Expert music performance: cognitive, neural, and developmental bases.
Identifieur interne : 000E26 ( Main/Exploration ); précédent : 000E25; suivant : 000E27Expert music performance: cognitive, neural, and developmental bases.
Auteurs : Rachel M. Brown [Canada] ; Robert J. Zatorre [Canada] ; Virginia B. Penhune [Canada]Source :
- Progress in brain research [ 1875-7855 ] ; 2015.
Descripteurs français
- KwdFr :
- MESH :
- physiologie : Encéphale, Mémoire, Performance psychomotrice.
- Compétence professionnelle, Humains, Imagination, Musique, Perception, Rétroaction.
English descriptors
- KwdEn :
- MESH :
- physiology : Brain, Memory, Psychomotor Performance.
- Feedback, Humans, Imagination, Music, Perception, Professional Competence.
Abstract
In this chapter, we explore what happens in the brain of an expert musician during performance. Understanding expert music performance is interesting to cognitive neuroscientists not only because it tests the limits of human memory and movement, but also because studying expert musicianship can help us understand skilled human behavior in general. In this chapter, we outline important facets of our current understanding of the cognitive and neural basis for music performance, and developmental factors that may underlie musical ability. We address three main questions. (1) What is expert performance? (2) How do musicians achieve expert-level performance? (3) How does expert performance come about? We address the first question by describing musicians' ability to remember, plan, execute, and monitor their performances in order to perform music accurately and expressively. We address the second question by reviewing evidence for possible cognitive and neural mechanisms that may underlie or contribute to expert music performance, including the integration of sound and movement, feedforward and feedback motor control processes, expectancy, and imagery. We further discuss how neural circuits in auditory, motor, parietal, subcortical, and frontal cortex all contribute to different facets of musical expertise. Finally, we address the third question by reviewing evidence for the heritability of musical expertise and for how expertise develops through training and practice. We end by discussing outlooks for future work.
DOI: 10.1016/bs.pbr.2014.11.021
PubMed: 25725910
Affiliations:
Links toward previous steps (curation, corpus...)
Le document en format XML
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Electronic address: virginia.penhune@concordia.ca.</nlm:affiliation><country xml:lang="fr">Canada</country><wicri:regionArea>Concordia University, Montreal, QC</wicri:regionArea><wicri:noRegion>QC</wicri:noRegion></affiliation></author></analytic><series><title level="j">Progress in brain research</title><idno type="eISSN">1875-7855</idno><imprint><date when="2015" type="published">2015</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Brain (physiology)</term><term>Feedback (MeSH)</term><term>Humans (MeSH)</term><term>Imagination (MeSH)</term><term>Memory (physiology)</term><term>Music (MeSH)</term><term>Perception (MeSH)</term><term>Professional Competence (MeSH)</term><term>Psychomotor Performance (physiology)</term></keywords><keywords scheme="KwdFr" xml:lang="fr"><term>Compétence professionnelle (MeSH)</term><term>Encéphale (physiologie)</term><term>Humains (MeSH)</term><term>Imagination (MeSH)</term><term>Musique (MeSH)</term><term>Mémoire (physiologie)</term><term>Perception (MeSH)</term><term>Performance psychomotrice (physiologie)</term><term>Rétroaction (MeSH)</term></keywords><keywords scheme="MESH" qualifier="physiologie" xml:lang="fr"><term>Encéphale</term><term>Mémoire</term><term>Performance psychomotrice</term></keywords><keywords scheme="MESH" qualifier="physiology" xml:lang="en"><term>Brain</term><term>Memory</term><term>Psychomotor Performance</term></keywords><keywords scheme="MESH" xml:lang="en"><term>Feedback</term><term>Humans</term><term>Imagination</term><term>Music</term><term>Perception</term><term>Professional Competence</term></keywords><keywords scheme="MESH" xml:lang="fr"><term>Compétence professionnelle</term><term>Humains</term><term>Imagination</term><term>Musique</term><term>Perception</term><term>Rétroaction</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">In this chapter, we explore what happens in the brain of an expert musician during performance. Understanding expert music performance is interesting to cognitive neuroscientists not only because it tests the limits of human memory and movement, but also because studying expert musicianship can help us understand skilled human behavior in general. In this chapter, we outline important facets of our current understanding of the cognitive and neural basis for music performance, and developmental factors that may underlie musical ability. We address three main questions. (1) What is expert performance? (2) How do musicians achieve expert-level performance? (3) How does expert performance come about? We address the first question by describing musicians' ability to remember, plan, execute, and monitor their performances in order to perform music accurately and expressively. We address the second question by reviewing evidence for possible cognitive and neural mechanisms that may underlie or contribute to expert music performance, including the integration of sound and movement, feedforward and feedback motor control processes, expectancy, and imagery. We further discuss how neural circuits in auditory, motor, parietal, subcortical, and frontal cortex all contribute to different facets of musical expertise. Finally, we address the third question by reviewing evidence for the heritability of musical expertise and for how expertise develops through training and practice. We end by discussing outlooks for future work. </div></front></TEI><pubmed><MedlineCitation Status="MEDLINE" Owner="NLM"><PMID Version="1">25725910</PMID><DateCompleted><Year>2015</Year><Month>09</Month><Day>11</Day></DateCompleted><DateRevised><Year>2015</Year><Month>03</Month><Day>02</Day></DateRevised><Article PubModel="Print-Electronic"><Journal><ISSN IssnType="Electronic">1875-7855</ISSN><JournalIssue CitedMedium="Internet"><Volume>217</Volume><PubDate><Year>2015</Year></PubDate></JournalIssue><Title>Progress in brain research</Title><ISOAbbreviation>Prog Brain Res</ISOAbbreviation></Journal><ArticleTitle>Expert music performance: cognitive, neural, and developmental bases.</ArticleTitle><Pagination><MedlinePgn>57-86</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1016/bs.pbr.2014.11.021</ELocationID><ELocationID EIdType="pii" ValidYN="Y">S0079-6123(14)00022-3</ELocationID><Abstract><AbstractText>In this chapter, we explore what happens in the brain of an expert musician during performance. Understanding expert music performance is interesting to cognitive neuroscientists not only because it tests the limits of human memory and movement, but also because studying expert musicianship can help us understand skilled human behavior in general. In this chapter, we outline important facets of our current understanding of the cognitive and neural basis for music performance, and developmental factors that may underlie musical ability. We address three main questions. (1) What is expert performance? (2) How do musicians achieve expert-level performance? (3) How does expert performance come about? We address the first question by describing musicians' ability to remember, plan, execute, and monitor their performances in order to perform music accurately and expressively. We address the second question by reviewing evidence for possible cognitive and neural mechanisms that may underlie or contribute to expert music performance, including the integration of sound and movement, feedforward and feedback motor control processes, expectancy, and imagery. We further discuss how neural circuits in auditory, motor, parietal, subcortical, and frontal cortex all contribute to different facets of musical expertise. Finally, we address the third question by reviewing evidence for the heritability of musical expertise and for how expertise develops through training and practice. We end by discussing outlooks for future work. </AbstractText><CopyrightInformation>© 2015 Elsevier B.V. All rights reserved.</CopyrightInformation></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Brown</LastName><ForeName>Rachel M</ForeName><Initials>RM</Initials><AffiliationInfo><Affiliation>Concordia University, Montreal, QC, Canada.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Zatorre</LastName><ForeName>Robert J</ForeName><Initials>RJ</Initials><AffiliationInfo><Affiliation>McGill University, Montreal, QC, Canada.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Penhune</LastName><ForeName>Virginia B</ForeName><Initials>VB</Initials><AffiliationInfo><Affiliation>Concordia University, Montreal, QC, Canada. 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Brown</name></noRegion><name sortKey="Penhune, Virginia B" sort="Penhune, Virginia B" uniqKey="Penhune V" first="Virginia B" last="Penhune">Virginia B. Penhune</name><name sortKey="Zatorre, Robert J" sort="Zatorre, Robert J" uniqKey="Zatorre R" first="Robert J" last="Zatorre">Robert J. Zatorre</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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