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Music cognition in childhood: Introduction Music cognition in childhood: Introduction
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Acquisition of musical pitch structure Acquisition of musical pitch structure
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Culture-general aspects of pitch processing: Absolute vs. relative pitch Culture-general aspects of pitch processing: Absolute vs. relative pitch
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Culture-general aspects of pitch processing: Melodic contour Culture-general aspects of pitch processing: Melodic contour
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Culture-general aspects of pitch processing: Melodic expectations Culture-general aspects of pitch processing: Melodic expectations
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Culture-specific aspects of pitch processing: Enculturation to Western pitch structure Culture-specific aspects of pitch processing: Enculturation to Western pitch structure
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Acquisition of the temporal structure of music Acquisition of the temporal structure of music
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Culture-general aspects of temporal processing Culture-general aspects of temporal processing
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Culture-specific aspects of temporal processing: Enculturation to Western metrical structure Culture-specific aspects of temporal processing: Enculturation to Western metrical structure
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Development of sensitivity to musical emotion Development of sensitivity to musical emotion
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Culture-general cues to emotion Culture-general cues to emotion
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Culture-specific cues to emotion and the role of experience Culture-specific cues to emotion and the role of experience
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Conclusions Conclusions
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Author note Author note
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Reflective questions Reflective questions
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Key sources Key sources
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5 Music cognition in childhood
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Published:September 2015
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Abstract
This chapter examines the development of music perception and cognition during early and middle childhood. Although infants have fairly sophisticated musical abilities, it takes many years to acquire adult-like musical knowledge. Much of this development occurs early in life, when children accumulate informal listening experience with the music of their culture. With increasing musical experience and general cognitive development, children’s knowledge of culture-general aspects of musical structure improves. Even larger developmental changes are seen in their acquisition of culture-specific knowledge of pitch and temporal structures. In some cases, formal music training accelerates the development of culture-specific knowledge and improves explicit understanding of musical concepts. In other cases—such as perceiving emotion expressed musically—music training has little effect. Future research could include age groups (i.e., toddlers) and musical cultures (e.g., Chinese, Indian) that have been largely neglected to date.
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