/pdf/things-i-have-learned-so-far-477gn7loyo.pdf

Things I have learned so far

In this provocative book, David Elkind explores many of the expectations and experiences that contemporary children must face. In so doing, he develops a persuasive argument that parents, schools, and the media are increasingly placing their own needs above the needs of children and, thus, are failing to recognize the "special estate" that children deserve. Because they are vulnerable to pressures to hurry and grow up—too fast, too soon—children experience stress as they have "unusual demands for adaptation" placed on them. The author further contends that stress leads to such symptoms as free-floating anxiety, type A behavior, school burnout, and learned helplessness. Elkind also aptly notes that stress can strengthen some children: "the boiling water that hardens the egg softens the carrot." Weighing the beneficial v the detrimental effects of stress on children does not seem to be a central issue in this book. Rather, the author focuses on the

The Hurried Child: Growing Up Too Fast Too Soon

A large number of competing models exist for how the brain creates a representation of time. However, several human and animal studies point to 'climbing neural activation' as a potential neural mechanism for the representation of duration. Neurophysiological recordings in animals have revealed how climbing neural activation that peaks at the end of a timed interval underlies the processing of duration, and, in humans, climbing neural activity in the insular cortex, which is associated with feeling states of the body and emotions, may be related to the cumulative representation of time.

The inner sense of time: how the brain creates a representation of duration

Time is a universal psychological dimension, but time perception has often been studied and discussed in relative isolation. Increasingly, researchers are searching for unifying principles and integrated models that link time perception to other domains. In this review, we survey the links between temporal cognition and other psychological processes. Specifically, we describe how subjective duration is affected by nontemporal stimulus properties (perception), the allocation of processing resources (attention), and past experience with the stimulus (memory). We show that many of these connections instantiate a "processing principle," according to which perceived time is positively related to perceptual vividity and the ease of extracting information from the stimulus. This empirical generalization generates testable predictions and provides a starting-point for integrated theoretical frameworks. By outlining some of the links between temporal cognition and other domains, and by providing a unifying principle for understanding these effects, we hope to encourage time-perception researchers to situate their work within broader theoretical frameworks, and that researchers from other fields will be inspired to apply their insights, techniques, and theorizing to improve our understanding of the representation and judgment of time. (PsycINFO Database Record

/pdf/temporal-cognition-connecting-subjective-time-to-perception-48ogorryc7.pdf

Temporal cognition: Connecting subjective time to perception, attention, and memory.

Can nonlinguistic musical training change the way the brain processes speech? The expanded OPERA hypothesis.

A small number of studies show that music training is associated with improvements in reading or in its component skills. A central question underlying this present research is whether musical activity can enhance the acquisition of reading skill, potentially before formal reading instruction begins. We explored two dimensions of this question: an investigation of links between kindergartners’ music rhythm skills and their phonological awareness in kindergarten and second grade; and an investigation of whether kindergartners who receive intensive musical training demonstrate more phonological skills than kindergartners who receive less. Results indicated that rhythm skill was related to phonological segmentation skill at the beginning of kindergarten, and that children who received more music training during kindergarten showed improvement in a wider range of phonological awareness skills at the end of kindergarten than children with less training. Further, kindergartners’ rhythm ability was strongly related to their phonological awareness and basic word identification skills in second grade. We argue that rhythm sensitivity is a pre-cursor skill to oral language acquisition, and that the ability to perceive and manipulate time intervals in sound streams may link performance of rhythm and phonological tasks.

Links between Early Rhythm Skills, Musical Training, and Phonological Awareness.

Multidisciplinary Aspects of Time and Time Perception

A study on the verbal attributes of musical timbre was conducted in an effort to identify the most significant semantic descriptors and to quantify the association between prominent timbral aspects and several categorical properties of environmental entities. A verbal attribute magnitude estimation (VAME) type of listening test in which participants were asked to describe 23 musical sounds using 30 Greek adjectives together with verbal terms of their own choice was designed and conducted for this purpose. Factor and Cluster Analysis were performed on the subjective evaluation data in order to shed some light on the relationships between the adjectives that were proposed and to conclude to the number and quality of the salient perceptual dimensions required for the description of this set of sounds.

/pdf/an-investigation-of-musical-timbre-uncovering-salient-1v2pkejddc.pdf

An Investigation of Musical Timbre: Uncovering Salient Semantic Descriptors and Perceptual Dimensions.

Analysis of Musical Timbre Semantics through Metric and Non-Metric Data Reduction Techniques

The present study was carried out to determine whether recorded musical tones
played at various pitches on a clarinet, a flute, an oboe, and a trumpet are perceived
as being equal in loudness when presented to listeners at the same A-weighted level.
This psychophysical investigation showed systematic effects of both instrument type
and pitch that could be related to spectral properties of the sounds under consideration.
Level adjustments that were needed to equalize loudness well exceeded typical
values of JNDs for signal level, thus confirming the insufficiency of A-weighting as
a loudness predictor for musical sounds. Consequently, the use of elaborate computational
prediction is stressed, in view of the necessity for thorough investigation of
factors affecting the perception of loudness of musical sounds.

https://acoustics.ippt.pan.pl/index.php/aa/article/download/176/169

Georgios Papadelis

Papers

Links between Early Rhythm Skills, Musical Training, and Phonological Awareness.

Multidisciplinary Aspects of Time and Time Perception

An Investigation of Musical Timbre: Uncovering Salient Semantic Descriptors and Perceptual Dimensions.

Analysis of Musical Timbre Semantics through Metric and Non-Metric Data Reduction Techniques

Loudness Assessment of Musical Tones Equalized in A-weighted Level