Red de Bibliotecas Virtuales de Ciencias Sociales en
América Latina y el Caribe
Por favor, use este identificador para citar o enlazar este ítem:
https://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/128768Registro completo de metadatos
| Campo DC | Valor | Lengua/Idioma |
|---|---|---|
| dc.contributor | es-ES | |
| dc.contributor | en-US | |
| dc.creator | Álamos Gómez, José E. | - |
| dc.creator | Pérez Gil, Manuel | - |
| dc.date | 2017-02-21 | - |
| dc.date.accessioned | 2022-03-25T19:02:13Z | - |
| dc.date.available | 2022-03-25T19:02:13Z | - |
| dc.identifier | https://ojs.uv.es/index.php/LEEME/article/view/9866 | - |
| dc.identifier | 10.7203/LEEME.35.9866 | - |
| dc.identifier.uri | http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/128768 | - |
| dc.description | Hallazgos anteriores señalan la existencia de relaciones cognitivas entre percepción musical y lingüística en torno al procesamiento sintáctico, conciencia fonológica y aspectos prosódicos del lenguaje. Por otro lado, se ha demostrado que el uso de sílabas o dispositivos mnemotécnicos son un enfoque pedagógico eficaz para la enseñanza de habilidades de lectura rítmica. Este estudio busca determinar si el uso de sílabas del idioma español ayuda en la memorización de secuencias rítmicas y si existen diferencias en el grado de memorización de información cantada en modo mayor, menor, o recitada, en estudiantes de tercero de Ed. Primaria. Para ello se aplicaron dos tests de memoria musical de corto plazo que relacionan: 1) secuencias rítmicas con pseudo–palabras; y 2) melodías mayores y menores con cifras numéricas. Estos test fueron aplicados a estudiantes españoles y chilenos (n=115). Los resultados mostraron diferencias significativas (p = 0.027) a favor de los estudiantes que recordaron secuencias rítmicas con pseudo-palabras frente a los que lo hicieron con secuencias rítmicas solo instrumentales. Por otra parte no existieron diferencias significativas (p = 0.317) entre niveles de memorización según la forma en que fue presentada la información, sin embargo, los estudiantes españoles se vieron significativamente favorecidos (p = 0.022) con el uso de melodías en modo mayor y los estudiantes chilenos con las del modo menor (p = 0.011). Estos resultados sugieren que el uso de sílabas optimiza el rendimiento en memoria rítmica musical a corto plazo y por otro lado muestran ciertas diferencias en los contextos músico-culturales de estudiantes españoles y chilenos. | es-ES |
| dc.description | Previous findings indicate that cognitive relations between perception of musical and linguistic are around the syntactic processing, phonological awareness and prosodic aspects of the language. On the other hand, it has been shown that the use of syllables or mnemonics devices, are an effective pedagogical approach to the teaching of rhythmic reading skills. This study seeks to determine if the use of the Spanish language for hyphenation helps the memorization of rhythmic sequences; and if there are differences in the degree of memorization of information sung at major mode, minor mode or recited (spoken words), in third grade students. So were two short-term musical memory test, that relate rhythm sequences with pseudo - words, and on the other hand, major and minor with numerical digit melodies. These tests were applied to N = 115 Spanish and Chilean students. The results showed significant differences (p = 0.027) in favor of students who recalled rhythmic sequences with pseudo-words versus those who did so only instrumental rhythmic sequences. On the other hand not there were significant differences (p = 0.317) between tiers of storage depending on the form that was submitted the information, however, Spanish children have been significantly favored (p = 0.022) melodies using mode Chilean with minor students and greater (p = 0.011).These results suggest that the use of syllables optimizes performance in rhythmic memory musical short term and on the other hand, show certain differences in the musician-cultural contexts of Chilean and Spanish students. | en-US |
| dc.format | application/pdf | - |
| dc.language | spa | - |
| dc.publisher | Universitat de València | es-ES |
| dc.relation | https://ojs.uv.es/index.php/LEEME/article/view/9866/9285 | - |
| dc.relation | /*ref*/<p>Altenmüller, E., y Gruhn, W. (1998). La investigación de la función cerebral y la educación musical. <em>Eufonía, 10</em>, 15-76.</p> <p>Battle, J., y Ramsey, D. (1990). Music as an aid in learning conceptual facts in the social studies lesson. <em>Southeastern Journal of Music Education, 2</em>, 221-237.</p> <p>Bebeau, M. (1982). Effects of traditional and simplified methods of rhythm-reading instruction. <em>Journal of Research in Music Education</em>, <em>30</em>(2), 107-119.</p> <p>Bilhartz, T., Bruhn, R., y Olson, J. (2000). The effect of early music training on child cognitive development. <em>Journal of Applied Developmental Psychology</em>, <em>20</em>, 615-636.</p> <p>Brandler, S., y Rammsayer, T. (2003). Differences in mental abilities between musicians and non-musicians. <em>Psychology of Music</em>, <em>31</em>, 123–138. doi: <a href="http://dx.doi.org/10.1177/0305735603031002290">http://dx.doi.org/10.1177/0305735603031002290</a></p> <p>Bus, A., y Van Ijzendoorn, M. (1999). Phonological awareness and early reading: a meta- analysis of experimental training studies. <em>Journal of Educational Psychology, 91</em>, 403- 414.</p> <p>Cassidy, J. (1993). Effects of various sightsinging strategies on nonmusic majors’ pitch accuracy. <em>Journal of Research in Music Education, 41</em>(4), 293-302.</p> <p>Colley, B. (1987). A comparison of syllabic methods for improving rhythm literacy. <em>Journal of Research in Music Education, 35</em>(4), 221-235.</p> <p>Costa-Giomi, E. (1999). The effects of three years of piano instruction on children’s cognitive development. <em>Journal of Research in Music Education</em>, <em>47</em>, 198-212.</p> <p>Davidson, J., Moore, D., Sloboda, J., y Howe, M. (1998). Characteristics of music teachers and the progress of Young instrumentalists. <em>Journal of Research in Music Education, 46(1)</em>, 141-160.</p> <p>Fedorenko, E., Patel, A., Casasanto, D., Winawer, J., y Gibson, E. (2009). Structural integration in language and music: Evidence for a shared system. <em>Memory and Cognition</em>, <em>37</em>, 1–9. doi: <a href="http://dx.doi.org/10.3758/MC.37.1.1">http://dx.doi.org/10.3758/MC.37.1.1</a></p> <p>Fiveash, A., y Pammer, K. (2014). Music and language: Do they draw on similar syntactic working memory resources? <em>Psychology of Music, 42</em>, 190-209. doi: <a href="http://dx.doi.org/10.1177/0305735612463949">http://dx.doi.org/10.1177/0305735612463949</a></p> <p>Forgeard, M., Schlaug, G., Norton, A., Rosam, C., Lyengar, U., y Winner, E. (2008). The relation between music and phonological processing in normal-reading children and children with dyslexia. <em>Music Perception</em>, <em>25</em>, 383-390.</p> <p>Fujioka, T., Ross, B., Kakigi, R., Pantev, C., y Trainor, L. (2006). One year of musical training affects development of auditory cortical-evoked fields in young children. <em>Brain, 129</em>, 2593-2608.</p> <p>Gabrielsson, A., y Juslin, P. (2003). Emotional expression in music. En H. Goldsmith, R. Davidson y K. Scherer. (Eds.), <em>Handbook of Affective Science </em>(pp. 503-534)<em>. </em>New York: Oxford University Press.</p> <p>Gerardi, G., y Gerken, L. (1995). The development of affective responses to modality and melodic contour. <em>Music Percept, 12</em>, 279-290.</p> <p>Gordon, E. (2010). Gordon on Gordon. <em>Vision of Research in Music Education</em>. 16 (2)</p> <p>Gregory, A., Worrall, L., y Sarge, A. (1996). The development of emotional responses to music in young children. <em>Motiv Emot, 20</em>, 341-348.</p> <p>Hannon, E., y Trainor, L. (2007). Music acquisition: Effects of enculturation and formal training on development. <em>TRENDS in Cognitive Sciences</em>, <em>11(11)</em>, 466-472. doi: <a href="http://dx.doi.org/10.1016/j.tics.2007.08.008">http://dx.doi.org/10.1016/j.tics.2007.08.008</a></p> <p>Hansen, D., Bernstorf, E., y Stuber, G. (2004). <em>The music and literacy connection</em>. Reston, VA: MENC.</p> <p>Hargreaves, D. (1998). <em>Música y desarrollo psicológico</em>. Barcelona: Graó.</p> <p>Helmbold, N., Rammsayer, T., y Altenmüller, E. (2005). Differences in primary mental abilities between musicians and nonmusicians. Journal of Individual Differences, 26, 74– 85. doi: 10.1027/1614–0001.26.2.74</p> <p>Herholz, S., y Zatorre, R. (2012). Musical training as a framework for brain plasticity: Behavior, function and structure. <em>Neuron, 76(3)</em>, 486-502. doi: <a href="http://dx.doi.org/10.1016/j.neuron.2012.10.011">http://dx.doi.org/10.1016/j.neuron.2012.10.011</a></p> <p>Hyde, K., Lerch, J., Norton, A., Forgeard, M., Winner, E., Evans, A., y Schlaug, G. (2009). The effects of musical training on structural brain development. A longitudinal study. <em>Annals of the New York Academy of Sciences, 1169</em>, 182-186. doi: <a href="http://dx.doi.org/10.1111/j.1749-6632.2009.04852.x">http://dx.doi.org/10.1111/j.1749-6632.2009.04852.x</a></p> <p>Jakobson, L., Lewycky, S., Kilgour, A., y Stoesz, B. (2008). Memory for verbal and visual material in highly trained musicians. <em>Music Perception</em>, <em>26</em>, 41–55. doi: <a href="http://dx.doi.org/10.1525/MP.2008.26.1.41">http://dx.doi.org/10.1525/MP.2008.26.1.41</a></p> <p>Johansson, B. (2008). Language and music: What do they have in common and how do they differ? A neuroscientific approach. <em>European Review, 16</em>, 413–427. doi: <a href="http://dx.doi.org/10.1017/S1062798708000379">http://dx.doi.org/10.1017/S1062798708000379</a></p> <p>Kastner, M., y Crowder, R. (1990). Perception of the major/minor distinction: IV. Emotional connotations in young children. <em>Music Percept, 8</em>, 189-201.</p> <p>Kilgour, A., Jakobson, L., y Cuddy, L. (2000). Music training and rate of presentation as mediators of text and song recall. <em>Memory and Cognition</em>, <em>28</em>, 700–710. doi: <a href="http://dx.doi.org/10.3758/BF03198404">http://dx.doi.org/10.3758/BF03198404</a></p> <p>Koelsch, S., Fritz, T., Schulze, K., Alsop, D., y Schlaug, G. (2005). Adults and children processing music: an fMRI study. <em>Neuroimage</em>, 25, 1068-1076.</p> <p>Lacárcel, J. (2003). Psicología de la música y emoción musical. <em>Educatio Siglo XXI, 20- 21</em>, 213-226</p> <p>Levitin, D. y Tirovolas, A. (2009). Current advances in the cognitive neuroscience of music. <em>Annals of the New York Academy of Sciences, 1156, </em>211-231. doi: <a href="http://dx.doi.org/10.1111/j.17496632.2009.04417.x">http://dx.doi.org/10.1111/j.17496632.2009.04417.x</a></p> <p>McCarthy, W. (1985). Promoting language development through music. <em>Academic Therapy, 21</em>(2), 237–242.</p> <p>Mithen, S. (2009). The music instinct: The evolutionary basis of musicality. Neurosciences and Music III – Disorders and Plasticity. <em>Annual New York Academy of Sciences, 1169</em>, 3–12. doi:10.1111/j.1749–6632.2009.04590.x</p> <p>Mizener, C. (2008). Enhancing Language Skills Through Music.<em>General Music Today</em>, <em>21</em>, 11-17. doi: <a href="http://dx.doi.org/10.1177/1048371308316414">http://dx.doi.org/10.1177/1048371308316414</a></p> <p>Moreno, S. y Besson, M. (2006). Musical training and language-related brain electrical activity in children. <em>Psychophysiology</em>, 43, 287-291.</p> <p>Palmer, M. (1976). Relative effectiveness of two approaches to rhythm reading fourth- grade students. <em>Journal of Research in Music Education, 24</em>(3), 110-118.</p> <p>Patel, A. D. (2010). Music, biological evolution, and the brain. En M. Bailar (Ed.), <em>Emerging disciplines </em>(pp. 91-144). Houston, TX: Rice University Press.</p> <p>Peretz, I. (2006). The nature of music from a biological perspective. <em>Cognition, 100</em>, 1– 32. doi:10.1016/j.cognition.2005.11.004</p> <p>Perlovsky, L. (2012). Cognitive function of music. Part I. <em>Interdisciplinary Science Reviews, 37(2)</em>, 131-144. doi: <a href="http://dx.doi.org/10.1179/0308018812Z.00000000010">http://dx.doi.org/10.1179/0308018812Z.00000000010</a></p> <p>Posedel, J., Emery, L., Souza, B., y Fountain, C. (2012). Pitch perception, working memory, and second-language phological production.<em>Psychology of Music</em>, <em>40</em>, 508-517. doi: <a href="http://dx.doi.org/10.1177/0305735611415145">http://dx.doi.org/10.1177/0305735611415145</a></p> <p>Ramírez, C. (2006). <em>Música, lenguaje y educación: la comunicación humana a través de la música en el proceso educativo.</em>Valencia: Tirant lo Blanch.</p> <p>Reifinger, J. (2009) An Analysis of Tonal Patterns Used for Sight-Singing Instruction in Second-Grade General Music Class. <em>Journal of Research in Music Education</em>, 57, 203- 216.</p> <p>Schellenberg, E. (2004). Music lessons enhance IQ. <em>Psychological Science, 15</em>, 511-514.</p> <p>Schellenberg, E. (2006). Long-term positive associations between music lessons and IQ. <em>Journal of Educational Psychology, 98</em>, 457-468.</p> <p>Schlaug, G., Forgeard, M., Zhu, L., Norton, A., Norton, A., y Winner, E. (2009).Training induced neuroplasticity in young children. <em>Annals of the New York Academy of Sciences, 1169</em>, 205-208. doi: <a href="http://dx.doi.org/10.1111/j.1749-6632.2009.04842.x">http://dx.doi.org/10.1111/j.1749-6632.2009.04842.x</a></p> <p>Schlaug, G., Norton, A., Overy, K., y Winner, E. (2005). Effects of music training on brain and cognitive development. <em>Annals of the New York Academy of Sciences, 1060</em>, 219-230.</p> <p>Shehan, R. (1987). Effects of rote versus note presentations on rhythm learning and retention. <em>Journal of Research in Music Education, 35</em>(2), 117-126.</p> <p>Slevc, R., Rosenberg, J., y Patel, A. (2009). Making psycholinguistics musical: Self- paced reading time evidence for shared processing of linguistic and musical syntax. <em>Psychonomic Bulletin and Review, 16, </em>374–381. doi: <a href="http://dx.doi.org/10.3758/16.2.374">http://dx.doi.org/10.3758/16.2.374</a></p> <p>Tallal, P., y Gaab, N. (2006). Dynamic auditory processing, musical experience and language development. <em>Trends Neurosciences</em>, <em>29</em>, 382–390.</p> <p>Trainor, L., Shahin, A., y Roberts, L. (2009). Understanding the benefits of musical training: Effects on oscillatory brain activity. <em>Annals of the New York Academy of Sciences, 1169</em>, 133-142. doi: <a href="http://dx.doi.org/10.1111/j.1749-6632.2009.04589">http://dx.doi.org/10.1111/j.1749-6632.2009.04589</a></p> | - |
| dc.source | Electronic Journal of Music in Education; Núm. 35 (2015): Revista Electrónica de LEEME; 01-27 | en-US |
| dc.source | Revista Electrónica de LEEME; Núm. 35 (2015): Revista Electrónica de LEEME; 01-27 | es-ES |
| dc.source | 1575-9563 | - |
| dc.subject | es-ES | |
| dc.subject | Memoria musical; música y lenguaje; Educación Primaria; modos; sílabas rítmicas; interdisciplinariedad. | es-ES |
| dc.subject | en-US | |
| dc.subject | Musical Memory; Music and Language; Elementary Education; Modes; Rhythmic Syllables; Interdisciplinarity. | en-US |
| dc.title | Paralelos cognitivos entre música y lengua materna en estudiantes de Educación Primaria. Un estudio sobre la influencia del lenguaje verbal y de las características melódicas específicas en la memoria musical a corto plazo | es-ES |
| dc.title | Cognitive parallels between music and mother tongue in Elementary School students. An empirical study on the influence of verbal language and specific melodic issues on the short term memory | en-US |
| dc.type | info:eu-repo/semantics/article | - |
| dc.type | info:eu-repo/semantics/publishedVersion | - |
| dc.type | Artículo revisado por pares | es-ES |
| dc.type | es-ES | |
| dc.type | en-US | |
| Aparece en las colecciones: | Institut Universitari de Creativitat i Innovacions Educatives - ICIE - Cosecha | |
Ficheros en este ítem:
No hay ficheros asociados a este ítem.
Los ítems de DSpace están protegidos por copyright, con todos los derechos reservados, a menos que se indique lo contrario.