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Children's implicit knowledge of harmony in Western music

Identifieur interne : 002E41 ( Istex/Curation ); précédent : 002E40; suivant : 002E42

Children's implicit knowledge of harmony in Western music

Auteurs : E. Glenn Schellenberg [Canada, Australie] ; Emmanuel Bigand [France] ; Benedicte Poulin-Charronnat [France] ; Cécilia Garnier [France] ; Catherine Stevens [Australie]

Source :

RBID : ISTEX:F64D3A85BCF96A296E0FFA8FD65DA2DA778DFE7A

English descriptors

Abstract

Three experiments examined children's knowledge of harmony in Western music. The children heard a series of chords followed by a final, target chord. In Experiment 1, French 6‐ and 11‐year‐olds judged whether the target was sung with the vowel /i/ or /u/. In Experiment 2, Australian 8‐ and 11‐year‐olds judged whether the target was played on a piano or a trumpet. In Experiment 3, Canadian 8‐ and 11‐year‐olds judged whether the target sounded good (i.e. consonant) or bad (dissonant). The target was either the most stable chord in the established musical key (i.e. the tonic, based on do, the first note of the scale) or a less stable chord. Performance was faster (Experiments 1, 2 and 3) and more accurate (Experiment 3) when the target was the tonic chord. The findings confirm that children have implicit knowledge of syntactic functions that typify Western harmony.

Url:
DOI: 10.1111/j.1467-7687.2005.00447.x

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ISTEX:F64D3A85BCF96A296E0FFA8FD65DA2DA778DFE7A

Le document en format XML

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<term>Anomalous chords</term>
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<term>Australian children</term>
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<term>Chromatic scale</term>
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<term>Cognitive</term>
<term>Cognitive neuroscience</term>
<term>Cognitive science</term>
<term>Component tones</term>
<term>Congenital amusia</term>
<term>Consonant trials</term>
<term>Correct response times</term>
<term>Correct responses</term>
<term>Cumulative number</term>
<term>Descriptive statistics</term>
<term>Developmental perspective</term>
<term>Developmental psychology</term>
<term>Digital sound</term>
<term>Dissonant</term>
<term>Dowling</term>
<term>Early language acquisition</term>
<term>Entire procedure</term>
<term>Error bars</term>
<term>Experimental psychology</term>
<term>Explicit measures</term>
<term>Formal exposure</term>
<term>Formal music lessons</term>
<term>Formal training</term>
<term>French children</term>
<term>Frequency ratios</term>
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<term>Glenn schellenberg</term>
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<term>Gunter friederici</term>
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<term>Harmonic function</term>
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<term>Harmonic rules</term>
<term>Harmonicpriming effect</term>
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<term>Highest tones</term>
<term>Human perception</term>
<term>Implicit knowledge</term>
<term>Implicit measures</term>
<term>Incidental exposure</term>
<term>Indeterminate pitch height</term>
<term>Individual differences</term>
<term>Infant listeners</term>
<term>Instructional methods</term>
<term>Justus bharucha</term>
<term>Koelsch</term>
<term>Krumhansl</term>
<term>Krumhansl shepard</term>
<term>Language acquisition</term>
<term>Lerdahl jackendoff</term>
<term>Lowest tone</term>
<term>Main analysis</term>
<term>Main effect</term>
<term>Main effects</term>
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<term>Major chords</term>
<term>Major scale</term>
<term>Many aspects</term>
<term>Marcs auditory laboratories</term>
<term>Melodic intervals</term>
<term>Method participants</term>
<term>Music lessons</term>
<term>Music perception</term>
<term>Music processing</term>
<term>Music theory</term>
<term>Musical context</term>
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<term>Musical knowledge</term>
<term>Musical pitch</term>
<term>Musical stimuli</term>
<term>Musical structures</term>
<term>Musical syntax</term>
<term>Musical training</term>
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<term>Ndings</term>
<term>Neuroscience</term>
<term>Older children</term>
<term>Older group</term>
<term>Original work</term>
<term>Other dimensions</term>
<term>Other half</term>
<term>Other interactions</term>
<term>Other notes</term>
<term>Other words</term>
<term>Outcome measures</term>
<term>Oxford university press</term>
<term>Perceptual quality</term>
<term>Peretz</term>
<term>Peretz zatorre</term>
<term>Performance accuracy</term>
<term>Piano timbre</term>
<term>Pineau</term>
<term>Pitch classes</term>
<term>Potential effects</term>
<term>Preliminary analyses</term>
<term>Present experiment</term>
<term>Present investigation</term>
<term>Previous experiment</term>
<term>Prime chord</term>
<term>Prime chords</term>
<term>Prime context</term>
<term>Prime contexts</term>
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<term>Prime sequences</term>
<term>Procedure children</term>
<term>Psychological review</term>
<term>Psychological science</term>
<term>Psychophysics</term>
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<term>Quiet room</term>
<term>Random order</term>
<term>Reber</term>
<term>Reference tone</term>
<term>Response time</term>
<term>Response times</term>
<term>Root position</term>
<term>Same stimuli</term>
<term>Schellenberg</term>
<term>Sensory consonance</term>
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<term>Shepard tone</term>
<term>Shepard tones</term>
<term>Silent interval</term>
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<term>Stable chord</term>
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<term>Standard errors</term>
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<term>Subdominant chord</term>
<term>Subdominant target chords</term>
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<term>Syllable</term>
<term>Syntactic rules</term>
<term>Tacit knowledge</term>
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<term>Test tones</term>
<term>Test trials</term>
<term>Testing conditions</term>
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<term>Tillmann bharucha</term>
<term>Tillmann bigand</term>
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<term>Tonal centre</term>
<term>Tonal functions</term>
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<term>Tonic chords</term>
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<term>Training trials</term>
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<term>Untrained adults</term>
<term>Untrained children</term>
<term>Untrained listeners</term>
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<term>Western music</term>
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<term>Western tonality</term>
<term>Williams syndrome</term>
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<term>Young infants</term>
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<front>
<div type="abstract" xml:lang="en">Three experiments examined children's knowledge of harmony in Western music. The children heard a series of chords followed by a final, target chord. In Experiment 1, French 6‐ and 11‐year‐olds judged whether the target was sung with the vowel /i/ or /u/. In Experiment 2, Australian 8‐ and 11‐year‐olds judged whether the target was played on a piano or a trumpet. In Experiment 3, Canadian 8‐ and 11‐year‐olds judged whether the target sounded good (i.e. consonant) or bad (dissonant). The target was either the most stable chord in the established musical key (i.e. the tonic, based on do, the first note of the scale) or a less stable chord. Performance was faster (Experiments 1, 2 and 3) and more accurate (Experiment 3) when the target was the tonic chord. The findings confirm that children have implicit knowledge of syntactic functions that typify Western harmony.</div>
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}}

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Data generation: Tue Dec 5 10:43:12 2017. Site generation: Tue Mar 5 14:07:20 2024