University of Illinois Urbana-Champaign

The relationship between melody and prosody: perception and production capabilities of musicians and non-musicians

Copeland, Naomi C.

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https://hdl.handle.net/2142/16061

Description

Title
The relationship between melody and prosody: perception and production capabilities of musicians and non-musicians
Author(s)
Copeland, Naomi C.
Issue Date
2010-05-19T18:33:39Z
Director of Research (if dissertation) or Advisor (if thesis)
McPherson, Gary E.
Doctoral Committee Chair(s)
DeNardo, Gregory F.
Committee Member(s)
  • Grant, Joe W.
  • McPherson, Gary E.
  • Watson, Duane G.
Department of Study
Music
Discipline
Music Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Date of Ingest
2010-05-19T18:33:39Z
Keyword(s)
  • music
  • music education
  • cognitive psychology
  • music aptitude
  • Gordon
  • neuromusic
Abstract
Music and language are two interconnected acoustic and cognitive phenomena shared by human beings. Among their similarities are their variety of intonations and inflections resulting in melody and prosody, respectively. Previous research has demonstrated that musicians are more successful than non-musicians at detecting pitch errors in speech and melody. These results are often due to extensive musical training beginning at an early age. In examining melodic and prosodic abilities of twenty-nine university undergraduates, this study attempts to better understand the connectedness between these cognitive functions, and the affects various musical experiences may have. To assess these abilities, three production stimuli were developed and Gordon’s Advanced Measures of Music Audiation was used. Statistical analysis demonstrated significantly strong correlations between total length of musical experience as well as the age formal instruction first began. In recognizing the potential transferred effects of beginning and continuing musical training, this study may help to support pedagogical and curricular decisions regarding when and for how long to offer music instruction, in addition to contributing to current research on music education and cognitive psychology.
Graduation Semester
2010-05
Permalink
http://hdl.handle.net/2142/16061
Copyright and License Information
Copyright 2010 Naomi Chaya Copeland

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