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The psychology of music, or music psychology, is a branch of psychology, cognitive science, neuroscience, and/or musicology.It aims to explain and understand musical behaviour and experience, including the processes through which music is perceived, created, responded to, and incorporated into everyday life.
Research Studies in Music Education provides a forum for the dissemination and discussion of research in music and music education. The journal aims to encourage the interrogation and development of a range of research methodologies and their application to diverse topics in music education, theory and practice.
In A Guide to Research in Music Education, Phelps, Ferrara and Goolsby define research as the identification and isolation of a problem into a workable plan; the implementation of that plan to collect the data needed; and the synthesis, interpretation and presentation of the collected information into some format which readily can be made available to others.
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]
The Mozart effect is the theory that listening to the music of Mozart may temporarily boost scores on one portion of an IQ test. Popular science versions of the theory make the claim that "listening to Mozart makes you smarter" or that early childhood exposure to classical music has a beneficial effect on mental development.
Concentrating on a task, one aspect of flow. Flow in positive psychology, also known colloquially as being in the zone or locked in, is the mental state in which a person performing some activity is fully immersed in a feeling of energized focus, full involvement, and enjoyment in the process of the activity.
Learning through play is a term used in education and psychology to describe how a child can learn to make sense of the world around them. Through play children can develop social and cognitive skills, mature emotionally, and gain the self-confidence required to engage in new experiences and environments.
At first many of the articles described historical and descriptive research, but in the early 1960s the journal began to shift toward experimental research. The Society for Research in Music Education was established in 1960 and the Journal of Research in Music Education became its official publication in 1963.