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Simon Vouet, Saint Cecilia, c. 1626. Research into music and emotion seeks to understand the psychological relationship between human affect and music.The field, a branch of music psychology, covers numerous areas of study, including the nature of emotional reactions to music, how characteristics of the listener may determine which emotions are felt, and which components of a musical ...
Music is the arrangement of sound to create some combination of form, harmony, melody, rhythm, or otherwise expressive content. [1] [2] [3] Music is generally agreed to be a cultural universal that is present in all human societies. [4]
Music has been shown to consistently elicit emotional responses in its listeners, and this relationship between human affect and music has been studied in depth. [4] This includes isolating which specific features of a musical work or performance convey or elicit certain reactions, the nature of the reactions themselves, and how characteristics ...
Positive emotions and high arousal levels strengthen the associations between memories, contributing to this memory-enhancing effect. Music has the ability to awaken, arouse, and evoke specific emotions, which in turn modulate and influence various cognitive functions. [41] Emotions can influence the strength and quantity of MEAMs in two ways.
The word "emotion" was coined in the early 1800s by Thomas Brown and it is around the 1830s that the modern concept of emotion first emerged for the English language. [16] "No one felt emotions before about 1830.
Emotion classification, the means by which one may distinguish or contrast one emotion from another, is a contested issue in emotion research and in affective science. Researchers have approached the classification of emotions from one of two fundamental viewpoints: [citation needed] that emotions are discrete and fundamentally different constructs
The neuroscience of music is the scientific study of brain-based mechanisms involved in the cognitive processes underlying music. These behaviours include music listening, performing, composing, reading, writing, and ancillary activities. It also is increasingly concerned with the brain basis for musical aesthetics and musical
The same music could be associated with a wide range of emotional responses in the listener. Chabanon rejected the rhetorical approach to music, because he did not believe that there was a simple correspondence between musical characteristics and emotional affects. Much subsequent philosophy of music depended on Chabanon's views. [9]