Children's implicit knowledge of harmony in Western music
Identifieur interne : 002E41 ( Istex/Curation ); précédent : 002E40; suivant : 002E42Children'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 :
- Developmental Science [ 1363-755X ] ; 2005-11.
English descriptors
- KwdEn :
- Academic press, Acoustical society, Additional exposure, Adult listeners, Aldwell schachter, Anomalous chords, Aslin newport, Australian children, Bharucha, Bharucha stoeckig, Bigand, Bigand pineau, Blackwell, Blackwell publishing, Canadian children, Ceiling levels, Chance levels, Chord, Chord progression, Chord sequences, Chromatic scale, Cognition, Cognitive, Cognitive neuroscience, Cognitive science, Component tones, Congenital amusia, Consonant trials, Correct response times, Correct responses, Cumulative number, Descriptive statistics, Developmental perspective, Developmental psychology, Digital sound, Dissonant, Dowling, Early language acquisition, Entire procedure, Error bars, Experimental psychology, Explicit measures, Formal exposure, Formal music lessons, Formal training, French children, Frequency ratios, Friederici, Glenn schellenberg, Gunter, Gunter friederici, Harmonic, Harmonic context, Harmonic function, Harmonic knowledge, Harmonic rules, Harmonicpriming effect, Higher ratings, Highest tones, Human perception, Implicit knowledge, Implicit measures, Incidental exposure, Indeterminate pitch height, Individual differences, Infant listeners, Instructional methods, Justus bharucha, Koelsch, Krumhansl, Krumhansl shepard, Language acquisition, Lerdahl jackendoff, Lowest tone, Main analysis, Main effect, Main effects, Major chord, Major chords, Major scale, Many aspects, Marcs auditory laboratories, Melodic intervals, Method participants, Music lessons, Music perception, Music processing, Music theory, Musical context, Musical enculturation process, Musical expectancy, Musical function, Musical instruments, Musical keys, Musical knowledge, Musical pitch, Musical stimuli, Musical structures, Musical syntax, Musical training, Nature neuroscience, Ndings, Neuroscience, Older children, Older group, Original work, Other dimensions, Other half, Other interactions, Other notes, Other words, Outcome measures, Oxford university press, Perceptual quality, Peretz, Peretz zatorre, Performance accuracy, Piano timbre, Pineau, Pitch classes, Potential effects, Preliminary analyses, Present experiment, Present investigation, Previous experiment, Prime chord, Prime chords, Prime context, Prime contexts, Prime sequence, Prime sequences, Procedure children, Psychological review, Psychological science, Psychophysics, Pure tones, Quiet room, Random order, Reber, Reference tone, Response time, Response times, Root position, Same stimuli, Schellenberg, Sensory consonance, Shepard, Shepard tone, Shepard tones, Silent interval, Soundedit software, Stable chord, Standard deviations, Standard errors, Subdominant, Subdominant chord, Subdominant target chords, Subdominant targets, Syllable, Syntactic rules, Tacit knowledge, Target chord, Target chords, Tekman bharucha, Test phase, Test tones, Test trials, Testing conditions, Tillmann, Tillmann bharucha, Tillmann bigand, Timbre, Tonal centre, Tonal functions, Tonality, Tone sequences, Tonic, Tonic chord, Tonic chords, Tonic target chords, Tonic targets, Training criterion, Training phase, Training trials, Trainor, Trainor trehub, Trehub, Typical chord progression, Unequal steps, Untrained, Untrained adults, Untrained children, Untrained listeners, Western harmony, Western music, Western sydney, Western tonality, Williams syndrome, Young children, Young infants, Younger children, Younger group.
- Teeft :
- Academic press, Acoustical society, Additional exposure, Adult listeners, Aldwell schachter, Anomalous chords, Aslin newport, Australian children, Bharucha, Bharucha stoeckig, Bigand, Bigand pineau, Blackwell, Blackwell publishing, Canadian children, Ceiling levels, Chance levels, Chord, Chord progression, Chord sequences, Chromatic scale, Cognition, Cognitive, Cognitive neuroscience, Cognitive science, Component tones, Congenital amusia, Consonant trials, Correct response times, Correct responses, Cumulative number, Descriptive statistics, Developmental perspective, Developmental psychology, Digital sound, Dissonant, Dowling, Early language acquisition, Entire procedure, Error bars, Experimental psychology, Explicit measures, Formal exposure, Formal music lessons, Formal training, French children, Frequency ratios, Friederici, Glenn schellenberg, Gunter, Gunter friederici, Harmonic, Harmonic context, Harmonic function, Harmonic knowledge, Harmonic rules, Harmonicpriming effect, Higher ratings, Highest tones, Human perception, Implicit knowledge, Implicit measures, Incidental exposure, Indeterminate pitch height, Individual differences, Infant listeners, Instructional methods, Justus bharucha, Koelsch, Krumhansl, Krumhansl shepard, Language acquisition, Lerdahl jackendoff, Lowest tone, Main analysis, Main effect, Main effects, Major chord, Major chords, Major scale, Many aspects, Marcs auditory laboratories, Melodic intervals, Method participants, Music lessons, Music perception, Music processing, Music theory, Musical context, Musical enculturation process, Musical expectancy, Musical function, Musical instruments, Musical keys, Musical knowledge, Musical pitch, Musical stimuli, Musical structures, Musical syntax, Musical training, Nature neuroscience, Ndings, Neuroscience, Older children, Older group, Original work, Other dimensions, Other half, Other interactions, Other notes, Other words, Outcome measures, Oxford university press, Perceptual quality, Peretz, Peretz zatorre, Performance accuracy, Piano timbre, Pineau, Pitch classes, Potential effects, Preliminary analyses, Present experiment, Present investigation, Previous experiment, Prime chord, Prime chords, Prime context, Prime contexts, Prime sequence, Prime sequences, Procedure children, Psychological review, Psychological science, Psychophysics, Pure tones, Quiet room, Random order, Reber, Reference tone, Response time, Response times, Root position, Same stimuli, Schellenberg, Sensory consonance, Shepard, Shepard tone, Shepard tones, Silent interval, Soundedit software, Stable chord, Standard deviations, Standard errors, Subdominant, Subdominant chord, Subdominant target chords, Subdominant targets, Syllable, Syntactic rules, Tacit knowledge, Target chord, Target chords, Tekman bharucha, Test phase, Test tones, Test trials, Testing conditions, Tillmann, Tillmann bharucha, Tillmann bigand, Timbre, Tonal centre, Tonal functions, Tonality, Tone sequences, Tonic, Tonic chord, Tonic chords, Tonic target chords, Tonic targets, Training criterion, Training phase, Training trials, Trainor, Trainor trehub, Trehub, Typical chord progression, Unequal steps, Untrained, Untrained adults, Untrained children, Untrained listeners, Western harmony, Western music, Western sydney, Western tonality, Williams syndrome, Young children, Young infants, Younger children, Younger group.
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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<term>Developmental psychology</term>
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<term>Infant listeners</term>
<term>Instructional methods</term>
<term>Justus bharucha</term>
<term>Koelsch</term>
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<term>Lowest tone</term>
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<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>
<term>Musical enculturation process</term>
<term>Musical expectancy</term>
<term>Musical function</term>
<term>Musical instruments</term>
<term>Musical keys</term>
<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>
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<term>Other dimensions</term>
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<term>Other notes</term>
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<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>
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<term>Prime chords</term>
<term>Prime context</term>
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<term>Prime sequence</term>
<term>Prime sequences</term>
<term>Procedure children</term>
<term>Psychological review</term>
<term>Psychological science</term>
<term>Psychophysics</term>
<term>Pure tones</term>
<term>Quiet room</term>
<term>Random order</term>
<term>Reber</term>
<term>Reference tone</term>
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<term>Response times</term>
<term>Root position</term>
<term>Same stimuli</term>
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<term>Stable chord</term>
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<term>Standard errors</term>
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<term>Syntactic rules</term>
<term>Tacit knowledge</term>
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<term>Untrained listeners</term>
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<term>Western tonality</term>
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<term>Young children</term>
<term>Young infants</term>
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<term>Younger group</term>
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<term>Acoustical society</term>
<term>Additional exposure</term>
<term>Adult listeners</term>
<term>Aldwell schachter</term>
<term>Anomalous chords</term>
<term>Aslin newport</term>
<term>Australian children</term>
<term>Bharucha</term>
<term>Bharucha stoeckig</term>
<term>Bigand</term>
<term>Bigand pineau</term>
<term>Blackwell</term>
<term>Blackwell publishing</term>
<term>Canadian children</term>
<term>Ceiling levels</term>
<term>Chance levels</term>
<term>Chord</term>
<term>Chord progression</term>
<term>Chord sequences</term>
<term>Chromatic scale</term>
<term>Cognition</term>
<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>
<term>Friederici</term>
<term>Glenn schellenberg</term>
<term>Gunter</term>
<term>Gunter friederici</term>
<term>Harmonic</term>
<term>Harmonic context</term>
<term>Harmonic function</term>
<term>Harmonic knowledge</term>
<term>Harmonic rules</term>
<term>Harmonicpriming effect</term>
<term>Higher ratings</term>
<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>
<term>Major chord</term>
<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>
<term>Musical enculturation process</term>
<term>Musical expectancy</term>
<term>Musical function</term>
<term>Musical instruments</term>
<term>Musical keys</term>
<term>Musical knowledge</term>
<term>Musical pitch</term>
<term>Musical stimuli</term>
<term>Musical structures</term>
<term>Musical syntax</term>
<term>Musical training</term>
<term>Nature neuroscience</term>
<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>
<term>Prime sequence</term>
<term>Prime sequences</term>
<term>Procedure children</term>
<term>Psychological review</term>
<term>Psychological science</term>
<term>Psychophysics</term>
<term>Pure tones</term>
<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>
<term>Shepard</term>
<term>Shepard tone</term>
<term>Shepard tones</term>
<term>Silent interval</term>
<term>Soundedit software</term>
<term>Stable chord</term>
<term>Standard deviations</term>
<term>Standard errors</term>
<term>Subdominant</term>
<term>Subdominant chord</term>
<term>Subdominant target chords</term>
<term>Subdominant targets</term>
<term>Syllable</term>
<term>Syntactic rules</term>
<term>Tacit knowledge</term>
<term>Target chord</term>
<term>Target chords</term>
<term>Tekman bharucha</term>
<term>Test phase</term>
<term>Test tones</term>
<term>Test trials</term>
<term>Testing conditions</term>
<term>Tillmann</term>
<term>Tillmann bharucha</term>
<term>Tillmann bigand</term>
<term>Timbre</term>
<term>Tonal centre</term>
<term>Tonal functions</term>
<term>Tonality</term>
<term>Tone sequences</term>
<term>Tonic</term>
<term>Tonic chord</term>
<term>Tonic chords</term>
<term>Tonic target chords</term>
<term>Tonic targets</term>
<term>Training criterion</term>
<term>Training phase</term>
<term>Training trials</term>
<term>Trainor</term>
<term>Trainor trehub</term>
<term>Trehub</term>
<term>Typical chord progression</term>
<term>Unequal steps</term>
<term>Untrained</term>
<term>Untrained adults</term>
<term>Untrained children</term>
<term>Untrained listeners</term>
<term>Western harmony</term>
<term>Western music</term>
<term>Western sydney</term>
<term>Western tonality</term>
<term>Williams syndrome</term>
<term>Young children</term>
<term>Young infants</term>
<term>Younger children</term>
<term>Younger group</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>
</front>
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