Action-based effects on music perception

The classical, disembodied approach to music cognition conceptualizes action and perception as separate, peripheral processes. In contrast, embodied accounts of music cognition emphasize the central role of the close coupling of action and perception. It is a commonly established fact that perception spurs action tendencies. We present a theoretical framework that captures the ways in which the human motor system and its actions can reciprocally influence the perception of music. The cornerstone of this framework is the common coding theory, postulating a representational overlap in the brain between the planning, the execution, and the perception of movement. The integration of action and perception in so-called internal models is explained as a result of associative learning processes. Characteristic of internal models is that they allow intended or perceived sensory states to be transferred into corresponding motor commands (inverse modeling), and vice versa, to predict the sensory outcomes of planned actions (forward modeling). Embodied accounts typically refer to inverse modeling to explain action effects on music perception (Leman, 2007). We extend this account by pinpointing forward modeling as an alternative mechanism by which action can modulate perception. We provide an extensive overview of recent empirical evidence in support of this idea. Additionally, we demonstrate that motor dysfunctions can cause perceptual disabilities, supporting the main idea of the paper that the human motor system plays a functional role in auditory perception. The finding that music perception is shaped by the human motor system and its actions suggests that the musical mind is highly embodied. However, we advocate for a more radical approach to embodied (music) cognition in the sense that it needs to be considered as a dynamical process, in which aspects of action, perception, introspection, and social interaction are of crucial importance

Enhancing the Visualization of Percussion Gestures by Virtual Character Animation

International audienceA new interface for visualizing and analyzing percussion gestures is presented, proposing enhancements of existing motion capture analysis tools. This is achieved by offering a percussion gesture analysis protocol using motion capture. A virtual character dynamic model is then designed in order to take advantage of gesture characteristics, yielding to improve gesture analysis with visualization and interaction cues of different types

Understanding Music Interaction, and Why It Matters

This is the introductory chapter of a book dedicated to new research in, and emerging new understandings of, music and human-computer interaction—known for short as music interaction. Music interaction research plays a key role in innovative approaches to diverse musical activities, including performance, composition, education, analysis, production and collaborative music making. Music interaction is pivotal in new research directions in a range of activities, including audience participation, interaction between music and dancers, tools for algorithmic music, music video games, audio games, turntablism and live coding. More generally, music provides a powerful source of challenges and new ideas for human-computer interaction (HCI). This introductory chapter reviews the relationship between music and human-computer interaction and outlines research themes and issues that emerge from the collected work of researchers and practitioners in this book

Enhancing the Visualization of Percussion Gestures by Virtual Character Animation

International audienceA new interface for visualizing and analyzing percussion gestures is presented, proposing enhancements of existing motion capture analysis tools. This is achieved by offering a percussion gesture analysis protocol using motion capture. A virtual character dynamic model is then designed in order to take advantage of gesture characteristics, yielding to improve gesture analysis with visualization and interaction cues of different types

Kinematic Analysis of Pianists' Expressive Performances of Romantic Excerpts: Applications for Enhanced Pedagogical Approaches

Established pedagogical theories for classical piano usually do not consider the essential relationship between the musical structure, whole body movements, and expression. Research focusing on musicians' expression has shown that body movements reflect the performer's understanding of the musical structure. However, most studies to date focus on the performance of a single piece at a time, leaving unanswered the question on how structural parameters of pieces with varied technical difficulties influence pianists' movements. In this study, 10 pianists performed three contrasting Romantic excerpts in terms of technical level and character, while motion data was collected with a passive infrared motion capture system. We observed how pianists modulate their performances for each of the three pieces and measured the absolute difference in percentage of duration and quantity of motion (QoM) between four expressive conditions (normal, deadpan, exaggerated, immobile). We analyzed common patterns within the time-series of position data to investigate whether pianists embody musical structure in similar ways. A survey was filled in by pianists to understand how they conceive the relationship between body movements and musical structure. Results show that the variation in duration between the exaggerated and deadpan conditions was significant in one measure for one of the excerpts, and that tempo was less affected by the QoM used than by the level of expression. By applying PCA on the pianists' position data, we found that the head QoM is an important parameter for communicating different expressions and structural features. Significant variations in head QoM were found in the immobile and deadpan conditions if compared to the normal condition, only in specific regions of the score. Recurrent head movements occurred along with certain structural parameters for two of the excerpts only. Altogether, these results indicate that the analysis of pianists' body movements and expressive intentions should be carried out in relation to the specific musical context, being dependent on the technical level of the pieces and the repertoire. These results, combined with piano teaching methods, may lead to the development of new approaches in instrumental lessons to help students make independent choices regarding body movements and expression

Sticking choices in timpani sight-reading performance

When sight-reading a score, a timpanist needs to decide in real-time which stick to use to play a specific note while interpreting the musical material. Our main point of inquiry seeks to understand which sticking patterns performers employ and how they are affected by rhythmic stability. This paper analyzes the bi-manual sequencing (i.e., sticking) patterns of 31 timpanists in a sight-reading task. We analyze their results compared to model sticking patterns common in percussion pedagogical literature. Results show that while hand dominance plays an essential role in an individual's sticking pattern, the stability of a rhythmic pattern may also dramatically influence the observed particular sticking strategies. In areas of rhythmic stability, performers largely adhered to one of two conventional sticking patterns in the literature (dominant hand lead & alternating). Where rhythmic patterns became more unstable, the performers separated into diverse sticking groups. Moreover, several performers demonstrated sticking patterns which were hybrids or an inverse of the model sticking patterns, without any impact on the success of their sight-reading abilities. Overall, no two individual performers demonstrated the same sticking pattern. In terms of percussion pedagogy, our findings suggest that performers may benefit from an awareness of the adaptability of model sticking strategies. Lastly, we make the case for further study of rhythmic stability and bi-manual sequencing by locating the difference between notational and aural complexity

Impact of traumatic dental injuries and malocclusions on quality of life of young children

<p>Abstract</p> <p>Background</p> <p>The presence of traumatic dental injuries and malocclusions can have a negative impact on quality of life of young children and their parents, affecting their oral health and well-being. The aim of this study was to assess the impact of traumatic dental injuries and anterior malocclusion traits on the Oral Health-Related Quality of Life (OHRQoL) of children between 2 and 5 years-old.</p> <p>Methods</p> <p>Parents of 260 children answered the six domains of the Early Childhood Oral Health Impact Scale (ECOHIS) on their perception of the OHRQoL (outcome). Two calibrated dentists assessed the types of traumatic dental injuries (Kappa = 0.9) and the presence of anterior malocclusion traits (Kappa = 1.0). OHRQoL was measured using the ECOHIS. Poisson regression was used to associate the type of traumatic dental injury and the presence of anterior malocclusion traits to the outcome.</p> <p>Results</p> <p>The presence of anterior malocclusion traits did not show a negative impact on the overall OHRQoL mean or in each domain. Only complicated traumatic dental injuries showed a negative impact on the <it>symptoms </it>(p = 0.005), <it>psychological </it>(p = 0.029), <it>self image/social interaction </it>(p = 0.004) and <it>family function </it>(p = 0.018) domains and on the overall OHRQoL mean score (p = 0.002). The presence of complicated traumatic dental injuries showed an increased negative impact on the children's quality of life (RR = 1.89; 95% CI = 1.36, 2.63; p < 0.001).</p> <p>Conclusions</p> <p>Complicated traumatic dental injuries have a negative impact on the OHRQoL of preschool children and their parents, but anterior malocclusion traits do not.</p

Quantitative Evaluation of Percussive Gestures by Ranking Trainees versus Teacher

International audienceIn this paper we characterize timpani gestures by temporal kinematic features, containing most information responsible for the sound-producing actions. In order to evaluate the feature sets, a classification approach is conducted under three main attack categories (legato, accent and vertical accent) and sub-categories (dynamics, striking position). Two studies are carried out: intra-subject and inter-subjects classification. Results are presented in terms of a quantitative ranking of students, using professional gestures as training set, and their gestures as test set

Proposta de Webquest para a Introdução da Química dos Materiais no Contexto do Ensino Médio da Escola Pública

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