Musicae Scientiae最新文献_第5页

Music, social cohesion, and intercultural understanding: A conceptual framework for intercultural music engagement 音乐，社会凝聚力和跨文化理解:跨文化音乐参与的概念框架

IF 2.4 3区心理学

Musicae Scientiae Pub Date : 2023-03-03 DOI: 10.1177/10298649231157099

A. Crooke, W. Thompson, Trisnasari Fraser, J. Davidson

引用次数: 1

Lyrics and melodies: Do both affect emotions equally? A replication and extension of Ali and Peynircioğlu (2006) 歌词和旋律:两者对情绪的影响是一样的吗?阿里和Peynircioğlu的复制和扩展(2006)

IF 2.4 3区心理学

Musicae Scientiae Pub Date : 2023-02-03 DOI: 10.1177/10298649221149109

Yiqing Ma, D. Baker, Katherine Vukovics, Connor J Davis, E. Elliott

{"title":"Lyrics and melodies: Do both affect emotions equally? A replication and extension of Ali and Peynircioğlu (2006)","authors":"Yiqing Ma, D. Baker, Katherine Vukovics, Connor J Davis, E. Elliott","doi":"10.1177/10298649221149109","DOIUrl":"https://doi.org/10.1177/10298649221149109","url":null,"abstract":"What factors affect listeners’ perception of the emotions conveyed by music? Ali and Peynircioğlu conducted a series of experiments in which listeners rated emotional judgments of the melodies and lyrics of songs. Here, we present a pre-registered replication and extension of their study with newly adapted stimuli, including several covariates using the Goldsmiths Musical Sophistication Index (Gold-MSI). Using a within-subjects design, we asked participants ( n = 104) to rate the emotions they perceived to be conveyed by unfamiliar happy, sad, calm, and angry songs, with and without lyrics, to model the extent to which each factor contributed to participants’ ratings. The results we obtained in our replication contradicted those of the original study, for several variables. The results of our extension, revealing a significant effect of the emotional engagement subscale of the Gold-MSI, indicate that emotion perception can and should be divorced from aspects of musical training. Taken together, the findings of our replication and extension highlight the value of replicating frequently cited studies in music psychology literature.","PeriodicalId":47219,"journal":{"name":"Musicae Scientiae","volume":"36 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86778402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Musicians’ views on the role of reading music in learning, performance, and understanding 音乐家对阅读音乐在学习、演奏和理解中的作用的看法

IF 2.4 3区心理学

Musicae Scientiae Pub Date : 2023-02-03 DOI: 10.1177/10298649221149110

Y. Arthurs, K. Petrini

{"title":"Musicians’ views on the role of reading music in learning, performance, and understanding","authors":"Y. Arthurs, K. Petrini","doi":"10.1177/10298649221149110","DOIUrl":"https://doi.org/10.1177/10298649221149110","url":null,"abstract":"Reading music notation is not an easy skill to acquire and can take years of training to master. In addition, it is not strictly necessary to be able to read music to make music. Nevertheless, music teaching and learning in the West has traditionally centered around the skill of reading music. This study explored participants’ reasons for learning to read music and the reported benefits of this skill for musical activities. We developed an online questionnaire with open-ended questions to gather the views of 64 people, both music readers and non-readers, on their musical activities using or not using notated scores. Their responses were analyzed thematically. The analysis showed that participants believe that learning and engaging with music notation adds to their multisensory experience of music involving vision, sound, and action; that, compared to learning by ear, the visual aspects of notation support the quick learning and improved theoretical understanding of a musical work: and that the skill of reading music is valuable in the context of group music making. They also believe, however, that notation can inhibit expressive performance or improvisation, and non-readers believe that sound technologies can be used as an alternative to notation. Finally, reading music was seen by readers, but not non-readers, as integral to playing an instrument. This may reflect differences between the practices and genres of music favored by the two groups.","PeriodicalId":47219,"journal":{"name":"Musicae Scientiae","volume":"55 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77132610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Book Review: Mats B. Küssner, Liila Taruffi, & Georgia A. Floridou (Eds.), Music and mental imagery 书评:Mats B. kssner, Liila Taruffi， & Georgia A. Floridou(编)，《音乐与心理意象》

IF 2.4 3区心理学

Musicae Scientiae Pub Date : 2023-01-12 DOI: 10.1177/10298649221148796

M. Reybrouck

引用次数: 0

Preliminary evaluation of music-based emotion-regulation skills to augment CBT for adolescents with ADHD 以音乐为基础的情绪调节技巧对青少年ADHD患者的CBT增强作用的初步评价

IF 2.4 3区心理学

Musicae Scientiae Pub Date : 2023-01-06 DOI: 10.1177/10298649221146050

Mehdi Zemestani, Matineh Azadbakht, E. Storch

{"title":"Preliminary evaluation of music-based emotion-regulation skills to augment CBT for adolescents with ADHD","authors":"Mehdi Zemestani, Matineh Azadbakht, E. Storch","doi":"10.1177/10298649221146050","DOIUrl":"https://doi.org/10.1177/10298649221146050","url":null,"abstract":"Adjunctive strategies that effectively incorporate adolescents’ developmental needs may augment the therapeutic benefits of cognitive behavioral therapy (CBT) for adolescents with attention deficit hyperactivity disorder (ADHD). This preliminary study evaluated a combined CBT and music-based treatment designed to enhance emotion-regulation skills in adolescents with ADHD. Utilizing a single-case experimental design, eight adolescents with ADHD were assigned to a 3-week baseline assessment phase followed by 12 weekly individual sessions of treatment and a 2-month follow-up phase. The intervention was effective in reducing the core symptoms of ADHD, such that, participants showed an increase in adaptive emotion-regulation strategies (cognitive reappraisal) and decrease in maladaptive emotion-regulation strategies (expressive suppression). The intervention was also found to be highly acceptable to participants. The findings provide initial support for combining standard CBT with music-based treatment designed to enhance emotion-regulation skills, and add to the growing body of literature showing that adjunctive strategies can augment the therapeutic benefits of CBT for adolescents with ADHD.","PeriodicalId":47219,"journal":{"name":"Musicae Scientiae","volume":"27 1","pages":"757 - 779"},"PeriodicalIF":2.4,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87379942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Mapping the cultural elements that support and inhibit music teachers’ sociomusical identities in Chile 绘制支持和抑制智利音乐教师社会音乐身份的文化元素

IF 2.4 3区心理学

Musicae Scientiae Pub Date : 2022-12-01 DOI: 10.1177/10298649221110834

R. Angel-Alvarado, Guadalupe López-Íñiguez, Isabel Quiroga-Fuentes, Bayron Gárate-González

{"title":"Mapping the cultural elements that support and inhibit music teachers’ sociomusical identities in Chile","authors":"R. Angel-Alvarado, Guadalupe López-Íñiguez, Isabel Quiroga-Fuentes, Bayron Gárate-González","doi":"10.1177/10298649221110834","DOIUrl":"https://doi.org/10.1177/10298649221110834","url":null,"abstract":"Sociomusical identities determine the social positions of individuals based on traditions and historical backgrounds, deriving from the reciprocal interchange of cultural elements within social groups. This study aimed to identify the cultural elements that support and inhibit the sociomusical identities of music teachers in Chile. Because the country is exceptionally long and narrow, it was possible to examine the distinctive features of the sociomusical identities of teachers in its four geographical zones. Thirty school music teachers took part in semi-structured interviews, in which they shared their professional stories in terms of their social position and transcultural processes. The researchers took a humanistic standpoint, employing a multiple-case study design in which boundaries of time, space, and place formed the basis of the analysis of teachers’ stories. The findings reveal that sociomusical identities are supported and inhibited by elements of the national education system. Furthermore, music teaching is informed by music teachers’ personal interests, which in turn reflect their sociomusical identities resulting from their pedagogical knowledge, teaching experience, and the environmental conditions of their particular milieu. The implications are that country-wide generalizations about music pedagogy should be avoided, as each geographical zone has its own particular issues.","PeriodicalId":47219,"journal":{"name":"Musicae Scientiae","volume":"6 1","pages":"761 - 776"},"PeriodicalIF":2.4,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74999568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Identity processes and musicians during the COVID-19 pandemic COVID-19大流行期间的身份流程和音乐家

IF 2.4 3区心理学

Musicae Scientiae Pub Date : 2022-12-01 DOI: 10.1177/10298649221102526

G. Breakwell, R. Jaspal

{"title":"Identity processes and musicians during the COVID-19 pandemic","authors":"G. Breakwell, R. Jaspal","doi":"10.1177/10298649221102526","DOIUrl":"https://doi.org/10.1177/10298649221102526","url":null,"abstract":"Musicians, both professional and amateur creators of music, faced economic, social, and psychological hardship during the pandemic. In this article, we use identity process theory from social psychology to interpret the potential impact of the COVID-19 pandemic on identity processes among musicians, including the significance of identity resilience and identity threat to their experience, and the strategies that may be employed in response to possible threats to identity. First, we provide a brief overview of empirical research into identity and well-being among musicians during the pandemic, which has shown the potential for identity threat and the multitude of coping strategies deployed by musicians during this period, most notably the move to virtual settings. We exemplify the theoretical observations made regarding identity processes and coping through three case studies focusing on quite different strategies musicians used to deal with identity threat during the 2020–2021 COVID-19 lockdowns. Awareness of the risks of identity threat and the variety of coping strategies that they can deploy against it could be valuable to musicians and others in the creative industries facing future societal upheavals. In crises, musicians can use music to create coping strategies both for themselves and to support others.","PeriodicalId":47219,"journal":{"name":"Musicae Scientiae","volume":"96 1","pages":"777 - 798"},"PeriodicalIF":2.4,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80631532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Validation of the Musical Identity Measure: Exploring musical identity as a variable across multiple types of musicians 音乐身份测量的验证:探索音乐身份作为多种类型音乐家的变量

IF 2.4 3区心理学

Musicae Scientiae Pub Date : 2022-12-01 DOI: 10.1177/10298649221108576

Karen Burland, Dawn Bennett, Guadalupe López-Íñiguez

{"title":"Validation of the Musical Identity Measure: Exploring musical identity as a variable across multiple types of musicians","authors":"Karen Burland, Dawn Bennett, Guadalupe López-Íñiguez","doi":"10.1177/10298649221108576","DOIUrl":"https://doi.org/10.1177/10298649221108576","url":null,"abstract":"This article introduces the validation of a Musical Identity Measure (MIM), developed to support individuals’ self-conceptions in relation to their musical activities (e.g., performance, composition, music technology). Initial model validation was carried out using a principal axis factor analysis with a diverse and international sample of 336 musicians. The factor analysis revealed a four-factor measure: Musical Calling, Musical Self-Efficacy, Emotional Attachment, and Growth Mindset. Confirmatory factor analysis with the 25-item measure suggested that the model fit would be improved with the removal of three items, resulting in the same four-factor model with 22 items. Further validation with a different dataset confirmed MIM as a strong fit as a bifactor model. Measurement invariance tests confirmed that the bifactor structure was the same for male and female participants; individual measurement invariance in relation to age could not be fully examined due to variance in group sizes. Subsequent analysis of variance (ANOVA) calculations suggested gender differences in musical self-efficacy and highlighted possible changes in MIM factors across the lifespan. MIM has the potential to provide individuals with insights into their motivations to engage with musical activities, to help identify areas requiring additional support or guidance, and to support future-oriented decision making. The measure may also support educators and researchers wishing to understand and support the processes of musical development and skill acquisition.","PeriodicalId":47219,"journal":{"name":"Musicae Scientiae","volume":"101 1","pages":"704 - 728"},"PeriodicalIF":2.4,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88120313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Always liminal, always learning: Why community learning is needed, and how to start 永远是有限的，永远是学习的:为什么需要社区学习，以及如何开始

IF 2.4 3区心理学

Musicae Scientiae Pub Date : 2022-12-01 DOI: 10.1177/10298649221122173

Nicola Beech

引用次数: 3

Musical identities in action: Embodied, situated, and dynamic 行动中的音乐身份:具体化的、定位的和动态的

IF 2.4 3区心理学

Musicae Scientiae Pub Date : 2022-12-01 DOI: 10.1177/10298649221108305

Raymond J MacDonald, Suvi Saarikallio

{"title":"Musical identities in action: Embodied, situated, and dynamic","authors":"Raymond J MacDonald, Suvi Saarikallio","doi":"10.1177/10298649221108305","DOIUrl":"https://doi.org/10.1177/10298649221108305","url":null,"abstract":"This article provides a critical overview of musical identities as a research topic. A broad distinction between identities in music (IIM) and music in identities (MII) highlights how musical engagement is central to identity construction. These concepts are integrated with recent advances in psychological theory derived from enactive cognition (4E cognition) to propose a new framework for understanding musical identities, Musical Identities in Action (MIIA). This framework foregrounds musical identities as dynamic (constantly evolving, dialogical, and actively performed), embodied (shaped by how music is physically expressed and experienced), and situated (emergent from interaction with social contexts, technologies, and culture). Musical identities are presented as fluid and constructed through embodied and situated action. Interdisciplinary research on music and adolescence is utilized to show how the MIIA framework can be applied to specific contexts and how musical identities interact with other aspects of life. Examples of the embodied nature of musical identities are provided from early interactions to professional performance and everyday informal engagement. Technology is highlighted as one topical and situated context, using digital playlists and a recent online improvisation project as examples. Implications of the MIIA framework for education and health are also presented, proposing that a key goal of music education is the development of positive musical identities. Recent advances in humanities research such as post-qualitative inquiry (PQI) and metamodern philosophical theory are proposed as useful multidisciplinary approaches for developing new knowledge related to musical identities.","PeriodicalId":47219,"journal":{"name":"Musicae Scientiae","volume":"32 1","pages":"729 - 745"},"PeriodicalIF":2.4,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78537654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3