List of contributors | p. xv |
The Fetal Stage | |
Prenatal auditory experience | p. 3 |
Introduction | p. 3 |
The fetal sound environment | p. 4 |
Maternal background noise | p. 4 |
In utero attenuation of auditory stimuli | p. 5 |
Differentiation of speech from the background noise | p. 7 |
Sound isolation of the fetus | p. 8 |
Auditory system maturation | p. 8 |
Evidence of prenatal auditory functioning | p. 10 |
Auditory evoked potentials | p. 10 |
Neurochemical responses: local cerebral (14-C) 2-deoxyglucose (2-DG) uptake | p. 11 |
Behavioural studies | p. 11 |
Consequences of auditory prenatal experience | p. 17 |
Prenatal consequences of sound exposure | p. 17 |
Postnatal effects of prenatal sound exposure | p. 20 |
Conclusion | p. 24 |
Acknowledgements | p. 25 |
References | p. 25 |
From the Baby to the Infant | |
Musicality in infancy research: biological and cultural origins of early musicality | p. 37 |
Introduction: perspectives of infancy research | p. 37 |
Early musicality and human communication | p. 39 |
Early musicality and the human mind | p. 45 |
Early musicality and human culture | p. 49 |
Acknowledgments | p. 51 |
References | p. 51 |
Infants' auditory sensitivity towards acoustic parameters of speech and music | p. 56 |
Introduction | p. 56 |
Auditory sensitivity in infants | p. 57 |
Methods | p. 58 |
Absolute thresholds | p. 60 |
Masked thresholds | p. 62 |
Frequency discrimination | p. 64 |
Pitch discrimination | p. 66 |
Timbre discrimination | p. 67 |
Summary | p. 68 |
Auditory grouping and segregation processes | p. 70 |
Auditory stream segregation | p. 71 |
Duration illusion | p. 74 |
Implications for pattern perception in speech and music | p. 76 |
References | p. 81 |
Intuitive parenting: a hidden source of musical stimulation in infancy | p. 88 |
Introduction | p. 88 |
Predispositions for music in human infants | p. 88 |
Predispositions for music education in parents | p. 89 |
Musical elements in preverbal communication: the Papouseks' approach to the earliest stages of musical stimulation | p. 90 |
Infant-directed speech: a relevant source of musical stimulation | p. 92 |
Functional significance of infant-directed melodies in speech | p. 94 |
Beyond melodic contours: rhythm and dynamics | p. 100 |
Early rhythmic stimulation | p. 101 |
The musical structure of interactional games | p. 102 |
Precursors of singing in infants' preverbal vocal development | p. 103 |
Creative play with vocal sounds | p. 104 |
From common roots to diverging specializations | p. 105 |
Concluding remarks | p. 107 |
References | p. 108 |
Time and Childhood | |
The development of the perception of time and temporal regulation of action in infants and children | p. 115 |
Time and rhythms in infants | p. 115 |
Motor rhythms and temporal regulations of behaviour | p. 116 |
The perception and processing of temporal information | p. 119 |
Enacted time and represented time in children | p. 129 |
The development of representations of the temporal structure of events | p. 129 |
Temporal regulations of action: from conditioned regulation to cognitive regulation | p. 131 |
Time as a quantifiable dimension and learning to measure time | p. 135 |
Synchronization of perceived and produced sequences | p. 136 |
References | p. 138 |
School Age | |
The development of artistic and musical competence | p. 145 |
Introduction | p. 145 |
Theoretical and practical issues | p. 146 |
The social and educational context of musical competence | p. 146 |
Normative and expert development | p. 150 |
Does artistic development proceed in stages? | p. 151 |
Musical competence and artistic development | p. 153 |
The course of artistic and musical development | p. 154 |
The sensorimotor phase | p. 155 |
The figural phase | p. 159 |
The schematic phase | p. 162 |
The rule systems phase | p. 164 |
The professional phase | p. 165 |
Conclusion | p. 167 |
Acknowledgements | p. 168 |
References | p. 168 |
The young performing musician | p. 171 |
Introduction | p. 171 |
The characteristics of expert musical performance | p. 172 |
Conditions for development of performance skill | p. 176 |
The study of young performing musicians | p. 178 |
Can expressivity be learned or practised? | p. 184 |
References | p. 187 |
Linguistic and musical development in preschool and school-age children | p. 191 |
Theoretical comments on problems concerning the development of language and music | p. 191 |
Competence and equilibration | p. 191 |
Modularity and grammar | p. 193 |
Integration processes and the development of the semiotic function | p. 194 |
Language, thought, and operational logic | p. 196 |
The concept of grammar in music theory | p. 197 |
Musical grammar and modularity | p. 197 |
Experimental facts and theoretical doubts | p. 198 |
Psychological implications of the generative theory of tonal music | p. 199 |
An evolutionary musical grammar of children: a key concept for research into the cognitive psychology of development | p. 201 |
The concept of evolutionary grammar | p. 201 |
Pitch and duration | p. 202 |
A potential model of an evolutionary grammar of melodic structures in children | p. 203 |
The development of tonal competence at school age | p. 207 |
The importance of dynamic aspects in the organization of melodic sequences | p. 207 |
The origin of the tonic-dominant-tonic relationship | p. 209 |
Conclusion | p. 211 |
References | p. 211 |
Index | p. 215 |
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