| 1. |
- Appelgren, Alva, et al.
(författare)
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Tuning in on motivation : Differences between non-musicians, amateurs, and professional musicians
- 2019
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Ingår i: Psychology of Music. - : SAGE Publications. - 0305-7356 .- 1741-3087. ; 47:6, s. 864-873
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Tidskriftsartikel (refereegranskat)abstract
- The drive to learn and engage in music varies among individuals. Global motivation to do something can be intrinsic, for example, the joy and satisfaction in an activity. But motivation behind our action can also be extrinsic, such as the desire for fame, status or increased financial resources. The type of motivation probably influences to what degree individuals engage in musical activities. In this study, we examined the associations between the level of musical engagement and self-rated global motivation, factoring in age and sex, in a sample of 5,435 individuals. Musical engagement ranged from no music activity to amateurs and professional musicians. We found that intrinsic motivation increases with level of music activity and that motivation differs depending on sex, with females scoring higher on intrinsic motivation than males. Such differences may be considered in adjusting the forms of support offered to young musicians in music education. The phenomenon of motivation is complex, and we have highlighted areas that require further investigation, but this study has elucidated some differences in motivation types found in men and women, and between non-musicians, amateurs and professional musicians.
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| 2. |
- Arriaga, Patricia, et al.
(författare)
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Looking at the (mis) fortunes of others while listening to music
- 2014
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Ingår i: Psychology of Music. - : SAGE Publications. - 0305-7356 .- 1741-3087. ; 42:2, s. 251-268
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Tidskriftsartikel (refereegranskat)abstract
- The present study examined whether eye movements when regarding pictures of other people in fortunate (positive) and unfortunate (negative) circumstances are influenced by background music. Sixty-three participants were randomly assigned to three background music conditions (happy music, sad music, or no music) where pairs of negative-positive pictures were shown. Participants' eye movements were recorded throughout the experiment to assess distinct phases of attentional processes, i.e., initial orienting to, and subsequent engagement with, visual scenes. We found that these attentional processes were not uniformly influenced by the music. The type of background music had no effect on initial visual attention but played a relevant role in guiding subsequent gaze behaviour by maintaining attention in a mood-congruent fashion: sad music enhanced attentional bias to visual images of others in unfortunate circumstances, whereas happy music contributed to longer gazes at images of others in fortunate circumstances. These results support the notion that attention is affected by background music and reflected by gaze behaviour.
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| 3. |
- Barradas, Gonçalo, et al.
(författare)
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When words matter : A cross-cultural perspective on lyrics and their relationship to musical emotions
- 2022
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Ingår i: Psychology of Music. - : Sage Publications. - 0305-7356 .- 1741-3087. ; 50:2, s. 650-669
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Tidskriftsartikel (refereegranskat)abstract
- Several studies have investigated emotional reactions to instrumental music. However, studies on the effect of lyrics on emotions are limited. Previous studies suggest that the importance of lyrics may vary cross-culturally. The aim of this study was twofold: to investigate the effects of lyrics on aroused emotions and psychological mechanisms with music and to explore whether these differ cross-culturally. Fifty participants from Portugal and Sweden listened to six musical stimuli based on two songs, one representing each culture. These were presented in three versions each: the original, an instrumental, and the instrumental version with lyrics on the screen. The Portuguese and Swedish participants differed notably: the presence of lyrics did not affect listeners' happiness in neither group as predicted, but did increase sadness, albeit only in the Portuguese group. Lyrics also increased nostalgia for the Portuguese listeners as predicted and surprise-astonishment for the Swedish listeners. Regarding the mechanisms, lyrics increased the activation of episodic memory in both groups, and the activation of evaluative conditioning, contagion, and visual imagery in the Portuguese group. The present study indicates that lyrics have an effect on musical emotions and mechanisms which vary between groups of different cultural backgrounds.
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| 4. |
- Johansen, Guro Gravem, 1973-
(författare)
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Explorational instrumental practice : An expansive approach to the development of improvisation competence
- 2018
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Ingår i: Psychology of Music. - : Sage Publications. - 0305-7356 .- 1741-3087. ; 46:1, s. 49-65
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Tidskriftsartikel (refereegranskat)abstract
- This article seeks to discuss approaches to instrumental practicing directed towards developing improvisation competence, by analyzing empirical data from a qualitative study on jazz students' instrumental practicing. The concept explorational practice is derived from the theory of expansive learning, and compared against the concept deliberate practice. Findings show a variety of open-ended strategies to develop students' improvisation competence, which are framed as explorational practice.
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| 5. |
- Johansson, Roger, et al.
(författare)
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Eye Movements and Reading Comprehension While Listening to Preferred and Non-preferred Study Music
- 2012
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Ingår i: Psychology of Music. - : SAGE Publications. - 1741-3087 .- 0305-7356. ; 40, s. 339-356
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Tidskriftsartikel (refereegranskat)abstract
- In the present study 24 university students read four different texts in four conditions: (1) while listening to music they preferred to listen to while studying; (2) while listening to music they did not prefer to listen to while studying; (3) while listening to a recording of noise from a café; and finally (4) in silence. After each text they took a reading-comprehension test. Eye movement data were recorded for all participants in all conditions. A main effect for the reading-comprehension scores revealed that the participants scored significantly lower after they had been listening to the non-preferred music while reading, compared with reading in silence. No significant effects were found between the other conditions. No significant differences between conditions were found for the traditional eye movement measures in reading (fixation duration, saccadic amplitude, regressions, and first-pass and second-pass reading time). It is suggested that this result is a consequence of participants not being aware that their reading processes are disrupted by a non-preferred musical background. They do not make the necessary changes to the processes involved in reading required to compensate for increased cognitive load. The results are discussed in relation to study/reading habits, extraversion, arousal and working memory capacity.
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| 6. |
- Juslin, Patrik N, et al.
(författare)
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Musical expression: An observational study of instrumental teaching.
- 2008
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Ingår i: Psychology of Music. - : Sage Publications. - 0305-7356 .- 1741-3087. ; 36:3, s. 309-334
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Tidskriftsartikel (refereegranskat)abstract
- Research has shown that both music students and teachers think that expression is important. Yet, we know little about how expression is taught to students. Such knowledge is needed in order to enhance teaching of expression. The aim of this study was thus to explore the nature of instrumental music teaching in its natural context, with a focus on expression and emotion. Lessons featuring five music teachers and 12 students were video-filmed, transcribed, content analyzed, and coded into categories of feedback and language use. Results suggested that the focus of teaching was mainly on technique and on the written score. Lessons were dominated by talk, with the teacher doing most of the talking. Issues concerning expression and emotion were mostly dealt with implicitly rather than explicitly, although some teachers used a variety of strategies to enhance expression. Although there were individual differences among teachers, a common feature was the lack of clear goals, specific tasks, and systematic teaching patterns.
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| 7. |
- Juslin, Patrik N, et al.
(författare)
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What makes music emotionally significant? : Exploring the underlying mechanisms
- 2014
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Ingår i: Psychology of Music. - : SAGE Publications. - 0305-7356 .- 1741-3087. ; 42:4, s. 599-623
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Tidskriftsartikel (refereegranskat)abstract
- A common approach to study emotional reactions to music is to attempt to obtain direct links between musical surface features such as tempo and a listener's response. However, such an analysis ultimately fails to explain why emotions are aroused in the listener. In this article, we propose an alternative approach, which seeks to explain musical emotions in terms of a set of underlying mechanisms that are activated by different types of information in musical events. We illustrate this approach by reporting a listening experiment, which manipulated a piece of music to activate four mechanisms: brain stem reflex; emotional contagion; episodic memory; and musical expectancy. The musical excerpts were played to 20 listeners, who were asked to rate their felt emotions on 12 scales. Pulse rate, skin conductance, and facial expressions were also measured. Results indicated that target mechanisms were activated and aroused emotions largely as predicted by a multi-mechanism framework.
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| 8. |
- Knörzer, Lisa, et al.
(författare)
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"I like reggae and Bob Marley is already dead" : An empirical study on music-related argumentation
- 2016
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Ingår i: Psychology of Music. - : Sage Publications. - 0305-7356 .- 1741-3087. ; 44:5, s. 1158-1174
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates music-related argumentation in different music genres (rock/pop versus classical music) applying a mixed-methods design with three groups (referred to as novices, semi-experts and experts). Participants were asked to compare two versions of a musical piece and justify their preference in individually written argumentation. Arguments were coded by applying a category system with four main categories, namely, attributes of the musical piece, subjective dimensions, context-specific background knowledge and media-related dimensions. Results of quantitative analyses showed that experts formulated longer arguments, referring to more different categories and mentioning more aspects within these categories. Further, a larger proportion of the experts' arguments referred to context-specific background knowledge and attributes of the musical piece, whereas semi-experts' and novices' argumentation consisted to a larger extent of subjective dimensions. For all analyses, there were no differences concerning the two different music genres. A discriminant analysis showed that the participants' ascribed level of expertise was correctly predicted on the basis of their argumentation in 97.3% of the cases. Therefore, the category system provides an effective instrument for representing and evaluating music-related argumentation. Our findings illustrate quantitative and qualitative differences between arguments and build a starting point for developing innovative intervention approaches for fostering music-related argumentation.
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| 9. |
- Lã, F.M.B., et al.
(författare)
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Augmented visual-feedback of airflow : Immediate effects on voice-source characteristics of students of singing
- 2021
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Ingår i: Psychology of Music. - : SAGE Publications. - 0305-7356 .- 1741-3087.
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Tidskriftsartikel (refereegranskat)abstract
- Glottal adduction is a crucial aspect in voice education and vocal performance: it has major effects on phonatory airflow and, consequently, on voice timbre. As the voice is a non-visible musical instrument, controlling it could be facilitated by providing real-time visual feedback of phonatory airflow. Here, we test the usefulness of a flow ball (FB) training device, visualizing, in terms of the height of a polystyrene ball placed in a plastic basket, phonatory airflow during phonation. Audio and electroglottographic recordings of five postgraduate, classically trained singer students were made under three subsequent conditions: before, during, and after phonating into the FB. The calibrated audio signal was inverse-filtered, using an electroglottograph signal to guide the manual tuning of the inverse filters. Mean phonatory airflow, peak-to-peak pulse amplitude, and normalized amplitude quotient were extracted from the resulting flow glottograms. After the FB condition, increases of mean flow and peak-to-peak pulse amplitude were observed in four singers. In addition, the singers’ mean normalized amplitude quotient increased significantly. The findings, although exploratory, suggest that reduction of glottal adduction can be observed immediately after FB phonation.
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| 10. |
- Laukka, Petri, et al.
(författare)
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Emotional and motivational uses of music in sports and exercise : A questionnaire study among athletes
- 2013
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Ingår i: Psychology of Music. - : SAGE Publications. - 0305-7356 .- 1741-3087. ; 41:2, s. 198-215
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Tidskriftsartikel (refereegranskat)abstract
- Music is present in many sport and exercise situations, but empirical investigations on the motives for listening to music in sports remain scarce. In this study, Swedish elite athletes (N = 252) answered a questionnaire that focused on the emotional and motivational uses of music in sports and exercise. The questionnaire contained both quantitative items that assessed the prevalence of various uses of music, and open-ended items that targeted specific emotional episodes in relation to music in sports. Results showed that the athletes most often reported listening to music during pre-event preparations, warm-up, and training sessions; and the most common motives for listening to music were to increase pre-event activation, positive affect, motivation, performance levels and to experience flow. The athletes further reported that they mainly experienced positive affective states (e.g., happiness, alertness, confidence, relaxation) in relation to music in sports, and also reported on their beliefs about the causes of the musical emotion episodes in sports. In general, the results suggest that the athletes used music in purposeful ways in order to facilitate their training and performance.
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