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

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Music Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2010

Author dc:creator

• Copeland, Naomi C.

Contributors dc:contributor

• McPherson, Gary E.
• DeNardo, Gregory F.
• Grant, Joe W.
• Watson, Duane G.

• neuromusic
• cognitive psychology
• music aptitude
• Gordon
• music
• music education

Statement dc:rights

• Copyright 2010 Naomi Chaya Copeland

Language dc:language

en

Handle dc:identifier

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

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/16061