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cognitive neuroscience > music and the brain > Flashcards

music and the brain Flashcards

(49 cards)

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1
Q

properties of music

A

universal
unique
- not just humans sing but bird sing for specific contexts

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2
Q

function of music

A
  • attract mate
  • bring people together
  • precursor of language
  • auditory cheesecake - by-product of human language -love it but not needed
  • sparked imagination - evolutionary advantage
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3
Q

outer ear

A

pinna - important for detecting where sounds come from

ear canal - amplifies certain frequencies

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4
Q

tympanic membrane

A

airbourne frequencies cause it to vibrate

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5
Q

middle ear

A

vibration of 3 little bones (ossicles) convert airbourne vibrations to liquid-bourne vibrations

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6
Q

inner ear

A

cochlea - filled with liquid + liquid vibrates and picked up by auditory nerve and sent to CNS

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7
Q

4/5 synapses signal from ear makes

A
  • hindbrain
  • medulla
  • central cochlea nucleus
  • superior olivary complex
  • inferior colliculus
  • thalamus
  • medial geniculate nucleus
  • primary auditory cortex
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8
Q

organisation of auditory cortex and auditory nerve

A

tonotopic map

certain areas for certain frequencies

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9
Q

primary and secondary auditory cortex locations

A 
primary = Heschl's gyrus 
secondary = planum polare and planum temporale
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10
Q

regions sensitive to spatial properties of sound

A

right primary auditory cortex

  • speech also activates
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11
Q

association cortex

A

memory and associations

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12
Q

prefrontal regions

A

emotional responses

BA47 and BA44 - expectations

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13
Q

cerebellum

A

fine movement - playing instrument

emotional responses

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14
Q

amygdala

A

emotional response

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15
Q

nucleus accumbens

A

reward system - pleasure from music

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16
Q

hippocampus

A

memorising music

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17
Q

visual cortex

A

reading music

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18
Q

timbre

A

how different instruments sound

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19
Q

contour

A

going up or down

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20
Q

brain organises:

pitch, tempo, loudness, rhythm, spatial location, timbre and contour to:

Study These Flashcards
A

higher level concepts

- meter, harmony, melody

21
Q

evidence for being born musical

Study These Flashcards
A

infants:

  • preference for consonance music
  • easily notice contours
  • understand phrase structure in mozart
  • can distinguish rhythms at 3 days old
  • hemisphere specialisation
22
Q

hemisphere specialisation in infant music

Study These Flashcards
A

traditional music - activates primary auditory cortex

altered music - activates left inferior frontal gyrus - important for expectations

23
Q

music development - new borns

Study These Flashcards
A 
percieve and remember
- pitch sequences 
- tonality
- consonant dissonant music 
preference for consonant
24
Q

music development - 4-6YO

Study These Flashcards
A

respond more to tonal than atonal

best age to start musical training

25
music development - 7 YO
sensitive to rules of harmony
26
music development - 10 YO
understand finer aspects of key structure
27
music development - 12 YO
development tastes and recognition of styles
28
mozart effect
- claims people perform better on tests of spatial abilities after listening to music composed by Mozart (many pregnant women listen to make babies smarter) - Thomson Forde et al (2001) -- paper cutting and folding task to mozart or adagio (sad music) -- better when listen to music -- when controlled for arousal and mood - found was an artefact of this
29
music and language share what attributes
- both auditory forms of communication | - sensory input evolved over time and in a coherent manner
30
shared syntactic integration resource hypothesis (SSIRH)
Patel (2003) | syntax in music and language share common set of circuits in frontal brain region
31
syntactic overlap
by comparing violations in language and music - syntax violation = P600 - semantic violation = P400 overlap between them at 600ms for frontal and parietal electrodes - suggest share resources for processing grammar
32
music to study emotional prosody
Forde et al (2012) amusic Ps tested their sensitivity to emotion in speech prosody neutral sentence presented in different emotions amusics = significantly impaired for all emotions except fear (uses different cues - evolution) shows music and language share mechanisms that trigger emotional response
33
congenital amusia
``` lifelong condition difficulty perceiving or making sense of music difficulty in pitch perception tone deaf affects 4% population below 22 score in amusic range normal range for rhythm unaware when music/including self = off key difficulty discriminating music without lyrics dislike music + avoid it unlikely to experience reactions to it no spatial difficulties ```
34
why is amusia interesting
- sheds light on normal musical processing - can determine how much musical processing is associated with other skills - possible origins of other development disorders e.g., dyslexia, prosopagnosia, dyscalculia (numbers)
35
amusic pitch perception problems
Peretz et al (2001) - Monica - amusic - small pitch difference = 0% accurate - bigger pitch difference = 70% accurate - better when going up - not WM problem as recognise notes going up
36
amusic speech problems
``` only with subtle changes 65% languages = tonal Liu et al (2010) - statement-Q discrimination task - impaired in natural, gliding and nonsense speech ```
37
brain difference in amusia
amusics = - thinner white matter between right frontal and temporal lobes and in right inferior frontal lobe (gets thinner the more severe) - increased gray matter in auditory cortex (may compromise normal development of right frontotemporal pathway) - impaired arculate fasciculus (tracts connecting superior and inferior temporal gyrus - info can't be transmitted normal way)
38
amusic ERPs
no P600 - prominent in controls when semitone violation | N200 - controls and amusics - important in quater tones yet amusics impaired - so maybe can track but not report?
39
music and emotion
music can elicit psychological (mood) and physiological (chills) changes
40
reward-motivational circuits in music induced emotion
^ in basal forebrain, midbrain, orbitofrontal regions deactivations in amygdala PET study - deactivations in ventral prefrontal area and amygdala - amygdala = usually processing negative - this was positive, before chill - anticipation (seen in addicts before rush) fMRI study - reward system active - chills - dopamine production - instrumental activated survival regions
41
rhythm = uniquely human
- anticipatory (tap before beat) - flexible (can double/half clap) - robust - cross modal - when asked to tap to flash - awful
42
beat can be a useful therapy for...
parkinsons disease | helps them walk
43
brain regions in tapping
Grahn and Brett (2007) - regular, jazz and irregular regular = easiest as listening = - bilateral superior temporal gyrus - primary auditory cortex as tapping = - motor areas - dorsal motor area - SMA - pre-SMA - basal ganglia (time perception/movement)
44
can parrots keep the beat
yes | both humans and parrots have vocal learning - important for sequence mapping
45
why we move to the beat
basal ganglia - involved in timing beats | evolutionary modification for beat perception as chimps can't move to beat
46
auditory perception
dynamic processing bottom up and top-down feedforward and feedback loops - when playing instrument
47
effects of musical training
Bausmann et al (2005) - trained or not trained on melody - trained = activated auditory and motor cortex and SMA - untrained = only activated auditory cortex - played tune in scanner - trained = premotor and motor cortex AND auditory cortex - even though couldn't hear it
48
musical training long-term brain effects
Ohinishi et al (2001) - in musicians - more active - dorsolateral prefrontal cortex - planum temporale gyrus - especially on left - treat music as a language
49
music vocalisation is more ___ hemisphere
right

cognitive neuroscience (9 decks)

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