MUSIC AND BRAIN CONNECTIONS, INTELLIGENCE, MUSIC THERAPY AND NEUROLOGICAL DISORDERS

Publications, On Line Journals, and Research on Music and Brain Development

"Language is Music & Music is Language" ~ Karen Ellis

2016 Neuroscience: Musical play may boost understanding and long-term learning in babies Study of nine-month-old children showed regular musically-based play sessions improved their ability to process speech sounds and rhythms.
“When we hear someone speak, or listen to music or even hear a door slam, our cognitive pattern detectors know what's coming next: each word gives a hint to the next one. Each note provides a clue or the one coming next, and a door closing leads the brain to expect footsteps,” said Kuhl. “Babies listening to music learned the tempo of the waltz, and when that tempo was changed, they noticed right away. We know the music babies became better at patterns generally because they were better both at music and speech,” she added. “Infants got better at detecting patterns and predicting what's next. What could be better in such a complex world?” In 2012, scientists in the US proposed that music was not so much a byproduct of language, but a crucial foundation on which babies' language skills are built. According to Anthony Brandt and others at Rice University in Houston, when infants hear someone speaking, they listen to the patterns made by the units of speech, or phenomes, and the rhythm of the language. The meaning of the words and their emotional content comes later. For that reason, they concluded that music was central to understanding human development.

Music is a particularly strong in producing fetal memories , and even seemingly innocent songs can have surprising effects. A study from Queen's University in Belfast found that newborn babies show a preference for TV theme songs that we heard a lot by their mothers during pregnancy. And it's backed up by the case of this shopping chain. Later on, mothers said that their babies would be spellbound the moment they entered the mall -- an effect that 60% of the women said that they'd never seen before from their babies. Management concluded that they were primed for it, thus subconsciously affecting the shopping habits of the next generation.

Music and Brain Connections - Library of Congress podcasts

• Title: Your Brain on Jazz: Neural Substrates of Spontaneous Improvisation. Speaker: Dr. Charles J. Limb 12/8/08 - 21:55
• The World in Six Songs: How the Musical Brain Created Human Nature. Dr. Daniel Levitin 11/18/08 -- 21:51
• The Music of Language and the Language of Music. By Dr. Aniruddh D. Patel, Esther J. Burnham Fellow, Neurosciences Institute, San Diego, California 12/7/08 -- 18:53
• Dangerous Music by Jessica Krash, George Washington University and Norman Middleton, Library of Congress Music Division 11/29/09 -- 13:04

The Neurosciences and Music II: From Perception to Performance: 12 December 2005; Vol. 1060

Part I. Ethology / Evolution Do Animals Have Music or Something Else?

Introduction CAROL L. KRUMHANSL
Ann NY Acad Sci 2005;1060 1-2
http://www.annalsnyas.org/cgi/content/full/1060/1/1?etoc

Comments on Music, Ethology, and Evolution IAN CROSS
Ann NY Acad Sci 2005;1060 3-5
http://www.annalsnyas.org/cgi/content/full/1060/1/3?etoc

Probing the Evolutionary Origins of Music Perception JOSH McDERMOTT and MARC D. HAUSER
Ann NY Acad Sci 2005;1060 6-16 http://www.annalsnyas.org/cgi/content/abstract/1060/1/6?eto

brain and music and neuroscience

Music | Music and Brain Connections

brain and music and neuroscience
The Conformal Motive in Birdsong, Music, and Language: An Introduction
BJORN MERKER
Ann NY Acad Sci 2005;1060 17-28
http://www.annalsnyas.org/cgi/content/abstract/1060/1/17?etoc
An Introduction
Human song and music are part of what may be called a ritual stratum of human culture. As such, they involve special behaviors and neural mechanisms with an uneven but interesting distribution in nature. This may be turned to account not only for shedding light on the biological background of human song and music, but also for elucidating the nature of the cultural traditions within which these arts are practiced and elaborated. The purpose of this chapter is accordingly threefold: (1) to highlight the uniqueness of human culture compared to that of other primates by defining and contrasting two very different types of traditions that coexist within it: those of instrumental culture and those of ritual culture; (2) to outline the crucial role of the mechanism of vocal learning as an enabling device for ritual culture, specifically, by way of the well-studied behavioral biology of birdsong; and (3) to introduce the conformal motive as a so-far neglected, but essential, aspect of the neural mechanisms required for vocal learning. Taken together, these considerations will then be used to sketch some of the roles this postulated conformal motive appears to play in human culture, stratified into instrumental, ritual, and language traditions. Some of the implications of this perspective for our understanding of a number of issues related to the human facility for imitation, expressive mimesis, and deliberate teaching are also briefly touched upon.

The Evolution of Music in Comparative Perspective
W TECUMSEH FITCH
Ann NY Acad Sci 2005;1060 29-49
http://www.annalsnyas.org/cgi/content/abstract/1060/1/29?etoc

Frontmatter
Preface
GIULIANO AVANZINI, LUISA LOPEZ, STEFAN KOELSCH, and MARIA MAJNO
Ann NY Acad Sci 2005;1060 xi http://www.annalsnyas.org/cgi/content/full/1060/1/1-xi?etoc

Part I. Poster Papers

Neuronal Mechanisms Underlying the Perception of Pitch and Harmony
GERALD LANGNER
Ann NY Acad Sci 2005;1060 50-52
http://www.annalsnyas.org/cgi/content/abstract/1060/1/50?etoc
Tonality and Nonlinear Resonance
EDWARD W. LARGE and AMY ELIZABETH TRETAKIS
Ann NY Acad Sci 2005;1060 53-56
http://www.annalsnyas.org/cgi/content/abstract/1060/1/53?etoc

Part II. Music and Language

Part II: Language and Music--A Comparison. Introduction
MIREILLE BESSON and ANGELA FRIEDERICI
Ann NY Acad Sci 2005;1060 57-58
http://www.annalsnyas.org/cgi/content/full/1060/1/57?etoc

The Relationship of Music to the Melody of Speech and to Syntactic Processing Disorders in Aphasia
ANIRUDDH D. PATEL
Ann NY Acad Sci 2005;1060 59-70
http://www.annalsnyas.org/cgi/content/abstract/1060/1/59?etoc

Musical and Linguistic Processing in Song Perception
DANIELE SCHON, REYNA LEIGH GORDON, and MIREILLE BESSON
Ann NY Acad Sci 2005;1060 71-81
http://www.annalsnyas.org/cgi/content/abstract/1060/1/71?eto

Institute of Cognitive Neurosciences of the Mediterranean, CNRS, Marseille, France Center for Complex Systems and Brain Sciences, Florida Atlantic University, Boca Raton, Florida 33431, USA
One approach to comparing the neural bases of language and music is through the use of song, which is a unique and ecological combination of these two cognitive domains. In song, language and music are merged into one acoustic signal with two salient dimensions. By manipulating either the linguistic or musical dimensions (or both) of song and studying their relationships, it is possible to gain important information about the neural networks underlying language and music cognition. We will present a brief review followed by recent behavioral, electrophysiological, and neuroimaging studies concerned with the functional and structural relationships of music and language. These results, together with the previous studies in the field, help understanding whether the different levels of music and language processing are independent or interactive.

Part II. Poster Papers

Neural Correlates of Rapid Spectrotemporal Processing in Musicians and Nonmusicians
N GAAB, P TALLAL, H KIM, K LAKSHMINARAYANAN, J J ARCHIE, G H GLOVER, and J D E GABRIELI
Ann NY Acad Sci 2005;1060 82-88
http://www.annalsnyas.org/cgi/content/abstract/1060/1/82?etoc
Spectral and Temporal Processing in the Human Auditory Cortex--Revisited
MARC SCHONWIESNER, RUDOLF RUBSAMEN, and D YVES von CRAMON
Ann NY Acad Sci 2005;1060 89-92
http://www.annalsnyas.org/cgi/content/abstract/1060/1/89?etoc


Influence of Musical Training on Pitch Processing: Event-Related Brain Potential Studies of Adults and Children
SYLVAIN MORENO and MIREILLE BESSON
Ann NY Acad Sci 2005;1060 93-97
http://www.annalsnyas.org/cgi/content/abstract/1060/1/93?etoc

Part III. Mental Representations

Part III: Mental Representations of Music--Combining Behavioral and Neuroscience Tools. Introduction
ERICH SCHROGER
Ann NY Acad Sci 2005;1060 98-99
http://www.annalsnyas.org/cgi/content/full/1060/1/98?etoc

Implicit Investigations of Tonal Knowledge in Nonmusician Listeners
BARBARA TILLMANN
Ann NY Acad Sci 2005;1060 100-110
http://www.annalsnyas.org/cgi/content/abstract/1060/1/100?etoc
Brain Networks That Track Musical Structure
PETR JANATA
Ann NY Acad Sci 2005;1060 111-124
http://www.annalsnyas.org/cgi/content/abstract/1060/1/111?etoc

Neural Encoding and Retrieval of Sound Sequences
JOSEF P. RAUSCHECKER
Ann NY Acad Sci 2005;1060 125-135
http://www.annalsnyas.org/cgi/content/abstract/1060/1/125?etoc

Functional Neuroimaging of Semantic and Episodic Musical Memory
HERVE PLATEL
Ann NY Acad Sci 2005;1060 136-147
http://www.annalsnyas.org/cgi/content/abstract/1060/1/136?etoc

Neurophysiology and Neuroanatomy of Pitch Perception: Auditory Cortex
MARK JUDE TRAMO , PETER A. CARIANI, CHRISTINE K. KOH, NIKOS MAKRIS, and LOUIS D. BRAIDA
Ann NY Acad Sci 2005;1060 148-174
http://www.annalsnyas.org/cgi/content/abstract/1060/1/148?etoc

Aspects of Multisensory Perception: The Integration of Visual and Auditory Information in Musical Experiences
DONALD A. HODGES, W DAVID HAIRSTON, and JONATHAN H. BURDETTE
Ann NY Acad Sci 2005;1060 175-185
http://www.annalsnyas.org/cgi/content/abstract/1060/1/175?etoc

Part III. Poster Papers

A Network for Sensory-Motor Integration: What Happens in the Auditory Cortex during Piano Playing without Acoustic Feedback?
SIMON BAUMANN, SUSAN KOENEKE, MARTIN MEYER, KAI LUTZ, and LUTZ JANCKE
Ann NY Acad Sci 2005;1060 186-188

The Power of Listening: Auditory-Motor Interactions in Musical Training
AMIR LAHAV, ADAM BOULANGER, GOTTFRIED SCHLAUG, and ELLIOT SALTZMAN
Ann NY Acad Sci 2005;1060 189-194
http://www.annalsnyas.org/cgi/content/abstract/1060/1/189?etoc

The Mental Space of Pitch Height
ELENA RUSCONI, BONNIE KWAN, BRUNO GIORDANO, CARLO UMILTA, and BRIAN BUTTERWORTH
Ann NY Acad Sci 2005;1060 195-197
http://www.annalsnyas.org/cgi/content/abstract/1060/1/195?etoc

Part IV. Developmental Aspects and Impact of Music on Education

Part IV: Developmental and Applied Perspectives on Music. Introduction
SANDRA E. TREHUB
Ann NY Acad Sci 2005;1060 198-201 198

Music Listening and Cognitive Abilities in 10- and 11-Year-Olds: The Blur Effect
E GLENN SCHELLENBERG and SUSAN HALLAM
Ann NY Acad Sci 2005;1060 202-209 202

Examining Rhythm and Melody Processing in Young Children Using fMRI
K OVERY, A NORTON, K CRONIN, E WINNER, and G SCHLAUG
Ann NY Acad Sci 2005;1060 210-218 210

Effects of Music Training on the Child's Brain and Cognitive Development
GOTTFRIED SCHLAUG, ANDREA NORTON, KATIE OVERY, and ELLEN WINNER
Ann NY Acad Sci 2005;1060 219-230 219

Investigating the Relationship of Music and Language in Children:
Influences of Musical Training and Language Impairment
SEBASTIAN JENTSCHKE, STEFAN KOELSCH, and ANGELA D. FRIEDERICI
Ann NY Acad Sci 2005;1060 231-242 231

Temporal Entrainment of Cognitive Functions: Musical Mnemonics Induce Brain Plasticity and Oscillatory Synchrony in Neural Networks Underlying Memory
MICHAEL H. THAUT, DAVID A. PETERSON, and GERALD C. McINTOSH
Ann NY Acad Sci 2005;1060 243-254 243

Quantifying Tone Deafness in the General Population
JOHN A. SLOBODA, KAREN J. WISE, and ISABELLE PERETZ
Ann NY Acad Sci 2005;1060 255-261 255

Part IV. Poster Papers

Does Music Instruction Improve Fine Motor Abilities?
EUGENIA COSTA-GIOMI
Ann NY Acad Sci 2005;1060 262-264
http://www.annalsnyas.org/cgi/content/abstract/1060/1/262

The Effect of Early Musical Training on Adult Motor Performance: Evidence for a Sensitive Period in Motor Learning
VIRGINIA PENHUNE, DONALD WATANABE, and TAL SAVION-LEMIEUX
Ann NY Acad Sci 2005;1060 265-268 265

Roundtable on Music Therapy

Music Therapy: The Long Way to Evidence-Based Methods--Pending Issues and Perspectives. Introduction
LUISA LOPEZ
Ann NY Acad Sci 2005;1060 269-270 269

Scientific Perspectives on Music Therapy
THOMAS HILLECKE, ANNE NICKEL, and HANS VOLKER BOLAY
Ann NY Acad Sci 2005;1060 271-282 271
Outcome Research in Music Therapy: A Step on the Long Road to an Evidence-Based Treatment
ANNE KATHRIN NICKEL, THOMAS HILLECKE, HEIKE ARGSTATTER, and HANS VOLKER BOLAY
Ann NY Acad Sci 2005;1060 283-293 283

Music Therapy Research in Ibero-American Countries: An Overview Focused on Assessment and Clinical Evaluation
PATRICIA L. SABBATELLA
Ann NY Acad Sci 2005;1060 294-302 294

The Future of Music in Therapy and Medicine
MICHAEL H. THAUT
Ann NY Acad Sci 2005;1060 303-308 303

Part V. Neurological Disorders and Music

Part V: The Neurology of Music. Introduction
TIM GRIFFITHS
Ann NY Acad Sci 2005;1060 309-310 309

Musical Difficulties Are Rare: A Study of "Tone Deafness" among University Students
LOLA L. CUDDY, LAURA-LEE BALKWILL, ISABELLE PERETZ, and RONALD R. HOLDEN
Ann NY Acad Sci 2005;1060 311-324 311

Musical Behavior in a Neurogenetic Developmental Disorder: Evidence from Williams Syndrome
DANIEL J. LEVITIN
Ann NY Acad Sci 2005;1060 325-334 325

Changing the Brain through Therapy for Musicians' Hand Dystonia
VICTOR CANDIA, JAUME ROSSET-LLOBET, THOMAS ELBERT, and ALVARO PASCUAL-LEONE
Ann NY Acad Sci 2005;1060 335-342 335

Part V. Poster Paper

Music to Electric Ears: Pitch and Timbre Perception by Cochlear Implant Patients
DANIEL PRESSNITZER, JULIE BESTEL, and BERNARD FRAYSSE
Ann NY Acad Sci 2005;1060 343-345 343

Part VI. Music Performance

Part VI: Music Performance. Introduction
DIEGO MINCIACCHI
Ann NY Acad Sci 2005;1060 346-348 346

Enhanced P1-N1 Auditory Evoked Potential in Patients with Musicians' Cramp
VANESSA K. LIM, JOHN L. BRADSHAW, MICHAEL E. R. NICHOLLS, and ECKART ALTENMULLER
Ann NY Acad Sci 2005;1060 349-359 349
Time Course of Retrieval and Movement Preparation in Music Performance
CAROLINE PALMER
Ann NY Acad Sci 2005;1060 360-367 360

Neural Control of Rhythmic Sequences
FREDRIK ULLEN, SARA L. BENGTSSON, H HENRIK EHRSSON, and HANS FORSSBERG
Ann NY Acad Sci 2005;1060 368-376 368?

A Neurocognitive Approach to Music Reading
LAUREN STEWART
Ann NY Acad Sci 2005;1060 377-386 377

Structural, Functional, and Perceptual Differences in Heschl's Gyrus and Musical Instrument Preference
PETER SCHNEIDER, VANESSA SLUMING, NEIL ROBERTS, STEFAN BLEECK, and
ANDRE RUPP
Ann NY Acad Sci 2005;1060 387-394 387

Part VI. Poster Papers

Differences in Gray Matter between Musicians and Nonmusicians
PATRICK BERMUDEZ and ROBERT J. ZATORRE
Ann NY Acad Sci 2005;1060 395-399 395

Tapping in Synchrony to Auditory Rhythms: Effect of Temporal Structure on Behavior and Neural Activity
JOYCE L. CHEN, VIRGINIA B. PENHUNE, and ROBERT J. ZATORRE
Ann NY Acad Sci 2005;1060 400-403 400

Neural Substrates Governing Audiovocal Integration for Vocal Pitch Regulation in Singing
JEAN MARY ZARATE and ROBERT J. ZATORRE
Ann NY Acad Sci 2005;1060 404-408 404

Part VII. Emotion in Music

Part VII: Music and the Emotional Brain. Introduction
ISABELLE PERETZ and JOHN SLOBODA
Ann NY Acad Sci 2005;1060 409-411 409


Investigating Emotion with Music: Neuroscientific Approaches
STEFAN KOELSCH
Ann NY Acad Sci 2005;1060 412-418 412?

Effects of Prior Exposure on Music Liking and Recognition in Patients with Temporal Lobe Lesions
SEVERINE SAMSON and ISABELLE PERETZ
Ann NY Acad Sci 2005;1060 419-428 419

The Time Course of Emotional Responses to Music
EMMANUEL BIGAND, SUZANNE FILIPIC, and PHILIPPE LALITTE
Ann NY Acad Sci 2005;1060 429-437 429

Part VII. Poster Papers

Remember Bach: An Investigation in Episodic Memory for Music
SUSANN ESCHRICH, THOMAS F. MUNTE, and ECKART O. ALTENMULLER
Ann NY Acad Sci 2005;1060 438-442 438

Key Processing Precedes Emotional Categorization of Western Music
SUZANNE FILIPIC and EMMANUEL BIGAND
Ann NY Acad Sci 2005;1060 443-445 443

How Does Music Arouse "Chills"? Investigating Strong Emotions, Combining Psychological, Physiological, and Psychoacoustical Methods
OLIVER GREWE, FREDERIK NAGEL, REINHARD KOPIEZ, and ECKART ALTENMULLER
Ann NY Acad Sci 2005;1060 446-449 446


Emotion Processing of Major, Minor, and Dissonant Chords: A Functional Magnetic Resonance Imaging Study
KAREN JOHANNE PALLESEN, ELVIRA BRATTICO, CHRISTOPHER BAILEY, ANTTI KORVENOJA, JUHA KOIVISTO, ALBERT GJEDDE, and SYNNOVE CARLSON
Ann NY Acad Sci 2005;1060 450-453 450

Left Auditory Cortex Specialization for Vertical Harmonic Structure of Chords
NATALIA PASSYNKOVA, KERSTIN SANDER, and HENNING SCHEICH
Ann NY Acad Sci 2005;1060 454-456 454

Emotional Processing of Harmonic Expectancy Violations
NIKOLAUS STEINBEIS, STEFAN KOELSCH, and JOHN A. SLOBODA
Ann NY Acad Sci 2005;1060 457-461 457

Dimensions of Emotion in Expressive Musical Performance
BRADLEY W. VINES, CAROL L. KRUMHANSL, MARCELO M. WANDERLEY, IOANA M. DALCA, and DANIEL J. LEVITIN
Ann NY Acad Sci 2005;1060 462-466 462


Complete List of Poster Papers Presented at the Conference
Ann NY Acad Sci 2005;1060 467-487 467

MuSICA
Our goal is to establish a comprehensive data base of scientific research (references and abstracts) on music as related to behavior, the brain and allied fields, in order to foster interdisciplinary knowledge. Topics included: auditory system, human and animal behavior, creativity, human brain / neuropsychology of music, effects of music on behavior and physiology, music education / medicine / performance / and therapy, neurobiology, perception and psychophysics.

Data Base Contents: Scientific research (references & abstracts) on music as related to behavior, the brain and allied fields

• MuSICA database (thousands of citations/abstracts of research publications)
• MuSICA Research Notes issues may be obtained by sending an email request to Dr. Weinberger or e-mail , call (949) 824-5512
• Write to: MuSICA Coordinator
  c/o Dr. Norman M. Weinberger (714) 856-5512
  Center for the Neurobiology of Learning and Memory University of California, Irvine Irvine, CA 92697-3800

MUSIC THERAPY

Treating Stress, Speech Disorders With Music 12/16/11
More and more hospitals and clinics now offer music therapy as a supplementary treatment for everything from anxiety to Alzheimer's, but its efficacy varies for different conditions. Neurologist Oliver Sacks and several music therapists discuss the science and practice of music therapy.

Musicians' Brains Wired Differently
http://dailynews.yahoo.com/h/ap/20011114/en/musician_s_brains_1.html
By SETH HETTENA, 11/14 /01
The brain waves of professional musicians respond to music in a way that suggests they have an intuitive sense of the notes that amateurs lack, researchers said Wednesday. Zatorre, who has studied the brain's response to music for two decades, said it was the first time anyone had studied music and its relationship to motor control and imagery.


Brain Changes Help Deaf People Feel, Sense Music
By John Schieszer 12/27/01
SEATTLE (Reuters Health) - Deaf people undergo brain changes that allow them to perceive music in much the same way that hearing people do, new research suggests

Related links: from www.sciam.com/news/
Brain Wiring for Human Language Source: Laura Ann Petitto
Hearing Babies of Deaf Parents 'Babble' with their Hands
BRAIN INVADERS: A new auditory prosthesis implanted directly into the brain stem may restore hearing by Simon LeVay

DR. GORDON SHAW OPENS M.I.N.D. INSTITUTE

Gordon Shaw (949) 475-0492, ext. 30
On Thursday, March 2nd Dr. Gordon Shaw officially opened the new offices of the Music Intelligence Neural Development (M.I.N.D.) Institute in Irvine. The new headquarters will house the research team that developed the Spatial-Temporal Animation Reasoning (STAR) software that has been so successful, combined with music lessons, in teaching kids proportional math.
In a press release dated February 24, 2000, Dr. Shaw explained that a curriculum combining piano lessons, educational math software and fun math problems can help second graders achieve scores on certain tests comparable to fourth graders, according to studies by the Music Intelligence Neural Development (MIND) Institute.
The curriculum uses piano instruction to enhance the brain's ability to learn, then allows children to apply that mental acuity toward math problems. In the studies, second-graders from 95th street Preparatory School in inner-city Los Angeles were compared with fourth and fifth graders from an Orange County, CA school with a higher socioeconomic level. The students took the advanced math concepts exams, which tested math problem-solving ability, in 1999.
For 45 minutes two days a week, students got piano instruction from a music teacher at school. Then they used computers to play an educational game developed by the study's lead author and neuroscientist, Matthew Peterson. They play the game, called STAR for 45 minutes on another two days a week. And, one day a week, their classroom teacher leads a math integration lesson, in which students do brain-stretching problems aloud.
Second graders who received piano training, used the software and practiced math puzzles and exercises every week attained scores comparable to fourth graders. Half of these second graders scored in the top 20th percentile of the nationwide Standford 9 test in math, and these students achieved scores on the advanced math concepts exams comparable to the Orange County fifth graders. www.MINDInst.org .

Music therapy programs

Music therapy programs are popping up in hospitals and treatment centers around the country. But what do we actually know about the health benefits of music & or how music is processed by our brains? In this hour of Science Friday, Ira talks with patients, doctors, and scientists about the research and practice of music therapy.
http://www.sciencefriday.com/pages/2002/Jun/hour2_062802.html

William Benzon, Ph.D. Cognitive Scientist, Author, "Beethoven's Anvil: Music in Mind and Culture" (Basic Books, 2001) http://www.amazon.com/exec/obidos/ASIN/0465015433/sciencefriday /
HEAR : William Benzon, Connie Tomaino, Director and Vice President for Music Therapy Services, Institute for Music and Neurologic Function, Beth Abraham Health Services, Bronx, New York
Jersey City, New Jersey
Listen http://www.npr.org/ramfiles/totn/20020628.totn.02.ram

Maria Logis, Management Consultant, Con Edison, Improvisational artist, singer, and song-writer - New York, New York

Dr. Oliver Sacks, Clinical Professor of Neurology, Albert Einstein College of Medicine, Scientific Advisor, Institute for Music and Neurologic Function, Beth Abraham Health Services, Author, The Man Who Mistook His Wife for a Hat (Touchstone Books, 1998), Awakenings (Vintage, 1999), and Uncle Tungsten: Memories of a Chemical Boyhood (Knopf, 2001), New York, New York

Dr. Gordon Shaw's book, Keeping Mozart in Mind. Dr. Shaw (University of California-Irvine) has worked with AMC during the past 7 years to publicize his research results on Music and Early Childhood Development, Music and the Brain and Music Making and Math.

The book is due in bookstores in September and will include a CD-ROM which includes the recording of the music used in Dr. Shaw's research, Allegro con spirito from Sonata for Two Pianos in D major, (K.448) by Wolfgang Amadeus Mozart, performed by Murray Perahia and Radu Lupu, courtesy of Sony Classical . The CD-ROM also contains a special descriptive version of the S.T.A.R. (Spatial-Temporal Animation Reasoning) interactive computer game developed by Matthew Peterson.

In the landmark book, Dr. Shaw shows how music can help us understand how the brain works and how music may enhance how we think, reason and create . It includes key information about scientific research studies that have shown some remarkable results, including these:

-In November 1993, Dr. Shaw and Dr. Frances Rauscher publish an article in Nature. I announced that a study done with college students showed that listening to the Mozart Sonata for Two Pianos in D Major (K.448) caused a subsequent enhancement in reasoning. This "Mozart effect ," as coined by the media, created world-wide interest.

-In February 1997, a study from Dr. Shaw's laboratory published in Neurological Research, announced that six months of piano keyboard training caused enhancement of spatial-temporal reasoning in preschool children : they scored 34% higher on puzzle-solving tests.

-In March 1999, Neurological Research published the latest study headed by Shaw, reporting that second graders who played the piano and the S.T.A.R. interactive game developed by Peterson saw their scores rise 27% on proportional math and fraction tests.

-Parade Magazine article, Will Piano Lessons Make My Child Smarter?, June 14,1998
-New Scientist article, Can Mozart Make Maths Add Up? March 15, 1997
-Chicago Tribune column, Perspective: Q&A with Gordon L. Shaw, May 24, 1998
-Orange County Register article, Piano, Games May Multiply Math Skills, March 15, 1999
-University of California, Irvine press release from PR Newswire, March 15, 1999

Research suggests that the arts have distinct educational benefits.

It's hard to pinpoint exactly what improves learning, grades, and scores.

James Catterall education professor at the University of California/Los Angeles, found that students who were highly involved in the arts had higher grades and standardized test scores . Looking at a national survey of 25,000 students he found improvement stretches across income levels. Low income students involved in the arts had better grades and test scores than low income students who had little or no arts experience.

The SATs (a college admission test) seem to show a similar pattern. The more arts experience students have, the higher their scores. This may be a result of other factors, such as school district or family wealth. But through 1999, the 8 percent of test-takers who studied arts and music for four or more years had an average score of 538 verbal, 537 math. The 18 percent who had no arts courses or experiences had average scores of 477 verbal, 492 math.

Devising assessment tools is essential. Research is badly needed, especially on how arts education affects scores. The trick is to spend enough to finance rigorous analyses.

Teachers need more professional development on putting the curriculum framework into practice and more opportunities to share their experiences regionally.

Parents need to be staunch advocates.

Dance needs more attention. Locally and nationally, it tends to be the least studied of arts education.

Music May Help Neurological Therapy
By JANE E. ALLEN AP Science Writer

Mark Tramo

Dr. Tramo said. "The effect of music on emotions may, in turn, influence autonomic and immunologic systems in ways that affect and help the body's natural responses to disease."

"Much of the information that's transmitted during speech is transmitted by pitch and timing," two of the crucial elements of music, says neurologist Mark Tramo of Harvard University. Think of the little upturn at the end of a sentence that signals a question.

Neurophysiology and Neuroanatomy of Pitch Perception: Auditory Cortex
MARK JUDE TRAMO , PETER A. CARIANI, CHRISTINE K. KOH, NIKOS MAKRIS, and LOUIS D. BRAIDA Ann NY Acad Sci 2005;1060 148-174

The Institute for Music and Neurologic Function the impact of music on brain function.

BIOLOGY OF PERCUSSION STUDY PREVIEWED

LOS ANGELES (AP) -- Rhythm, melody and harmony stimulate several areas of the brain, suggesting that music could be used to help repair everything from damaged speech to damaged emotions, researchers say.

Classical music training also may enlarge parts of the brain, researchers said Sunday at the Society for Neuroscience annual meeting.

Scientists have long wanted to know how the brain responds to sound and rhythm, how musical studies affect brain wiring and how the brains of the musically talented differ from those of the nonmusical.

"Undeniably, there is a biology of music," said Dr. Mark Jude Tramo, a neurobiologist at Harvard University Medical School. "Music is biologically part of human life, as music is artistically a part of human life."

Dr. Gottfried Schlaug of Beth Israel Deaconess Medical Center in Boston reported that the cerebellum is larger in classically trained male musicians than in men who don't play a musical instrument.

Schlaug and fellow researchers used magnetic resonance imaging to compare the brains of 32 right-handed musicians with 24 right-handed men who did not play instruments. They found a 5 percent difference in the volume of the cerebellum.

"Finding evidence like this is sort of remarkable. The structure seems to adapt" to early years of training and practice, Schlaug said. "Musicians are not just born with these differences."

There were no similar findings in women, though only a small number were studied.

Anne Blood, a researcher in neuropsychology at the Montreal Neurological Institute and McGill University in Canada, examined emotional responses to music among those with untrained ears.

Brain imaging scans showed that different regions of the brain respond to pleasant, harmonious musical sounds and to musical sounds that clash, she said. And brain regions that turned on during emotional responses to music were different from those previously observed.

As the music increased in unpleasantness, an area on the right side of the brain important to emotion -- the parahippocampal gyrus -- became active.

On the other hand, as the music increased in pleasantness, other areas on the left and right side that control emotions activated.

"Some day this research will help us to understand how different types of music can help in different kinds of neurological disorders," Ms. Blood said.

In another study, Lawrence Parsons and colleagues at the University of Texas in San Antonio found that an area on the right side of the brain interprets written musical notes and passages. This corresponds to an area in the left brain known to interpret written letters and words.

Eight right-handed faculty conductors were scanned as they red and listened to the score of an unfamiliar Bach chorale. They were instructed to point out errors in rhythm, harmony or melody.

"All three tasks activated both left and right brain areas," Parsons said. All three elements also strongly activated the cerebellum -- a small region of the brain responsible for posture, balance, coordination and fine motor movements.

Parsons said the understanding of links between musical language and spoken language could help in speech and language rehabilitation. Doctors already use a technique called melodic intonation therapy that teaches stroke patients to sing rather than speak what they want to convey. In some cases they can recover their speech. AP-NY-11-09-98 0354EST

BIOLOGY OF PERCUSSION STUDY PREVIEWED

A neurologist in Meadville, Pennsylvania, has found a way to help beat illness: drum circles. Dr. Barry Bittman says new research suggests that beating a drum for one hour enhances the immune system and reduces stress. The study shows that drumming in a circle with other folks can cause positive changes at the cellular level that may fight off cancer and viral illnesses However, just banging by yourself doesn't seem to help. Bittman says the drumming must be done with others and everyone has to keep on the same rhythm. Dr. Bittman discussed his findings last week at the 9th Annual World Congress of Music Therapy in Washington, D.C. For more information on Dr. Bittman's study, please refer to the sites listed below.

http:// www.mind-body.org </

http:// www.ecap-online.org

brain and music and neuroscience

IDEAS FOR CLASSROOM USE

The existence of special perceptuo-motor skills in certain individuals presents many puzzling questions for the cognitive neurosciences. One such ability whose cerebral substrate remains essentially unknown is absolute pitch (also called "perfect pitch") , a relatively rare ability that refers to a long-term internal representation for the pitch of tones in the musical scale, typically manifested behaviorally by the ability to identify by the name of the musical note the pitch of any sound without reference to another sound, or by the ability to produce a given musical tone on demand. In contrast, relative pitch , which is well-developed among most trained musicians, refers to the ability to make pitch judgments about the relation between notes, such as within a musical interval. The term "functional brain imaging" refers to a number of different techniques for mapping activity in the brain in response to external stimuli or during sensory, perceptual, or cognitive events. Positron emission tomography is a technique for producing cross-sectional images of the body after ingestion and systemic distribution of safely metabolized positron-emitting agents. The images are essentially functional or metabolic, since the ingested agents are metabolized in various tissues. Fluorodeoxyglucose and H(sub2)O(sup15) are common agents used for cerebral applications, and in cerebral applications of central importance to the technique is the fact that changes in the cellular activity of the brains of normal, awake humans and unanesthetized laboratory animals are invariably accompanied by changes in local blood flow and also changes in oxygen consumption. Magnetic resonance imaging is a technique involving images produced by mobile protons of a tissue excited by the application of a magnetic field, and when used in functional cerebral imaging, the basis of the technique is that it images very small metabolic, blood-flow, and perfusion-diffusion changes in vivo, in real time, and with no risk to the subject. ... ...

Zatorre et al (5 authors atMcGill University, CA) report a study of the neural basis of human absolute pitch using both structural and functional brain imaging techniques (magnetic resonance imaging and positron emission tomography). Although there were some localization differences between absolute pitch possessors and control non- absolute-pitch musicians when responding to musical tones, the results as a whole bring the authors to suggest that absolute pitch may not be associated with a unique pattern of cerebral activity, but rather may depend on the recruitment of a specialized network involved in the retrieval and manipulation of verbal-tonal associations.

QY: Robert J. Zatorre ( md37@musica.mcgill.ca )

(Proc. Natl. Acad. Sci. US 17 Mar 98 v95:p3172)

(Science-Week 24 Apr 98)

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The Science of Music:
Music and Neuroscience

MUSIC AND TECHNOLOGY INTERSECT

Interdisciplinary Educational Curricula Songs about Science and Math and much more

1/2 of your brain into Music
and 1/2 into Tech

MUSIC IN SCHOOL COUNTS
Prince played trumpet in the junior high school band

Musician, inventor and educator Tod Machover, the Muriel R. Cooper Professor of Music & Media at the MIT Media Lab, where he directs the Opera of the Future Group. An influential composer, he has been praised for creating music that breaks traditional artistic and cultural boundaries; his music has been performed and commissioned by some of the world's most important performers and ensembles. He has also created the technologies behind Guitar Hero and Rock Band. Machover's opera Death and the Powers premiered in Monte-Carlo in the fall 2010. The project was developed by a creative team of international artists, designers, writers and theatrical luminaries, as well as by an interdisciplinary team of Media Lab graduate and undergraduate students. Powers features a robotic, animatronic stage -- the first of its kind -- that gradually "comes alive" as the opera's main character. The Museum's John Hollar moderated a fascinating conversation with Tod - the son of a noted piano teacher and a computer graphics pioneer - who is using technology to revolutionize music.

MILTON BABBITT

Milton Babbitt - American. Born Philadelphia, 1916. Composer of Electronic music known as combinatoriality, "where segments of twelve-tone rows interact with segments of other rows with identical pitch classes." A nice biography of Babbitt appears on the The Computer-Assisted Music Instruction Lab webpage of University of Illinois, School of Music.

PETER NEUMANN

Peter Neumann 's musical endeavors included, among other things, (1) joint work in 1954-55 with Fred Brooks, Bill Wright, and Al Hopkins for Tony Oettinger's seminars on computational linguistics , in which Al and I used Fred and Bill's Markov analysis of common-meter hymn tunes to compose ``new'' music on the Harvard Mark IV.

Study Shows iPods Help Doctors Hear the Beat
Hearing the Steady Beat and sample Heart Sounds Physicians who listen at least 400 times to common heart murmurs via their iPods or other MP3 devices are much more likely to identify the murmurs in patients, according to a study presented Sunday at the American College of Cardiology's annual meeting. The study's lead investigator, Dr. Michael Barrett , last year demonstrated the benefit of repeat listening with medical students at Temple University School of Medicine and Hospital.
The university now offers a four-year curriculum on the topic and posts heart lessons online to teach students how to differentiate between a normal heartbeat and a murmur.

Hi! My name is Alex Sabbeth, and my interest is science and music. Worried about music being cut in the public schools? Here's a way to combine them, in a 2nd - 7th grade lesson plan . I've put together a curriculum which teaches the physics of sound, and the history of musical instruments . Kids build toy instruments, and prepare demonstrations which explain sound waves, sound transmission, and other principles relevant to music. Attention is given to how we hear, and how animals use sound.I teach through in-service sessions, and published a book based on these projects, called Rubber Band Banjos.

Two general suggestions are

1) Be sure that teachers understand the scientific explanations about sound waves , how animals use sound, and how we hear. Children will ask questions, and the book does explain the basics. Take your time and e-mail me if something doesn't sound OK.

2) It's fun to learn how to read music . Don't be surprised if kids grasp rhythmic patterns easier than melodic ones. I've found that it's hard for students to repeat a melodic pattern.

http://www.goodreads.com/author/show/1114833.Alex_Sabbeth

The Science of Music

Date: Mon, 29 Dec 1997
The Science of Music
Welcome to The Musical Scientist!
Have you ever wondered how the strings of a guitar work?
You use stings to make sounds too. They're called vocal cords. Learn about how sounds are made and how we hear them. Then, start your own band with some home-made musical instruments.