The Child as Musician: A handbook of musical development

By Gary E. McPherson. 2006

507 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Music

View Paper: https://www.semanticscholar.org/paper/199c454c65fece6890d6f661506791b4c1a5a281

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Citations in the corpus

Background music can aid second language learning (2014, unknown): “…that is most often ascribed to the music providing a boost in psycho-physiological arousal and mood (Cassidy & MacDonald, 2007; Furnham & Strbac, 2002; Jones, West, & Estell, 2006; Schellenberg, 2005, 2006; Schellenberg, Nakata, Hunter, & Tamoto, 2007; Thompson, Schellenberg, & Husain, 2001).”
Music lessons, pitch processing, and g (2010, background): “Nonetheless, most previous findings of associations between music lessons and intellectual abilities in adulthood come from samples of undergraduates (for reviews see Schellenberg, 2005, 2006a) and it was precisely these findings that we sought to explain.”
Students’ motivation to study music as compared to other school subjects: A comparison of eight countries (2010, background): “…involves complex interactions between the self-system (perceptions, thoughts, beliefs, emotions), the social system (teachers, peers, parents and siblings), actions (motivated behaviours including learning investment and regulation) and outcomes (learning, achievement) (Austin et al., 2006).”
Mozart effect–Shmozart effect: A meta-analysis (2010, background): “Included studies followed in general the procedures described by Rauscher and colleagues very closely since results were known to be hard to replicate (Schellenberg, 2006).”
Relationships between expressed and felt emotions in music (2008, background): “Further speculation on how these referentialist and absolute expressionist causes are learnt, and what their proportionate representations are, is beyond the scope of this study (for a developmental discussion of learning via these mechanisms, see Schubert & McPherson, 2006).”
Learning a musical instrument: The influence of interpersonal interaction on outcomes for school-aged pupils (2011, background): “Given that ‘one of the most important parts of learning an instrument is the time and effort put into practising by children’ (McPherson and Davidson, 2006, p. 339), it follows that actively engaged pupils require effective self-regulation strategies.”
The role of music in adolescent development: much more than the same old song (2013, background): “Music can have many social psychological impacts and meanings for people at different periods of their development (Hargreaves, 1986; McPherson, 2006; North & Hargreaves, 2008).”
Long-Term Positive Associations between Music Lessons and IQ. (2006, background): “Previous reports have identified links between musical training and a wide variety of intellectual abilities (for reviews, see Schellenberg, 2003, 2005, 2006).”
Long-term musical group interaction has a positive influence on empathy in children (2013, background): “…in music (mainly happy and sad) is firmly established, they have gained a significant wealth of musical experiences, but at the same time they are extremely open to all sorts of different musical styles (Schubert & McPherson, 2006), to new musical learning approaches, and to learning in general.”
Student Musicians’ Ear-Playing Ability as a Function of Vernacular Music Experiences (2010, background): “In the best of cases, a preexisting ear-based fluency on their instruments allows musicians to understand the symbols of music notation like the reading of written verbal language (Mills & McPherson, 2006).”
The role of psychological needs in ceasing music and music learning activities (2013, background): “…an unthreatening home environment where they can experiment and practice freely, study with teachers from whom the enjoy learning, and develop a sense of intrinsic motivation early in their learning (Davidson & Burland, 2006; Davidson, Howe, Moore, & Sloboda, 1996; McPherson & Davidson, 2002).”
Singing One's Way to Self-Regulation: The Role of Early Music and Movement Curricula and Private Speech (2011, background): “…2000; Rauscher et al., 1997); reading and phonological processing (Anvari, Trainor, Woodside, & Levy, 2002; Hurwitz, Wolff, Bortnick, & Kokas, 1975); selective attention (Hurwitz et al., 1975); math (Cheek & Smith, 1999); and even general intelligence (Costa-Giomi, 1999; Schellenberg, 2004, 2006b).”