Why Does Music Make Us Feel? As a young man I enjoyed listening to a particular series of French instructional programs. I didn’t understand a word, but was nevertheless enthralled. Was it because the sounds of human speech are thrilling? Not really. Speech sounds alone, stripped of their meaning, don’t inspire. But music does emanate from our alarm clocks in the morning, and fill our cars, and give us chills, and make us cry. The researchers found that music powerfully influenced the emotional ratings of the faces. Although it probably seems obvious that music can evoke emotions, it is to this day not clear why. In an effort to answer, let’s first ask why I was listening to French instructional programs in the first place. The lion share of emotionally evocative stimuli in the lives of our ancestors would have been from the faces and bodies of other people, and if one finds human artifacts that are highly evocative, it is a good hunch that it looks or sounds human in some way.
Other Arts & Music Large-scale brain networks emerge from dynamic pr... [Neuroimage Emile Berliner and the Birth of the Recording Industry: Home Page The Library of Congress Motion Picture, Broadcasting and Recorded Sound Division, Library of Congress Search by Keyword | Browse by Title Index | Subject Index | Series Index | Name Index | Recordings Emile Berliner and the Birth of the Recording Industry is a selection of more than 400 items from the Emile Berliner Papers and 118 Berliner sound recordings from the Library of Congress's Motion Picture, Broadcasting and Recorded Sound Division. Berliner (1851-1929), an immigrant and a largely self-educated man, was responsible for the development of the microphone and the flat recording disc and gramophone player. The mission of the Library of Congress is to make its resources available and useful to Congress and the American people and to sustain and preserve a universal collection of knowledge and creativity for future generations. The Library of Congress presents these documents as part of the record of the past. Special Presentation: Emile Berliner: Inventor of the Gramophone 30-Apr-02
How music touches the brain Finnish researchers have developed a new method that makes it possible to study how the brain processes various aspects of music such as rhythm, tonality and timbre. The study reveals how a variety of networks in the brain, including areas responsible for motor actions, emotions, and creativity, are activated when listening to music. According to the researchers, the new method will increase our understanding of the complex dynamics of brain networks and the way music affects us. Responding to Argentinian tango Using functional magnetic resonance imaging (fMRI), the research team, led by Dr. Vinoo Alluri from the University of Jyväskylä, Finland, recorded the brain responses of individuals who were listening to a piece of modern Argentinian tango. "Our results show for the first time how different musical features activate emotional, motor and creative areas of the brain", says Professor Petri Toiviainen of the University of Jyväskylä, who was also involved in the study.
Healing Music |Surgery Music | Lullabies l Mozart Effect- Dr. Alice Cash Music and Brain Blog at University of Toronto Neural substrates of spontaneous musical performanc... [PLoS One. 2008 Examining the association between music lessons... [Br J Psychol. 2011 The Benefits of Music Education . Music & Arts . Education Whether your child is the next Beyonce or more likely to sing her solos in the shower, she is bound to benefit from some form of music education. Research shows that learning the do-re-mis can help children excel in ways beyond the basic ABCs. More Than Just Music Research has found that learning music facilitates learning other subjects and enhances skills that children inevitably use in other areas. “A music-rich experience for children of singing, listening and moving is really bringing a very serious benefit to children as they progress into more formal learning,” says Mary Luehrisen, executive director of the National Association of Music Merchants (NAMM) Foundation, a not-for-profit association that promotes the benefits of making music. Making music involves more than the voice or fingers playing an instrument; a child learning about music has to tap into multiple skill sets, often simultaneously. “Music learning supports all learning. Increased IQ A study by E.
Enrst Strüngmann Forum - Language, Music, and the Brain - Photos Ernst Strüngmann Forum Music, Language, and the Brain A Mysterious Relationship Sunday Opening Session Click <<here>> for an index of all the images Schizophrenia Evolution and Synthesis Edited by Steven M. MIT Press » Cultural Evolution Society, Technology, Language, and Religion Edited by Peter J. MIT Press » Frankfurt Institute for Advanced Studies Homepage
LAPhil and USC neuroscientists launch 5-year study of music education and child brain development The Los Angeles Philharmonic Association, the USC Brain and Creativity Institute and Heart of Los Angeles (HOLA) are delighted to announce a longitudinal research collaboration to investigate the emotional, social and cognitive effects of musical training on childhood brain development. The five-year research project, Effects of Early Childhood Musical Training on Brain and Cognitive Development, will offer USC researchers an important opportunity to provide new insights and add rigorous data to an emerging discussion about the role of early music engagement in learning and brain function. Starting when the children are between the age of 6 and 7, to ages 11 and 12, the researchers will use standard psychological assessments and advanced brain imaging techniques to track brain, emotional and social development.
The Mozart Effect In the last few years, a lot of attention has been drawn to scientific experiments designed to prove or disprove what is called "the Mozart effect". It began with an experiment in which two groups of people were given a test on spatial skills—one group had previously listened to 10 minutes of a Mozart concerto, the other sat in silence. The result was a significantly better performance by the group that had listened to the Mozart concerto. People were surprised at the result. They shouldn't have been. Certainly psychologists shouldn't have been surprised. Already in Ouspensky's first group of lectures we learn that our centers are divided into three parts, and that one of those parts—the intellectual part—requires attention. Now Mozart's music is very much oriented to the intellectual part of the emotional center. Of course, this immediately led to such nonsense as exposing children in the womb to Mozart. It would be interesting to do this experiment right. Note