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PSYCH 302 > Lecture 31 > Flashcards

Lecture 31 Flashcards

1
Q

what does musical therapy improve in Parkinson’s patients?

A

motor rehab

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2
Q

what did walking along with rhythmic audio cue improve?

A

walking behaviors
- reduced freezing
- improved gait velocity
- improved stride length
- cadence
- number of steps per min

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3
Q

did improvements remain after removing the audio cues?

A

yes there is certain durability of such effects

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4
Q

what are the motor-related benefits derived from?

A

providing a framework that provides temporal expectations that make predicting/executing the next steps in sequences easier
->neural entrainment

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5
Q

what do some of the mechanisms related to motor-rehab do?

A

helps regulate or stabilize impaired sensorimotor networks through compensatory activity in other networks that may be less compensated

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6
Q

what kind of implants can be used to replace the functionality accomplished by hair cells in cochlea?

A

cochlear implants
-> transduce pressure waves

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7
Q

using a cochlear implant provides what kind of hearing?

A
  • hearing is less sensitive than before the hair cells got damaged
  • processing spectrally complex stimuli can be difficult
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8
Q

spectrally complex stimuli is common is what kind of representations?

A

musical

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9
Q

what are some challenges associated with using CI patients in experiments?

A
  • heterogeneity
  • users are unable to participate in fMRI experiments -> need to use EEG to see any potential changes accompanied with training
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10
Q

congenitally deaf CI children participating in computerized music training improved in what type of performance?

A

melodic contour identification

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11
Q

Peterson et al. reported a change in ________ in response to variations in _____, ______, ________, in CI group following musical training

A

MMN
timbre
intensity
rhythm

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12
Q

Peterson et al., found what kind of effects from musical representations to sounds of speech?

A

transfer

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13
Q

children with 1.5-4 yrs of musical training outperformed a CI control group in tests of __________ and ___________

A

phonetic discrimination
auditory scene analysis

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14
Q

why do people with autism have a higher probability of having absolute pitch?

A

they may be paying attention to things that the general population does not pay attention to during early development allowing for practice

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15
Q

what does Gaver’s ecological theory of auditory perception emphasize?

A

processing of the fxn of sounds over their acoustic properties

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16
Q

give an example of Gaver’s ecological theory of auditory perception?

A

sound of a bus on busy city street will generally come to be more closely associated with it’s fxn than the timbre of engine

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17
Q

how do autistic people compared to the general population prioritize function of events vs acoustic properties?

A
  • general population tend to prioritize significance of events associated with sounds
  • autistic individuals are more likely to prioritize acoustic properties
18
Q

what are the DSM-5 guidelines for autism?

A

-> stereotyped or repetitive motor movements, use of objects or speech
-> insistence on sameness, inflexible adherence to routines or ritualized patterns of verbal nonverbal behavior
-> highly restricted, fixated interests that are abnormal in intensity or focus
-> hyper or hyporeactivity to sensory input or unusual interests in sensory aspects of enviro

19
Q

what is the zygonic theory?

A

yoke/connection between 2 things taking a reductionist perspective and assume that music is a series of sonic variables that can differ in various ways

20
Q

what can the sonic variables be conceived as?

A

representing a continuum or having single axis of variability (duration) or multidimensional in nature (timbre)

21
Q

what can the sonic variables be tied to?

A
  • perceptual qualities (loudness)
  • location (space or time)
22
Q

what can sonic variables related to?

A
  • individual notes
  • characteristics of a groups (tonality)
23
Q

what does the zygonic theory propose about the representation of musical info?

A
  • represented at 3 different levels of hierarchy -> events, groups, frameworks
24
Q

explain each levels of the hierarchy?

A

-> events - single note
-> groups - melody consisting of several notes grouped together
-> frameworks - imaginary matrices of pitch and time, a beat that persists throughout a song to which notes are embedded

25
Q

what is the starting point of the event level of the hierarchy?

A

imitation -> staring point for developing internal representation of sounds

26
Q

in what age group does the imitation level start?

A

very young children are capable of limiting the sounds of other -> early foundation being laid for acquiring the event level of the hierarchy

27
Q

what was Papousek’s finding about infant vocalizations?

A

half of the vocalizations are reproductions

28
Q

at what age can infants replicate individual pitches?

A

infants younger than 5 months

29
Q

what occurs between 7-11 months?

A

babies start reproducing groups of sounds described as short musical patterns or phrases that become the core units for a new level of vocal practicing and play

30
Q

what is referent-guided improvisation?

A

building on musical representation that one has previously been exposed to by mixing together pieces in various novel forms
-> familiar melodies from nursery rhymes

31
Q

what are the 2 changes starting at the age of 4?

A
  • ability to extrapolate an underlying beat across a series of events/groups -> sing a melody in time to a novel beat that has been presented
  • tonal stability -> ability to use stable pitches across duration of a song
32
Q

what do the changes starting at 4 yrs old implicate?

A

emergence of an ability to represent musical info at the level of overarching framework

33
Q

how can the three-level hierarchy for musical representations relate to language acquisition?

A
  • children start to understand few key words before age 1, and sometimes be able to produce them shortly afterwards (events)
  • 18-24 months, children start developing ability to put together a few words in short phrases (groups)
  • couple of years, words beging to get integrated into larger and more complex structures (sentences) (framworks)
34
Q

what are the three categories of sounds that emerge during development?

A
  • everyday sounds
  • musical sounds
  • linguistic sounds
35
Q

what are all sounds initially processed as?

A

everyday sounds

36
Q

at some point in development what is a distinction made between?

A

everyday sounds and musical sounds

37
Q

later on development what is a distinction made between the kinds of sounds?

A

distinction made between everyday sounds and sounds of speech

38
Q

everything that does not come to be perceived as related to musical or speech sounds falls into what category?

A

everyday sounds by default

39
Q

what do autistic individuals process everyday sounds as?

A

musical sounds -> sounding qualities (pitch)

40
Q

describe how everyday sounds get processed as musical representations in autistic individuals?

A

everyday sounds involving repetition or regular changes may come to be processed in ways that resemble structure inherent to musical representations

PSYCH 302 (31 decks)

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