounds - linguistic sounds

Question 35

what are all sounds initially processed as?

Answer 35

everyday sounds

Question 36

at some point in development what is a distinction made between?

Answer 36

everyday sounds and musical sounds

Question 37

later on development what is a distinction made between the kinds of sounds?

Answer 37

distinction made between everyday sounds and sounds of speech

Question 38

everything that does not come to be perceived as related to musical or speech sounds falls into what category?

Answer 38

everyday sounds by default

Question 39

what do autistic individuals process everyday sounds as?

Answer 39

musical sounds -> sounding qualities (pitch)

Question 40

describe how everyday sounds get processed as musical representations in autistic individuals?

Answer 40

everyday sounds involving repetition or regular changes may come to be processed in ways that resemble structure inherent to musical representations